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Written by Kylee Bailey If you or someone you know is experiencing a mental health crisis, skip to the bottom of this article for resources.  Lindsay Hainsworth is a community mental health worker with the Mental Health and Addictions Program run by Southern Health-Santé Sud.   In practice, however, her career is much more — she provides hope and help to people in their darkest moments, and those who love them.  What can I do to help someone in crisis?  While it can sometimes seem like a solitary experience to struggle with mental health, in most cases, the people surrounding the one struggling are also affected.   Often, the main source of concern is wondering how to help.  Hainsworth has some advice for people who find themselves grappling with this question.  “My first instinct is to make sure you take care of yourself first,” she says. “Caregiving is a heavy role, whether you're caregiving for someone with physical or mental health needs, so it's important to make sure that you're taking care of yourself.”  Hainsworth says it’s also important to “recognize what is your responsibility and what’s not.”   “ create those boundaries as best you can, though I can appreciate that that's very difficult when your loved one is struggling,” says Hainsworth.   Let them lead  Another tip Hainsworth has is to allow the loved one in distress to take the lead. She says asking them questions about their goals and priorities is a good approach.   “Sometimes we might have different ideas of what people need, so it's good to know ... their perspective,” she says.  “If they're so unwell that you're concerned about them, you can reach out to any ... crisis line to get some guidance on how to best support them in those moments.”  Hainsworth also encourages people who want to be a mental health boon to seek out training opportunities in the community.   What do I do if I’m struggling?  As for people who are going through mental health challenges, Hainsworth’s advice begins with imparting that the moment will pass.   “In this moment, this feeling is very strong and it might be hard to imagine this feeling not being there, but it will pass,” she says, adding that the priority when one is struggling is to ask oneself what could be done in the moment to keep safe until the clouds break.   “I would encourage you to reach out to somebody that you trust, and if you don't have someone that you trust, reach out to the crisis lines that are available to anybody, because the person on the other line is there because they care and they want to support,” she says.   Hainsworth adds that it’s important not to keep mental health challenges to oneself, because “there’s help out there,” and others have similar experiences.  “It doesn't discriminate. It affects everybody, and so, as humans, this is a shared suffering and a shared experience,” she says. “The hope is obviously that if this is a shared experience, then that means we can provide support because we've all been there or could be there.”   #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy Click Here For More Information About James Donaldson What is Roots of Hope?  For those who desire even more support navigating mental health hurdles, Hainsworth says a unique initiative is in development that strives to help.   It’s called Roots of Hope.  “Basically, Roots of Hope is a framework meant to help communities build suicide prevention initiatives locally that fit their community, so it's very individualized to a community,” she says.   The cross-Canada program, which was initially developed by the Mental Health Commission of Canada in 2015, began to be rolled out across the country in 2018.  "Roots of Hope is based on what the community voices prioritize," says Hainsworth. "The framework is there just to help put that into action and develop some priorities based on areas proven to be effective for community suicide prevention.”  Some of the areas that Roots of Hope has addressed across the country are:  - Building awareness  - Reducing stigma and shame surrounding mental health or suicide  - Training for those Hainsworth calls “natural helpers” that struggling people tend to reach out to in the community before they are connected with mental health services  - Building up specialized supports for groups with higher rates of suicide, including bereavement support, for example  - Initiatives to reduce access to harmful substances through means like medication boxes to make the home a safer place  The program, which Hainsworth calls a “tool” that enables mental health programming, is in development in Manitoba.   “This is something that is being rolled out as we speak,” says Hainsworth. “We're looking at working with communities that maybe have identified some need and are ready to start taking some steps at creating a network to do some community assessments and action planning.”  Hainsworth says the program also looks for ways it can amplify work that is already being done. In her view, everyone has a role in suicide prevention as a community.   “As a community, as a society, as a province, we can all play a role in preventing suicide because there are so many factors that can influence people getting to that point,” she says. “I think that also gives us hope in that we can all contribute to making suicide preventable." What options are there for struggling people?  For those struggling with an immediate mental health crisis, Hainsworth offers the following suggestions for care:  - The Mental Health and Addictions Program provides free walk-in counselling for people over the age of 16 throughout the region. In Winkler, the program is at Pathways (31 Main St) on Mondays from 9 a.m. to 3 p.m.  - There is also a variety of emergency lines available to someone in crisis or someone supporting a loved one in crisis:  24-Hour Crisis Line  1-888-617-7715 Manitoba Suicide Line  1-877-435-7170 Klinic Crisis Line  1-888-322-3019 Manitoba Farm, Rural & Northern Support Services  1-866-367-3276 Sexual Assault Crisis Line  1-888-292-7565 Problem Gambling Help Line  1-800-463-1554  - The Kids Help Phone (1-800-668-6868 or Kids Help Phone website) is also available for children to text or call. Hainsworth notes that those who use this resource do not need data or the internet to access it, but can text Connect to 68-6868 any time.  For people who are not in acute distress but would benefit from help addressing mental health challenges, Hainsworth suggests the following courses of action:  - Connect with a primary caregiver, whether that is a family doctor or nurse practitioner. For those who don’t have access, Hainsworth says a walk-in clinic is also an option.  - For those with health insurance plans like Blue Cross, Hainsworth suggests reaching out directly to the insurance company for care. She says they usually have a toll-free number and can recommend solutions.   - Counselling is also available for adults and adolescents without access to health insurance plans through the Community Mental Health program.   - Hainsworth says that for anyone waiting on mental health services, visiting the Strongest Families Institute website or the BounceBack Manitoba program will yield practical tips for navigating anxiety and/or depression.   Read the full article

