The Role of Art and Culture in Children’s Rights: Fostering Creativity and Expression

Written by Jenna Kedy, General Member

Let’s face it: creativity isn’t just a fun way to pass the time—it’s the spark that keeps the world spinning. As a former artsy theatre kid turned craft-obsessed Girl Guide leader, art therapy volunteer, and childcare provider, I’ve seen firsthand how art and culture can transform lives, especially for children. Creativity is their superpower, and it’s our job to nurture it.

Growing up, theatre was my playground, my stage, and my happy place. It wasn’t just about learning lines or nailing choreography—it was a portal to new worlds, emotions, and experiences. On stage, I could explore ideas I’d never considered and feelings I didn’t know how to express.

Theatre taught me to walk a mile in someone else’s shoes (sometimes literally—thank you, costume department!). It showed me how stories could bridge gaps, spark empathy, and create community. And let me tell you, the magic of stepping into a character and making the audience feel something? It’s pure gold.

These lessons shaped my understanding of creativity as a tool for connection and self-expression. They also planted the seed for my belief that every child deserves the chance to unleash their inner artist.

Art isn’t just fun—it’s fundamental. It’s how kids process the world, share their feelings, and discover who they are. For children who might struggle with words or feel unheard, creativity becomes their voice.

I saw this magic in action when I volunteered with children and youth with autism through art therapy. A blank canvas or a box of craft supplies was all it took to unlock their imaginations. I watched them express emotions, tell stories, and build confidence—all through art.

And let’s not forget crafts! Glitter, glue, and a little creativity can turn an ordinary afternoon into a masterpiece-making adventure. In my work as a Girl Guide leader and childcare provider, I’ve seen kids light up with pride when they see their ideas come to life. It’s proof that creativity isn’t just about the final product—it’s about the journey, the joy, and the self-discovery along the way.

Art and culture are for every child. Whether they’re painting, dancing, acting, or crafting, creativity doesn’t discriminate. It welcomes everyone, from the shyest introvert to the boldest extrovert, and gives them a place to belong.

For kids facing challenges like chronic illness or mental health struggles, art is more than an outlet—it’s a lifeline. It provides a way to express emotions they can’t put into words, a reminder that they’re more than their circumstances, and a chance to feel seen and celebrated.

Art and culture aren’t just “nice to have.” They’re vital to children’s rights. Every child deserves access to creative opportunities, regardless of their background, abilities, or struggles.

As adults, it’s up to us to make that happen. Whether it’s championing arts programs in schools, running community workshops, or simply handing a child a box of crayons and saying, “Go wild,” we have the power to create a world where every child’s creativity can shine.

At the heart of it all, fostering creativity and expression is about more than just making pretty things—it’s about building confident, compassionate, and empowered kids. Kids who will grow up to tell their stories, stand up for their rights, and maybe even change the world.

So, let’s roll up our sleeves, grab some paint, and get to work. Because when we champion creativity, we’re not just nurturing the next generation of artists—we’re empowering the next generation of changemakers. And that, my friends, is something worth celebrating.

Now, if you’ll excuse me, I’ve got a craft project to finish and a group of Girl Guides to inspire. Creativity waits for no one!

Two Sisters, One Mission: Advocating for a Better Future with Type 1 Diabetes

Written by Liola and Linxi Mytkolli, General Members

Liola and Linxi pictured with The Honourable Kamal Khera, Minister of Diversity, Inclusion and Persons with Disabilities, at the One Young World Summit 2024 in Montreal. 

Linxi Mytkolli is the Director of Patient Engagement with Diabetes Action Canada, a Novartis Scholar at One Young World, and serves on the Board of Directors for the Albanian Canadian Excellence Society.

Liola Mytkolli is a third-year IB student at Colonel By Secondary School in Ottawa, aspiring to study physics and engineering. She volunteers with the Albanian Youth Group and was part of the digital communications team for One Young World’s 2024 Summit in Montreal.

