{"id":74,"date":"2022-02-13T13:56:39","date_gmt":"2022-02-13T18:56:39","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/accessibilitymentalhealthandcreativity\/?post_type=part&p=74"},"modified":"2023-04-16T09:49:47","modified_gmt":"2023-04-16T13:49:47","slug":"mental-health","status":"publish","type":"part","link":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/part\/mental-health\/","title":{"raw":"Mental Health","rendered":"Mental Health"},"content":{"raw":"

Common Mental Health Conditions<\/h1>\r\nby Catherine Jenkins\r\n

Definitions<\/h2>\r\nThe Canadian Association of College and University Student Services (CACUSS) <\/a>Campus Mental Health Inventory, suggests that student learning is impacted by their mental health, which is in turn impacted by a given institution\u2019s policies, practices, and culture. CACUSS suggests that the focus of post-secondary institutions tends to be on identifying and treating psychopathology, rather than on supporting students more holistically, recognizing the emotional, cultural, sociopolitical, and economic factors that impact an individual\u2019s mental health. Offering support to students before mental health problems present helps build resilience, and better prepare young adults for life after graduation. CACUSS<\/a> also states that: \u201cFaculty is on the front lines\u201d and should have adequate training in \u201calternative ways of assessing students\u2019 academic performance\u2026\u201d Recognizing that most instructors are not trained mental health practitioners, the purpose of this course is to help instructors develop alternative assessment strategies using creative pedagogy to holistically support their students.\r\n\r\n \r\n
\r\n\r\n\u201cIt\u2019s not just a matter of having the supports available in the student support centre. It\u2019s a matter of teaching every teacher not to judge too quickly\u2026 you don\u2019t need to be the psychology professor to just treat every student with utmost respect.\u201d\r\n\r\nDianne Acey, Psychologist and retired College Instructor<\/strong>\r\n\r\n<\/div>\r\n \r\n\r\nAccording to The Centre for Addiction and Mental Health (CAMH)<\/a> although anxiety is a common experience, it is usually brief and context-specific, for instance during exam period or end of term when multiple assignments may be due. Anxiety Disorders <\/a>are suggested when symptoms of anxiety persist or are severe. Anxiety can be broken down into several subcategories, including general anxiety disorder, social anxiety disorder, panic disorder and others. Acute feelings of irrational fear can negatively impact people\u2019s abilities to live their best lives, as well as impacting cognitive, social, or daily activities (CAMH, 2021).\r\n\r\nDepression<\/a> can be defined as: \u201ca complex mood disorder caused by various factors, including genetic predisposition, personality, stress and brain chemistry\u201d (CAMH, 2021). Although many Canadians experience Seasonal Affective Disorder (SAD) during the dark winter months, depression moves beyond sadness, exhibiting an extreme sense of despair, lasting for weeks or months. Depression rates are higher in women, although men are four times more likely to commit suicide (CAMH, 2021).\r\n\r\n ","rendered":"

Common Mental Health Conditions<\/h1>\n

by Catherine Jenkins<\/p>\n

Definitions<\/h2>\n

The Canadian Association of College and University Student Services (CACUSS) <\/a>Campus Mental Health Inventory, suggests that student learning is impacted by their mental health, which is in turn impacted by a given institution\u2019s policies, practices, and culture. CACUSS suggests that the focus of post-secondary institutions tends to be on identifying and treating psychopathology, rather than on supporting students more holistically, recognizing the emotional, cultural, sociopolitical, and economic factors that impact an individual\u2019s mental health. Offering support to students before mental health problems present helps build resilience, and better prepare young adults for life after graduation. CACUSS<\/a> also states that: \u201cFaculty is on the front lines\u201d and should have adequate training in \u201calternative ways of assessing students\u2019 academic performance\u2026\u201d Recognizing that most instructors are not trained mental health practitioners, the purpose of this course is to help instructors develop alternative assessment strategies using creative pedagogy to holistically support their students.<\/p>\n

 <\/p>\n

\n

\u201cIt\u2019s not just a matter of having the supports available in the student support centre. It\u2019s a matter of teaching every teacher not to judge too quickly\u2026 you don\u2019t need to be the psychology professor to just treat every student with utmost respect.\u201d<\/p>\n

Dianne Acey, Psychologist and retired College Instructor<\/strong><\/p>\n<\/div>\n

 <\/p>\n

According to The Centre for Addiction and Mental Health (CAMH)<\/a> although anxiety is a common experience, it is usually brief and context-specific, for instance during exam period or end of term when multiple assignments may be due. Anxiety Disorders <\/a>are suggested when symptoms of anxiety persist or are severe. Anxiety can be broken down into several subcategories, including general anxiety disorder, social anxiety disorder, panic disorder and others. Acute feelings of irrational fear can negatively impact people\u2019s abilities to live their best lives, as well as impacting cognitive, social, or daily activities (CAMH, 2021).<\/p>\n

Depression<\/a> can be defined as: \u201ca complex mood disorder caused by various factors, including genetic predisposition, personality, stress and brain chemistry\u201d (CAMH, 2021). Although many Canadians experience Seasonal Affective Disorder (SAD) during the dark winter months, depression moves beyond sadness, exhibiting an extreme sense of despair, lasting for weeks or months. Depression rates are higher in women, although men are four times more likely to commit suicide (CAMH, 2021).<\/p>\n

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