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VA offering programs and initiatives to save more lives By Matthew Miller Executive director, VA Suicide Prevention You may not know the following facts, but it’s true that the suicide rate among women Veterans decreased between 2021 and 2022, and that it’s because VA suicide prevention programs are playing a part. After climbing over the last two decades, the suicide rate among women Veterans decreased from 2021 to 2022, according to data from the 2024 National Veteran Suicide Prevention Annual Report. The age-adjusted suicide rate (which gives us a more accurate way to compare Veteran and general U.S. population data) among women Veterans decreased by 24.1% between 2021 and 2022 (the latest year for which data is available). This decline tells us VA programs may be effectively reaching this group. #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy Click Here For More Information About James Donaldson Women Veterans: The latest data The report reveals other notable improvements from 2021 to 2022, including: - 12% decrease in the use of firearms in women Veteran suicide deaths. - 30% decrease in firearm and suffocation suicide rates among women Veterans. - 29.6% decrease in the age-adjusted suicide rate among women Veterans receiving care from the Veterans Health Administration (VHA). Though we’re encouraged by these numbers, we will keep working to enhance our meaningful programs and resources for women Veterans. VA efforts to support women Veterans In addition to being the fastest-growing population in the Veteran community, women are the fastest-growing group of Veterans who use VA services. We continue to expand services so that women can receive trauma-sensitive, tailored care, particularly for those at increased risk for suicide. Here are resources currently available: - Women Veterans Program managers: These people are available at every VA medical center to ensure women receive tailored care and are connected to necessary services. - Expanded mental health care access: A complete range of care, including telehealth and peer support, is available to address PTSD, depression, anxiety and substance use disorders. - Military sexual trauma services: VA offers free services and resources to meet survivors where they are in their recovery. - Whole Health approach: This type of treatment includes traditional care and therapies like yoga and meditation to manage stress and build resilience. - Postpartum and perinatal mental health: These programs focus on health during and after pregnancy, addressing postpartum depression and related concerns. - Reproductive mental health: VA offers treatments for reproductive mental health conditions. - Research and data-driven interventions: Researchers constantly work to find ways to tailor suicide prevention treatments and programs. - VA Women’s Health Research Network: This program ensures women Veterans’ health research is considered when creating new practices and policies. - Center for Women Veterans: CWV advocates for access to VA benefits and services. - VHA Assault and Harassment Prevention Office: This office oversees VA’s commitment to providing a safe, welcoming and professional environment for all employees, Veterans, volunteers and visitors. Harassment or sexual assault will not be tolerated at any VA facility. - Women Veterans coordinators: Each Veterans Benefits Administration regional office has a coordinator who provides information, assistance and resources to women concerning VA benefits, non-VA resources and any additional benefits. If you’re a Veteran in crisis or concerned about one, contact the Veterans Crisis Line to receive 24/7, confidential support. You don’t have to be enrolled in VA benefits or health care to connect. To reach responders, Dial 988 then Press 1, chat online at VeteransCrisisLine.net/Chat, or text 838255.  You can get more information about the Veterans Crisis Line and can access VA’s suicide prevention resources. A call to action - Suicide is preventable. - Everyone plays a role in suicide prevention. - There is hope for people who have thoughts of suicide. Experience tells us that when Veterans have access to the right support before a crisis happens, lives can be saved. A commitment to women Veterans As the women Veteran population has grown, it’s become a bigger focus for VA. We continue to create support systems and outreach programs to reduce suicides among women Veterans and improve their overall quality of life. Through these efforts, VA is working to empower women Veterans to seek help and receive the care they’ve earned. Learn how you can help prevent suicide at the Office of Suicide Prevention. Read the full article

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UCanMakeItIfYouTry - Cognitive Therapy

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In February, the program received an average of 2,100 contacts per day. - Julia Lurie Senior Reporter Health and Human Services Secretary Robert F. Kennedy Jr. attends a swearing in ceremony for Dr. Mehmet Oz as the Medicare and Medicaid Services Administrator in the Oval Office on Friday The federal government plans to eliminate services for LGBTQ youth who call 988, the national suicide and crisis hotline, according to a Health and Human Services budget draft leaked last week. The budget, first reported by the Washington Post, would go into effect in October if approved by Congress. Since the hotline’s launch in 2022, callers have been able to speak with counselors trained to work with specific at-risk populations, including LGBTQ youth, who are four times more likely to attempt suicide than their peers. The service for LGBTQ youth has received 1.3 million calls, texts, or chats since 2022. In February, the program received an average of 2,100 contacts per day. “Here we are cutting off the nation’s lifeline to those in crisis,” says Paolo del Vecchio, former director of the Substance Abuse and Mental Health Administration’s Office of Recovery. “Due to the discriminatory practices of the Trump administration, they’re pulling that life preserver away from thousands and thousands of people.” Mental health experts say that trained counselors provide key cultural competency to LGBTQ youth, understanding the stress caused by recent political attacks, the importance of using appropriate pronouns, and the ways in which the youth often face lack of family support and harassment. “I worry that LGBTQ young people will reach out to 988 and not receive a compassionate and welcoming voice on the other end—and that will only deepen their crisis.” “I worry deeply that we will see more LGBTQ young people reach a crisis state and not have anyone there to help them through that,” says Janson Wu, director of advocacy and government affairs at the Trevor Project, a LGBTQ suicide prevention organization. “I worry that LGBTQ young people will reach out to 988 and not receive a compassionate and welcoming voice on the other end—and that will only deepen their crisis.” #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy Click Here For More Information About James Donaldson The Trevor Project, one of the handful of organizations that make up the LGBTQ+ Youth Subnetwork, responds to about half of 988’s calls and texts from LGBTQ youth. This year, the subnetwork received an estimated $50 million in federal funding. Trump’s first months in office have been particularly harrowing for transgender youth. The president has signed executive orders restricting access to gender-affirming care for young people, barring transgender people from serving in the military, and threatening to prosecute teachers who support nonbinary students. Under the leadership of health secretary Robert F. Kennedy Jr., HHS has already cut about a quarter of its workforce. SAMHSA has been eliminated, and mental health initiatives have been consolidated with disparate programs in a newly-created Administration for a Healthy America. The leaked budget proposes further sweeping cuts to HHS, including a 40 percent budget cut to the National Institutes of Health; elimination of funding for Head Start, the early childhood education program for low-income families; and a 44 percent funding cut to the Centers for Disease Control, including all the agency’s chronic disease programs. Read the full article