As siblings, 13 years apart in age, type 1 diabetes (T1D) has shaped our lives in profoundly different ways. For me, living with T1D is a 24/7 responsibility that affects every aspect of my life. For my younger sister, it means offering support and understanding while learning how to advocate for someone she loves. Together, our lived and loved experiences have driven us to raise awareness, educate others, and advocate for change—not just for our family, but for the broader diabetes community.

This World Diabetes Month, we’re reflecting on how type 1 diabetes has influenced not only our personal lives but also our professional goals and shared advocacy. Through our work with the Young Canadians Roundtable of Health (YCRH), we’ve turned our experiences into action, striving to create a more informed, compassionate, and supportive society for everyone affected by diabetes.

Understanding Type 1 Diabetes: A 24/7 Balancing Act

Linxi: Living with T1D means managing a constant balancing act—monitoring blood sugar levels, administering insulin, calculating carbohydrates, and adjusting for physical activity and stress. It’s a 24/7 responsibility that demands vigilance and resilience. Even something as routine as a walk or as spontaneous as dessert at a friend’s house can become complicated. Too much insulin can lead to low blood sugar, causing dizziness and confusion; too little risks high blood sugar, which can lead to long-term complications.

For me, living with T1D is physically and emotionally exhausting, but I’ve learned to rely on a support system that helps me navigate these challenges. Advocacy and awareness are crucial in breaking down misconceptions and fostering understanding. By sharing experiences and educating others, we create a more informed and supportive community—something every person with type 1 diabetes truly needs.

Supporting Type 1 Diabetes: A Sister’s Perspective

Liola: As Linxi’s younger sister, I’ve grown up seeing how type 1 diabetes affects every part of her life. For me, supporting her means being present and adaptable. I’ve learned to recognize the signs of blood sugar changes and be prepared to help during lows or highs. Sometimes, it’s about practical things, like keeping snacks on hand or understanding emergency procedures. Other times, it’s about being a listening ear when she’s feeling overwhelmed or frustrated.

I’ve seen how important empathy and understanding are. Whether it’s friends, classmates, or coworkers, simple actions—like accommodating dietary needs or just being informed—can make such a difference. I’ve realized that true support isn’t about fixing things; it’s about showing up and meeting someone where they are.

Advocacy as a Shared Mission

Linxi: Advocacy plays a central role in my life. For me, it means sharing my journey, raising awareness, and breaking down misconceptions. I’ve used my voice in research co-design through my job, spoken at events about diabetes, and worked with organizations like YCRH to help create positive change.

Liola: For me, advocacy means being an ally. I amplify Linxi’s and the broader diabetes community needs and help educate others about what it’s like to live with T1D. Schools and workplaces often don’t have the knowledge to fully support people with type 1 diabetes, which can lead to stigma or inadequate accommodations. Advocacy from loved ones helps bridge these gaps and fosters inclusivity.

Our work with YCRH has brought us closer together while allowing us to turn our experiences into action. Through volunteering, we’ve contributed to initiatives that raise awareness about diabetes and advocate for better policies.

World Diabetes Month: A Time for Action

World Diabetes Month is a reminder of why advocacy and education are so important. It’s an opportunity for all of us—whether we live with diabetes or love someone who does—to raise awareness and help create a more supportive and understanding community.

This November, we encourage others to learn, support, and advocate. Advocacy isn’t limited to those directly affected by diabetes; anyone can contribute by sharing accurate information, supporting diabetes organizations, or showing empathy.

Join the Movement

The first step in creating a more supportive and inclusive world for people with diabetes is to listen. Take the time to listen to their experiences, needs, and challenges. Ask how you can help, learn what they don’t want or need, and be open to supporting them in the ways that matter most. Empathy begins with listening.

Next, consider getting involved. You can learn more and make a difference by volunteering with organizations like the Young Canadians Roundtable of Health (YCRH), where youth from across Canada collaborate to address pressing health issues, including diabetes. Advocacy starts with education and action.