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Some hold it together at school, only to lose it at home. Others stress out in the classroom. Writer: Beth Arky Clinical Experts: Stephanie A. Lee, PsyD , Jerry Bubrick, PhD What You'll Learn - Why do some children act out at school but not at home? - Why are some kids better behaved at school than at home? - What can parents do to help kids behave better and feel better? - Quick Read - Full Article - Why do some kids do better at school? - Suppressing symptoms at school - Why do some kids do better at home? - How to help kids - Therapies that can help Some children seem very different at home and at school. That can be confusing to parents and make you wonder if you’re doing something wrong. Some kids with learning or behavior issues do great at school, where structure makes them feel secure. At home, though, they totally lose it. For other kids, the opposite is true. School triggers their symptoms because it is stressful for them. They seem like different kids at home, where they’re more relaxed. There are also kids who work so hard to keep it together at school that they melt down the second they get home. That’s because parents may not be as strict and will love them no matter what. These kids include some with autism, OCD, anxiety or ADHD. To understand what your child’s behavior might mean, the first thing to do is talk to the teacher and compare notes. This helps you both figure out what’s causing stress for the child and what’s causing the behavior. Then you can work on ways to help your child feel better, which helps with behavior. For kids who do better at school, adding more routine and structure at home can help. If the change from school to home is hard, then downtime and a snack can help. It goes the other way too. If parents have routines that help kids at home, then sharing those with the teacher can help kids at school. For kids who need more help with behavior, the best treatment is called cognitive behavioral therapy (CBT). CBT teaches kids how to manage their emotions when they get too big and strategies to control their behavior. And parents also get trained in how to help their kids. It’s not unusual for kids to behave differently in different settings. For instance, you’d expect a child to act one way at a friend’s birthday party and another at her grandparents’ house. But the behavior of some kids — especially those with issues such as anxiety, learning disabilities, ADHD and autism — can vary much more markedly, especially when they’re at home versus school. This discrepancy can leave parents puzzled, if not upset, and worried that they’re doing something wrong. #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy Click Here For More Information About James Donaldson Take the case of Sam, now 15, who is gifted but also diagnosed with autism spectrum disorder, ADHD and learning challenges. His mother, Maratea Cantarella, who serves as executive director of Twice Exceptional Children’s Advocacy, recalls how challenges at school led to explosive behavior at home. At school, between trying to please his teachers and interact with peers, “he was really working hard to keep himself in control,” Cantarella says. By the time he got home, “I felt often that he was just looking for a way to release all the built-up tension.” Release it he did, with 30-minute tantrums over homework or “really anything.” Afterward, when he was calm, she adds, “he would feel terrible shame and guilt.” But for some kids, school is where their challenges are most visible. Chloe, 8, has selective mutism and social anxiety. Her mother, Kim Byman, says that at home, Chloe is a “fun, goofy, talkative, energetic girl.” But when she gets to school, she shuts down. She has never spoken to her teachers or classmates, though she participates in all areas that don’t require being verbal. She won’t ask to use the restroom; she waits until she gets home. So why is it kids can perform so differently in different settings? Why do some kids do better at school? Some children may do a good job meeting expectations at school, but it’s such a struggle for them it will take its toll at home. Children with ADHD, anxiety, autism and learning disabilities “may be using a lot of their resources to follow directions or cope in the classroom,” says Stephanie Lee, PsyD, a clinical psychologist. Once all these kids get home, “it’s challenging for them to conjure up the same amount of resources to manage.” Meanwhile, she adds, many kids, including those on the autism spectrum, benefit from the consistency, structure, predictability and routine that come with their school environment. This often cannot be mirrored at home “because that’s not how life works,” she says. At school, rewards and consequences are likely to occur in a consistent way that may be more challenging for parents to set up at home. Also, social modeling in school can help kids fall into line, literally and figuratively. Finally, teachers have no time for dawdling: If a child doesn’t follow a direction on the first or second prompt, the teacher will likely have an immediate consequence, whereas parents might end up allowing their child to avoid or delay the next step because they spend a lot of time talking about it. Suppressing symptoms at school Jerry Bubrick, PhD, a clinical psychologist who treated many children with anxiety and OCD at the Child Mind Institute, notes that kids with some disorders, including anxiety and OCD, are very concerned about how people perceive them, especially when they get into the middle and high school years. So they really try to hide their symptoms. “Typically, we’ll see kids functioning at a higher level at school,” says Dr. Bubrick, “less symptomatic because they’re trying to maintain this social perception that they’re fine. And they tend to have a lot of embarrassment and shame around their symptoms.” Another key reason kids do better at school: They feel safe to be “their worst selves” at home, secure in the knowledge that their parents will still love and support them. “I think sometimes kids come home and it’s like when you take off your shoes and feel a sense of relief,” Dr. Bubrick explains. “Like, ‘OK, I can be myself now.’” For kids who have done a really good job of suppressing their symptoms at school, at home, where they feel there’s no one judging them, “there can be an explosion of symptoms.” As one mom of a 10-year-old with OCD recalls, at school her daughter would rock herself or doodle on a sticky pad to resist her obsessive thoughts, even though she was in distress. “So she would bottle it up at school, and then basically come off the bus at home and just explode,” she says. “Physically and verbally, she was very upset.” This, too, can leave parents confused. “It’s common for parents to say, ‘I go to the school and the teachers say, Johnny is so lovely in class and I don’t see him squirming. I don’t see any of these things that you’re talking about,’” Dr. Bubrick says. “And then the kid comes home from school and he’s really symptomatic and having a hard time controlling it.” Why do some kids do better at home? For most kids, academic and social demands at school are above and beyond what they typically face at home, notes Dr. Lee. That may trigger problem behaviors in some their families never see at home. Kids with challenges like ADHD and anxiety often have a very low frustration tolerance; asking them to be patient or persistent at school can be a big stressor. “That can be incredibly challenging for kids,” Dr. Lee says, “so we might see a lot of acting out in those types of situations.” Similarly, children with social anxiety who have worries about how they’re being perceived by others, or children who have anxieties relating to performance, might not have any problem behaviors at home. But when they get to school and have to do math or read a passage aloud, they might engage in some negative behaviors to avoid that. “Acting out in this particular situation might end up being functional for them,” Dr. Lee says, “because if they act a little silly, the teacher might scold them, but then they move on.’” When it comes to autistic kids, they may be allowed very ritualized or self-directed behavior at home, such as screen time or Legos. When they get to school, not being allowed to do those things, or having to wait for activities they may have free access to at home, can be very challenging for them. This can also lead to disruptive behavior. How to help kids One of Dr. Lee’s major suggestions is encouraging collaboration and open communication between home and school as much as possible. “If there are strategies or techniques that the child is really benefiting from at home or in school, can they be shared and adapted to support that child in both environments?” she says. For instance, she notes, if a child is helped by being able to see a visual schedule in school, can one be created for home? “Similarly,” she adds, “if we know that a child really benefits from when/then statements at home — meaning ‘when you do this, then this will happen’ — share that with the teacher.” Dr. Lee says the best way to create a collaborative relationship with the school is to “make sure you praise the teacher and value the work they’re doing in addition to giving them information about your child.” For kids whose problem behavior comes out at home, Dr. Lee recommends that they get a chance to decompress when they transition after school: “It’s absolutely OK to have less stringent demands during that period of time for your child if they need a break. That said, it’s important for them to understand that the rules of the household still need to be followed.” Dr. Bubrick echoes that idea, saying it’s vital to note how well-nourished and well-rested the child is. Coming home starving, after struggling all day to keep it together, is a good recipe for an afternoon meltdown. He advises parents to get kids back on track by giving them a snack and having them rest, allowing them to regroup to get a healthy start for the evening. Therapies that can help The tool most experts recommend to help kids manage their behavior, whether at school or at home, is cognitive behavioral therapy, or CBT. CBT has been adapted for many different kinds of emotional and behavioral challenges; what these specialized therapies all have in common is that kids learn self-regulation skills, or how to handle powerful emotions in better ways than acting out impulsively. When kids use CBT skills at school, they are able to function better without having to expend so much energy, Dr. Bubrick explains. So when they get home, there’s less stress and the possibility of an explosion of symptoms. “The more kids practice these skills,” he says, “the better they get at them.” Dr. Bubrick notes that with CBT, parents are included from the beginning, to understand their child’s condition and see what things they’re doing that are, despite good intentions, contributing to the problem. “We teach parents the dos and don’ts on how to parent a child with anxiety disorder,” he says. He gives the example of a child with OCD who is afraid of germs. A parent doesn’t do the child any favors by opening doors for him. Instead, the child must learn skills that will help him deal with his anxieties and compulsions. Dr. Lee says behavioral parent training, which includes components of CBT, is often what is needed to assist parents in determining what’s going on in either environment and the best way to support their child. Read the full article

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Some hold it together at school, only to lose it at home. Others stress out in the classroom. Writer: Beth Arky Clinical Experts: Stephanie A. Lee, PsyD , Jerry Bubrick, PhD What You'll Learn - Why do some children act out at school but not at home? - Why are some kids better behaved at school than at home? - What can parents do to help kids behave better and feel better? - Quick Read - Full Article - Why do some kids do better at school? - Suppressing symptoms at school - Why do some kids do better at home? - How to help kids - Therapies that can help Some children seem very different at home and at school. That can be confusing to parents and make you wonder if you’re doing something wrong. Some kids with learning or behavior issues do great at school, where structure makes them feel secure. At home, though, they totally lose it. For other kids, the opposite is true. School triggers their symptoms because it is stressful for them. They seem like different kids at home, where they’re more relaxed. There are also kids who work so hard to keep it together at school that they melt down the second they get home. That’s because parents may not be as strict and will love them no matter what. These kids include some with autism, OCD, anxiety or ADHD. To understand what your child’s behavior might mean, the first thing to do is talk to the teacher and compare notes. This helps you both figure out what’s causing stress for the child and what’s causing the behavior. Then you can work on ways to help your child feel better, which helps with behavior. For kids who do better at school, adding more routine and structure at home can help. If the change from school to home is hard, then downtime and a snack can help. It goes the other way too. If parents have routines that help kids at home, then sharing those with the teacher can help kids at school. For kids who need more help with behavior, the best treatment is called cognitive behavioral therapy (CBT). CBT teaches kids how to manage their emotions when they get too big and strategies to control their behavior. And parents also get trained in how to help their kids. It’s not unusual for kids to behave differently in different settings. For instance, you’d expect a child to act one way at a friend’s birthday party and another at her grandparents’ house. But the behavior of some kids — especially those with issues such as anxiety, learning disabilities, ADHD and autism — can vary much more markedly, especially when they’re at home versus school. This discrepancy can leave parents puzzled, if not upset, and worried that they’re doing something wrong. #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy Click Here For More Information About James Donaldson Take the case of Sam, now 15, who is gifted but also diagnosed with autism spectrum disorder, ADHD and learning challenges. His mother, Maratea Cantarella, who serves as executive director of Twice Exceptional Children’s Advocacy, recalls how challenges at school led to explosive behavior at home. At school, between trying to please his teachers and interact with peers, “he was really working hard to keep himself in control,” Cantarella says. By the time he got home, “I felt often that he was just looking for a way to release all the built-up tension.” Release it he did, with 30-minute tantrums over homework or “really anything.” Afterward, when he was calm, she adds, “he would feel terrible shame and guilt.” But for some kids, school is where their challenges are most visible. Chloe, 8, has selective mutism and social anxiety. Her mother, Kim Byman, says that at home, Chloe is a “fun, goofy, talkative, energetic girl.” But when she gets to school, she shuts down. She has never spoken to her teachers or classmates, though she participates in all areas that don’t require being verbal. She won’t ask to use the restroom; she waits until she gets home. So why is it kids can perform so differently in different settings? Why do some kids do better at school? Some children may do a good job meeting expectations at school, but it’s such a struggle for them it will take its toll at home. Children with ADHD, anxiety, autism and learning disabilities “may be using a lot of their resources to follow directions or cope in the classroom,” says Stephanie Lee, PsyD, a clinical psychologist. Once all these kids get home, “it’s challenging for them to conjure up the same amount of resources to manage.” Meanwhile, she adds, many kids, including those on the autism spectrum, benefit from the consistency, structure, predictability and routine that come with their school environment. This often cannot be mirrored at home “because that’s not how life works,” she says. At school, rewards and consequences are likely to occur in a consistent way that may be more challenging for parents to set up at home. Also, social modeling in school can help kids fall into line, literally and figuratively. Finally, teachers have no time for dawdling: If a child doesn’t follow a direction on the first or second prompt, the teacher will likely have an immediate consequence, whereas parents might end up allowing their child to avoid or delay the next step because they spend a lot of time talking about it. Suppressing symptoms at school Jerry Bubrick, PhD, a clinical psychologist who treated many children with anxiety and OCD at the Child Mind Institute, notes that kids with some disorders, including anxiety and OCD, are very concerned about how people perceive them, especially when they get into the middle and high school years. So they really try to hide their symptoms. “Typically, we’ll see kids functioning at a higher level at school,” says Dr. Bubrick, “less symptomatic because they’re trying to maintain