Finally, if you have diabetes or love someone with diabetes, you can take your involvement further by contributing to diabetes research and program co-design. Diabetes Action Canada offers opportunities to become a patient partner, working alongside researchers to shape the future of diabetes care, policies, and programs. Your lived or loved experience can drive meaningful change.

For more information about becoming a patient partner or joining a youth engagement program, visit https://diabetesaction.ca/signup/  or contact info@diabetesaction.ca . Together, we can build a stronger, more compassionate community for everyone affected by diabetes.




The Intersectionality of Cultural Diversity and Mental Health

Written by Karen Tang, General Member 

For November, this month’s YCRH theme is surrounding Diversity Health Month. Although diversity can take many forms, from ethnic, cultural, gender minorites, (dis)abilities, and so on, I wanted to specifically dedicate a blog to the intersectionality of cultural diversity and mental health. As a clinical psychology resident, I have personally witnessed the interplay between culture and mental health in both my clinical work, as well as my research endeavors (in fact, it’s the topic of my PhD dissertation!). 

Mental health among racial/ethnic communities

We know mental health challenges and issues are not new, but the COVID-19 pandemic greatly exacerbated these concerns. This was particularly true with stay-at-home orders limiting the amount of social connection we could have (and subsequently, increasing feelings of loneliness), to heightened anxiety and concern associated with getting an infection. Research emerging post-pandemic has shed light on the state of mental health, and the numbers are not good. To no surprise, 80% of Americans now struggle with anxiety, depression, grief, or isolation. Furthermore, there are also racial/ethnic inequalities to consider, and the numbers are even more striking. In the United States of America, Asian people are 51% less likely to use mental health services compared to their White/European counterparts. Similarly, African-Americans are 21% less likely to use mental health services, and Latinx folx are 25% less likely. 

Unique consequences of mental health 

The consequences of mental health challenges in diverse populations can be far-reaching. For example, cultural minorities often bear a disproportionately high burden of disability as a result of their mental illness. Mental health problems are common among justice-involved people, which is disproportionately represented by ethnic/racial minorities; in Canada, we know Indigenous populations are often overrepresented in the criminal justice system, in addition to the intersectionality of intergenerational trauma as a result of Canada’s Colonial History. Additionally, a lack of cultural understanding and competency by health care providers may contribute to underdiagnosis and/or misdiagnosis of mental health conditions of patients from culturally diverse backgrounds. Indeed, factors such as language differences, experiences of discrimination and racism, sense of displacement, stigma towards mental health, as well as cultural presentation of symptoms can greatly play a role.

How can we create a more equitable system for culturally diverse groups?

Given these drastic disparities mental health faced by cultural minorities, what can we do? Researchers have suggested ways to move forward in both policy and clinical practice in a paper published in Frontiers in Public Health

It is important to consider and acknowledge cultural diversity when assessing for mental health conditions. For example, the creation of the Cultural Formulation Interview in The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) explores cultural identity, the patient’s conceptualization of illness, psychosocial stressors, and resiliency using the words of the client. Another recommendation includes integrating traditional healing practices and systems through collaborations and community-based care, such as talking circles and sweat lodges for Indigenous clients. Extending on this idea means considering developing cultural partnerships rather than simply striving for cultural competency. It is becoming increasingly important to develop more equitable partnerships and realign the power dynamic between mental health service providers and clients. This could include cultural partnerships between mental health clinicians and diverse cultural communities, hiring mental health providers of diverse backgrounds, as well as forging partnerships with traditional healers or community leaders. 

Summary

Evidently, the interplay between cultural diversity and mental health is an important intersectional factor to consider as it can lead to unique consequences and considerations. Together, we can create a more equitable mental health system for culturally diverse groups. 