this social perception that they’re fine. And they tend to have a lot of embarrassment and shame around their symptoms.” Another key reason kids do better at school: They feel safe to be “their worst selves” at home, secure in the knowledge that their parents will still love and support them. “I think sometimes kids come home and it’s like when you take off your shoes and feel a sense of relief,” Dr. Bubrick explains. “Like, ‘OK, I can be myself now.’” For kids who have done a really good job of suppressing their symptoms at school, at home, where they feel there’s no one judging them, “there can be an explosion of symptoms.” As one mom of a 10-year-old with OCD recalls, at school her daughter would rock herself or doodle on a sticky pad to resist her obsessive thoughts, even though she was in distress. “So she would bottle it up at school, and then basically come off the bus at home and just explode,” she says. “Physically and verbally, she was very upset.” This, too, can leave parents confused. “It’s common for parents to say, ‘I go to the school and the teachers say, Johnny is so lovely in class and I don’t see him squirming. I don’t see any of these things that you’re talking about,’” Dr. Bubrick says. “And then the kid comes home from school and he’s really symptomatic and having a hard time controlling it.” Why do some kids do better at home? For most kids, academic and social demands at school are above and beyond what they typically face at home, notes Dr. Lee. That may trigger problem behaviors in some their families never see at home. Kids with challenges like ADHD and anxiety often have a very low frustration tolerance; asking them to be patient or persistent at school can be a big stressor. “That can be incredibly challenging for kids,” Dr. Lee says, “so we might see a lot of acting out in those types of situations.” Similarly, children with social anxiety who have worries about how they’re being perceived by others, or children who have anxieties relating to performance, might not have any problem behaviors at home. But when they get to school and have to do math or read a passage aloud, they might engage in some negative behaviors to avoid that. “Acting out in this particular situation might end up being functional for them,” Dr. Lee says, “because if they act a little silly, the teacher might scold them, but then they move on.’” When it comes to autistic kids, they may be allowed very ritualized or self-directed behavior at home, such as screen time or Legos. When they get to school, not being allowed to do those things, or having to wait for activities they may have free access to at home, can be very challenging for them. This can also lead to disruptive behavior. How to help kids One of Dr. Lee’s major suggestions is encouraging collaboration and open communication between home and school as much as possible. “If there are strategies or techniques that the child is really benefiting from at home or in school, can they be shared and adapted to support that child in both environments?” she says. For instance, she notes, if a child is helped by being able to see a visual schedule in school, can one be created for home? “Similarly,” she adds, “if we know that a child really benefits from when/then statements at home — meaning ‘when you do this, then this will happen’ — share that with the teacher.” Dr. Lee says the best way to create a collaborative relationship with the school is to “make sure you praise the teacher and value the work they’re doing in addition to giving them information about your child.” For kids whose problem behavior comes out at home, Dr. Lee recommends that they get a chance to decompress when they transition after school: “It’s absolutely OK to have less stringent demands during that period of time for your child if they need a break. That said, it’s important for them to understand that the rules of the household still need to be followed.” Dr. Bubrick echoes that idea, saying it’s vital to note how well-nourished and well-rested the child is. Coming home starving, after struggling all day to keep it together, is a good recipe for an afternoon meltdown. He advises parents to get kids back on track by giving them a snack and having them rest, allowing them to regroup to get a healthy start for the evening. Therapies that can help The tool most experts recommend to help kids manage their behavior, whether at school or at home, is cognitive behavioral therapy, or CBT. CBT has been adapted for many different kinds of emotional and behavioral challenges; what these specialized therapies all have in common is that kids learn self-regulation skills, or how to handle powerful emotions in better ways than acting out impulsively. When kids use CBT skills at school, they are able to function better without having to expend so much energy, Dr. Bubrick explains. So when they get home, there’s less stress and the possibility of an explosion of symptoms. “The more kids practice these skills,” he says, “the better they get at them.” Dr. Bubrick notes that with CBT, parents are included from the beginning, to understand their child’s condition and see what things they’re doing that are, despite good intentions, contributing to the problem. “We teach parents the dos and don’ts on how to parent a child with anxiety disorder,” he says. He gives the example of a child with OCD who is afraid of germs. A parent doesn’t do the child any favors by opening doors for him. Instead, the child must learn skills that will help him deal with his anxieties and compulsions. Dr. Lee says behavioral parent training, which includes components of CBT, is often what is needed to assist parents in determining what’s going on in either environment and the best way to support their child. Read the full article

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UCanMakeItIfYouTry - Benefits of Meditation

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UCanMakeItIfYouTry - Benefits of Meditation

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Some hold it together at school, only to lose it at home. Others stress out in the classroom. Writer: Beth Arky Clinical Experts: Stephanie A. Lee, PsyD , Jerry Bubrick, PhD What You'll Learn - Why do some children act out at school but not at home? - Why are some kids better behaved at school than at home? - What can parents do to help kids behave better and feel better? - Quick Read - Full Article - Why do some kids do better at school? - Suppressing symptoms at school - Why do some kids do better at home? - How to help kids - Therapies that can help Some children seem very different at home and at school. That can be confusing to parents and make you wonder if you’re doing something wrong. Some kids with learning or behavior issues do great at school, where structure makes them feel secure. At home, though, they totally lose it. For other kids, the opposite is true. School triggers their symptoms because it is stressful for them. They seem like different kids at home, where they’re more relaxed. There are also kids who work so hard to keep it together at school that they melt down the second they get home. That’s because parents may not be as strict and will love them no matter what. These kids include some with autism, OCD, anxiety or ADHD. To understand what your child’s behavior might mean, the first thing to do is talk to the teacher and compare notes. This helps you both figure out what’s causing stress for the child and what’s causing the behavior. Then you can work on ways to help your child feel better, which helps with behavior. For kids who do better at school, adding more routine and structure at home can help. If the change from school to home is hard, then downtime and a snack can help. It goes the other way too. If parents have routines that help kids at home, then sharing those with the teacher can help kids at school. For kids who need more help with behavior, the best treatment is called cognitive behavioral therapy (CBT). CBT teaches kids how to manage their emotions when they get too big and strategies to control their behavior. And parents also get trained in how to help their kids. It’s not unusual for kids to behave differently in different settings. For instance, you’d expect a child to act one way at a friend’s birthday party and another at her grandparents’ house. But the behavior of some kids — especially those with issues such as anxiety, learning disabilities, ADHD and autism — can vary much more markedly, especially when they’re at home versus school. This discrepancy can leave parents puzzled, if not upset, and worried that they’re doing something wrong. #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy Click Here For More Information About James Donaldson Take the case of Sam, now 15, who is gifted but also diagnosed with autism spectrum disorder, ADHD and learning challenges. His mother, Maratea Cantarella, who serves as executive director of Twice Exceptional Children’s Advocacy, recalls how challenges at school led to explosive behavior at home. At school, between trying to please his teachers and interact with peers, “he was really working hard to keep himself in control,” Cantarella says. By the time he got home, “I felt often that he was just looking for a way to release all the built-up tension.” Release it he did, with 30-minute tantrums over homework or “really anything.” Afterward, when he was calm, she adds, “he would feel terrible shame and guilt.” But for some kids, school is where their challenges are most visible. Chloe, 8, has selective mutism and social anxiety. Her mother, Kim Byman, says that at home, Chloe is a “fun, goofy, talkative, energetic girl.” But when she gets to school, she shuts down. She has never spoken to her teachers or classmates, though she participates in all areas that don’t require being verbal. She won’t ask to use the restroom; she waits until she gets home. So why is it kids can perform so differently in different settings? Why do some kids do better at school? Some children may do a good job meeting expectations at school, but it’s such a struggle for them it will take its toll at home. Children with ADHD, anxiety, autism and learning disabilities “may be using a lot of their resources to follow directions or cope in the classroom,” says Stephanie Lee, PsyD, a clinical psychologist. Once all these kids get home, “it’s challenging for them to conjure up the same amount of resources to manage.” Meanwhile, she adds, many kids, including those on the autism spectrum, benefit from the consistency, structure, predictability and routine that come with their school environment. This often cannot be mirrored at home “because that’s not how life works,” she says. At school, rewards and consequences are likely to occur in a consistent way that may be more challenging for parents to set up at home. Also, social modeling in school can help kids fall into line, literally and figuratively. Finally, teachers have no time for dawdling: If a child doesn’t follow a direction on the first or second prompt, the teacher will likely have an immediate consequence, whereas parents might end up allowing their child to avoid or delay the next step because they spend a lot of time talking about it. Suppressing symptoms at school Jerry Bubrick, PhD, a clinical psychologist who treated many children with anxiety and OCD at the Child Mind Institute, notes that kids with some disorders, including anxiety and OCD, are very concerned about how people perceive them, especially when they get into the middle and high school years. So they really try to hide their symptoms. “Typically, we’ll see kids functioning at