Resources and further reading: 

Mental Health Fact Sheets for various diverse populations, as created by the American Psychiatric Association: https://www.psychiatry.org/psychiatrists/diversity/education/mental-health-facts

Peer-reviewed paper titled “Cultural Diversity and Mental Health: Considerations for Policy and Practice”: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6018386/ 

Cultural Formulation Interview in The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5): https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM5_Cultural-Formulation-Interview.pdf 

Youth-led Newsletters

Written by Christine Wincentaylo,  General Member

Youth represent the next generation of leaders, and as observed both online and in everyday life, they are increasingly taking the lead in driving social change, whether it's related to climate action, police reform, or 2SLGBTQ+ advocacy and protests. Unfortunately, no precise statistics are available on how many young people in Canada are actively engaged as social justice advocates or changemakers. However, based on my experiences, I frequently witness youth initiating change in their communities through various social media platforms and grassroots efforts.

During the pandemic, youth, including myself, had more opportunities to volunteer through online positions, such as being a part of a social media account advocating for a social cause, podcasts, or newsletters.

Today, I want to share with you a newsletter created for youth by youth or youth-focused so you can get inspired to make your newsletter or join one of these fantastic newsletter teams!

Youthful Cities -https://www.youthfulcities.com/about-us/

It focuses on young people being a part of essential questions regarding the cities and communities we live in by having youth spark dialogue and insights and providing opportunities to share their insight in surveys with opportunities to win prizes such as visa gift cards and more! Also, it will share statistics of what youth shared from past research and surveys created from youthful cities while also providing opportunities to be part of conferences across different parts of Canada. 

Force of Nature - https://www.forceofnature.xyz/?utm_medium=email&_hsenc=p2ANqtz--gKmxlET5JZDlEgPF_vCwCqFLSGrE3lQ8cH0vCh5UqtH9Tu7ZpV_oABVa2xj_f3T6OlDolxMoJ16khhpXSXdZuWjv4lA&_hsmi=312472900&utm_content=312472900&utm_source=hs_email

The focus of Force of Nature prioritizes climate action, with youth benign at the forefront of change the newsletter shares different opportunities for climate cafés and other world events focused on climate change and other important topics interconnected with the climate. Lastly, it shares opportunities for workshops, Q&A sessions, and volunteering for youth. 

Active Minds -  https://www.activeminds.org/

Shares ways to take action to advocate for mental health with resources, events, workshops, and lessons for teachers to implement different mental health curriculums within the classroom. 

Stigma-Free Mental Health - https://stigmafreementalhealth.com/about-our-charity/newsletter/

It provides opportunities for volunteering or working with the team at Stigma-free and sharing toolkits and ways for youth to share their experiences for things such as “Inspiring Stories” and more!

UNITE 2030 -https://www.unite2030.com/

UNITE educates youth about the Sustainable development goals, ways to join, apply, and be inspired by past or present youth delegates for the Unite 2030 program, and events sharing ways to work with the SDGs, such as the “Introduction to the SDGs, Working with the frameworks.” 

Thred. -  https://thecommonthred.substack.com/

This newsletter educates people about news around the world focused on topics such as London is still plagued by sexism or Sweden joining NATO after 200 years of neutrality, and ways to take action by signing petitions, taking courses or modules for things such as environmental sustainability while providing opportunities for youth apply as remote writers, or taking apart of different networks. 

What is Pica?

Written by Fariah Rahman, General Member

What is pica?

Pica is an eating disorder and involves eating non-food items and those that have no nutritious value. This behavior has to last at least one month and occur in individuals who are at least 2 years old for pica to be diagnosed. Many children, individuals with intellectual disabilities, and pregnant women are diagnosed with pica. The items ingested can vary widely, including substances like dirt, clay, paint, raw starches, soap, buttons, ice, hair, charcoal, string, ash, wool, paper, sand, soil, chalk, cloth, gum, glue, baby powder, pebbles, metal, ash, vomit, feces, uncooked rice, pet food, glass, grass, eggshells, and other non-food items (Al Nasser et al., 2023; Cleveland Clinic, 2022; Holm & O'Carroll, 2023; Leung & Hon, 2019; NEDIC, n.d.). Pica is compulsive, so patients can face difficulty controlling their behavior (Cleveland Clinic, 2022). “Pica pica” is the Latin name of a species of magpie that collects and eats various objects out of curiosity and this is where the condition gets its name from (Leung & Hon, 2019). 