a higher level at school,” says Dr. Bubrick, “less symptomatic because they’re trying to maintain this social perception that they’re fine. And they tend to have a lot of embarrassment and shame around their symptoms.” Another key reason kids do better at school: They feel safe to be “their worst selves” at home, secure in the knowledge that their parents will still love and support them. “I think sometimes kids come home and it’s like when you take off your shoes and feel a sense of relief,” Dr. Bubrick explains. “Like, ‘OK, I can be myself now.’” For kids who have done a really good job of suppressing their symptoms at school, at home, where they feel there’s no one judging them, “there can be an explosion of symptoms.” As one mom of a 10-year-old with OCD recalls, at school her daughter would rock herself or doodle on a sticky pad to resist her obsessive thoughts, even though she was in distress. “So she would bottle it up at school, and then basically come off the bus at home and just explode,” she says. “Physically and verbally, she was very upset.” This, too, can leave parents confused. “It’s common for parents to say, ‘I go to the school and the teachers say, Johnny is so lovely in class and I don’t see him squirming. I don’t see any of these things that you’re talking about,’” Dr. Bubrick says. “And then the kid comes home from school and he’s really symptomatic and having a hard time controlling it.” Why do some kids do better at home? For most kids, academic and social demands at school are above and beyond what they typically face at home, notes Dr. Lee. That may trigger problem behaviors in some their families never see at home. Kids with challenges like ADHD and anxiety often have a very low frustration tolerance; asking them to be patient or persistent at school can be a big stressor. “That can be incredibly challenging for kids,” Dr. Lee says, “so we might see a lot of acting out in those types of situations.” Similarly, children with social anxiety who have worries about how they’re being perceived by others, or children who have anxieties relating to performance, might not have any problem behaviors at home. But when they get to school and have to do math or read a passage aloud, they might engage in some negative behaviors to avoid that. “Acting out in this particular situation might end up being functional for them,” Dr. Lee says, “because if they act a little silly, the teacher might scold them, but then they move on.’” When it comes to autistic kids, they may be allowed very ritualized or self-directed behavior at home, such as screen time or Legos. When they get to school, not being allowed to do those things, or having to wait for activities they may have free access to at home, can be very challenging for them. This can also lead to disruptive behavior. How to help kids One of Dr. Lee’s major suggestions is encouraging collaboration and open communication between home and school as much as possible. “If there are strategies or techniques that the child is really benefiting from at home or in school, can they be shared and adapted to support that child in both environments?” she says. For instance, she notes, if a child is helped by being able to see a visual schedule in school, can one be created for home? “Similarly,” she adds, “if we know that a child really benefits from when/then statements at home — meaning ‘when you do this, then this will happen’ — share that with the teacher.” Dr. Lee says the best way to create a collaborative relationship with the school is to “make sure you praise the teacher and value the work they’re doing in addition to giving them information about your child.” For kids whose problem behavior comes out at home, Dr. Lee recommends that they get a chance to decompress when they transition after school: “It’s absolutely OK to have less stringent demands during that period of time for your child if they need a break. That said, it’s important for them to understand that the rules of the household still need to be followed.” Dr. Bubrick echoes that idea, saying it’s vital to note how well-nourished and well-rested the child is. Coming home starving, after struggling all day to keep it together, is a good recipe for an afternoon meltdown. He advises parents to get kids back on track by giving them a snack and having them rest, allowing them to regroup to get a healthy start for the evening. Therapies that can help The tool most experts recommend to help kids manage their behavior, whether at school or at home, is cognitive behavioral therapy, or CBT. CBT has been adapted for many different kinds of emotional and behavioral challenges; what these specialized therapies all have in common is that kids learn self-regulation skills, or how to handle powerful emotions in better ways than acting out impulsively. When kids use CBT skills at school, they are able to function better without having to expend so much energy, Dr. Bubrick explains. So when they get home, there’s less stress and the possibility of an explosion of symptoms. “The more kids practice these skills,” he says, “the better they get at them.” Dr. Bubrick notes that with CBT, parents are included from the beginning, to understand their child’s condition and see what things they’re doing that are, despite good intentions, contributing to the problem. “We teach parents the dos and don’ts on how to parent a child with anxiety disorder,” he says. He gives the example of a child with OCD who is afraid of germs. A parent doesn’t do the child any favors by opening doors for him. Instead, the child must learn skills that will help him deal with his anxieties and compulsions. Dr. Lee says behavioral parent training, which includes components of CBT, is often what is needed to assist parents in determining what’s going on in either environment and the best way to support their child. Read the full article

[tallmantall]

In today’s fast-paced world, taking care of our mental health can sometimes take a backseat. However, creating a personalized wellness plan can be a game-changer for maintaining balance and enhancing overall well-being. In this guide, we’ll explore how to craft a wellness plan tailored to your mental health needs. Table of Contents 1. Why a Wellness Plan is Important ?2. Assessing Your Current Mental Health ?3. Setting Realistic Goals ?4. Building Your Wellness Plan ??5. Incorporating Self-Care Activities ?6. Monitoring and Adjusting Your Plan ?7. Conclusion: Embrace Your Journey ?8. FAQ: Your Questions Answered ? #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy Click Here For More Information About James Donaldson Why a Wellness Plan is Important ? A wellness plan is like a roadmap for your mental health. It helps you identify stressors, set goals, and develop strategies to improve your well-being. By having a plan in place, you can better manage your mental health, leading to a more balanced and fulfilling life. Assessing Your Current Mental Health ? Before diving into planning, take a moment to assess where you currently stand. Reflect on your emotions, stress levels, and overall mood. Journaling can be a helpful tool here. Ask yourself: - How do I feel most days? ?- What triggers stress or anxiety for me? ??- When do I feel most at peace? ???? Setting Realistic Goals ? Setting achievable goals is crucial for a successful wellness plan. Begin with small, manageable objectives that align with your mental health needs. For instance, aim to meditate for five minutes daily or practice gratitude journaling each night. Remember, consistency is key! Building Your Wellness Plan ?? Now that you have goals in mind, it’s time to build your plan. Consider incorporating the following elements: - **Daily Mindfulness Practices**: Meditation, deep breathing, or yoga can ground you. ????- **Physical Activity**: Exercise releases endorphins that boost mood. ?- **Healthy Nutrition**: A balanced diet supports brain function. ?- **Social Connections**: Spend time with loved ones or join support groups. ? Incorporating Self-Care Activities ? Self-care is a cornerstone of mental wellness. Identify activities that rejuvenate you, whether it’s reading, painting, or taking nature walks. Schedule these into your week as non-negotiables. Remember, self-care isn’t selfish; it’s essential! ? Monitoring and Adjusting Your Plan ? Your wellness plan should be dynamic, evolving as you do. Regularly check in with yourself to see what’s working and what isn’t. Don’t be afraid to tweak your plan to better fit your life and mental health needs. Flexibility ensures sustained progress! Conclusion: Embrace Your Journey ? Creating a wellness plan for mental health is a powerful step towards a more balanced life. Remember, the journey is personal and unique to you. Celebrate your progress, no matter how small, and continue to prioritize your mental well-being. FAQ: Your Questions Answered ? Q1: How often should I update my wellness plan? A1: It’s a good idea to review and adjust your plan every few months or whenever you experience significant life changes. Q2: What if I struggle to stick to my wellness plan? A2: Start small and gradually build up. It's okay to have setbacks. Be kind to yourself and consider seeking support from friends or professionals. Q3: Can a wellness plan replace professional mental health treatment? A3: While a wellness plan is beneficial, it shouldn’t replace professional advice or therapy if needed. It can complement professional treatment. Q4: What if I don’t have time for a wellness plan? A4: Even small steps matter. Try incorporating short, manageable tasks into your daily routine to gradually build your wellness plan. Q5: How do I know if my wellness plan is working? A5: Monitor your mood and stress levels. Improvement in these areas indicates that your plan is effective. Adjust as needed for continued progress. Read the full article

[tallmantall]

In today’s fast-paced world, taking care of our mental health can sometimes take a backseat. However, creating a personalized wellness plan can be a game-changer for maintaining balance and enhancing overall well-being. In this guide, we’ll explore how to craft a wellness plan tailored to your mental health needs. Table of Contents 1. Why a Wellness Plan is Important ?2. Assessing Your Current Mental Health ?3. Setting Realistic Goals ?4. Building Your Wellness Plan ??5. Incorporating Self-Care Activities ?6. Monitoring and Adjusting Your Plan ?7. Conclusion: Embrace Your Journey ?8. FAQ: Your Questions Answered ? #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy Click Here For More Information About James Donaldson Why a Wellness Plan is Important ? A wellness plan is like a roadmap for your mental health. It helps you identify stressors, set goals, and develop strategies to improve your well-being. By having a plan in place, you can better manage your mental health, leading to a more balanced and fulfilling life. Assessing Your Current Mental Health ? Before diving into planning, take a moment to assess where you currently stand. Reflect on your emotions, stress levels, and overall mood. Journaling can be a helpful tool here. Ask yourself: - How do I feel most days? ?- What triggers stress or anxiety for me? ??- When do I feel most at peace? ???? Setting Realistic Goals ? Setting achievable goals is crucial for a successful wellness plan. Begin with small, manageable objectives that align with your mental health needs. For instance, aim to meditate for five minutes daily or practice gratitude journaling each night. Remember, consistency is key! Building Your Wellness Plan ?? Now that you have goals in mind, it’s time to build your plan. Consider incorporating the following elements: - **Daily Mindfulness Practices**: Meditation, deep breathing, or yoga can ground you. ????- **Physical Activity**: Exercise releases endorphins that boost mood. ?- **Healthy Nutrition**: A balanced diet supports brain function. ?- **Social Connections**: Spend time with loved ones or join support groups. ? Incorporating Self-Care Activities ? Self-care is a cornerstone of mental wellness. Identify activities that rejuvenate you, whether it’s reading, painting, or taking nature walks. Schedule these into your week as non-negotiables. Remember, self-care isn’t selfish; it’s essential! ? Monitoring and Adjusting Your Plan ? Your wellness plan should be dynamic, evolving as you do. Regularly check in with yourself to see what’s working and what isn’t. Don’t be afraid to tweak your plan to better fit your life and mental health needs. Flexibility ensures sustained progress! Conclusion: Embrace Your Journey ? Creating a wellness plan for mental health is a powerful step towards a more balanced life. Remember, the journey is personal and unique to you. Celebrate your progress, no matter how small, and continue to prioritize your mental well-being. FAQ: Your Questions Answered ? Q1: How often should I update my wellness plan? A1: It’s a good idea to review and adjust your plan every few months or whenever you experience significant life changes. Q2: What if I struggle to stick to my wellness plan? A2: Start small and gradually build up. It's okay to have setbacks. Be kind to yourself and consider seeking support from friends or professionals. Q3: Can a wellness plan replace professional mental health treatment? A3: While a wellness plan is beneficial, it shouldn’t replace professional advice or therapy if needed. It can complement professional treatment. Q4: What if I don’t have time for a wellness plan? A4: Even small steps matter. Try incorporating short, manageable tasks into your daily routine to gradually build your wellness plan. Q5: How do I know if my wellness plan is working? A5: Monitor your mood and stress levels. Improvement in these areas indicates that your plan is effective. Adjust as needed for continued progress. Read the full article

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UCanMakeItIfYouTry - Simple Ways To Feel Good Today

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UCanMakeItIfYouTry - Helping Someone With Depression

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UCanMakeItIfYouTry - Helping Someone With Depression

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