Factors that might be associated with pica

We are still not exactly sure what causes pica. Some research suggests there may be a link between pica and stress as well as childhood abuse or neglect. Some risk factors for pica may include nutritional deficiencies, pregnancy, epilepsy, underlying mental health issues, and poverty (Al Nasser et al.). Pica can also occur in immigrant and refugee children. There is also a greater risk of pica occurring in children with sickle cell anemia (Leung & Hon, 2019). Pica can also occur in patients with certain mental health conditions, such as schizophrenia and obsessive-compulsive disorder (OCD) (Al Nasser et al.; Holm & O'Carroll, 2023). Eating feces or vomit might occur in people with certain neuropsychiatric disorders (Leung & Hon, 2019).

Potential consequences of pica

Many dangerous risks can occur when non-food substances are ingested (Cleveland Clinic, 2022). For example, if a pica patient eats clay, there could be parasites in it that can infect them. Lead poisoning can occur when patients consume substances that contain lead, such as clay and some types of paint. This can be especially toxic to pregnant women and the developing child as lead poisoning can cause neurological problems. When pregnant women eat earth, known as geophagy, it may lead to the delayed development of motor skills in children. Eating ice, known as pagophagia, can lead to iron deficiencies, especially in pregnant women. It can also lead to tooth problems (Al Nasser et al.). Pica patients can also experience problems with their gums (Leung & Hon, 2019). Pica can also lead to choking (Holm & O'Carroll, 2023). Eating hair, known as trichophagia, can cause blockages in the digestive tract. It can also be dangerous when pica patients consume materials that are sharp-edged (Cleveland Clinic, 2022). Eating sharp objects can cause gastrointestinal bleeding. Death might occur due to poisoning, infections, intestinal blockages, and electrolyte imbalances (Leung & Hon, 2019).

Long-term pica can occur in individuals with intellectual disabilities. This can lead to problems such as toxic effects, blockages of the intestines, and bezoars (Al Nasser et al.). A bezoar is a mass of ingested foreign material. It can be made up of hair, fibre, or other indigestible materials. Surgery may be needed to extract the bezoar (Kaneshiro & Dugdale, 2023). Rapunzel syndrome is an unusual type of bezoar made of hair with a specific structure that accumulates in the gastrointestinal tract. It can happen in patients with psychiatric illnesses and those who have a habit of pulling out and eating their hair. Death can occur in severe, rare cases (Lopes et al., 2010). 

Caring for pica patients

Healthcare providers should look for signs of poisoning or other complications that can result from pica (Al Nasser et al.). Pica can lead to constipation, iron deficiency, and irregular heart rhythms (Cleveland Clinic, 2022). Barium swallow x-rays can be done to identify the presence of bezoars in the body (Kaneshiro & Dugdale, 2023). An electrocardiogram can be done to detect heart problems (Cleveland Clinic, 2022). To see if the patient has been infected, poisoned, or has electrolyte imbalances, blood, urine, and stool tests can be performed (Cleveland Clinic, 2022). Blood tests can be done to test for zinc and iron levels to detect any deficiencies which may be associated with pica (Al Nasser et al.; Holm & O'Carroll, 2023). Tests can also be done to evaluate the amount of lead in the blood (Leung & Hon, 2019). Problems with the nervous system can occur due to lead poisoning. Parasitic infections can have effects on different parts of the body such as the heart, liver, and eyes. Doctors should talk to the patient and their caregivers to get all the important information. They need to find out what was eaten, how much, how long it’s been happening, where it usually happens, where the substance came from, if other things were eaten with it, and if the person has felt sick because of it (Al Nasser et al.). Patients with pica should be treated with respect as they might feel embarrassed because of their condition. Patients might feel ashamed that they have pica which can prevent them from seeking help. It is crucial that healthcare providers cultivate a safe environment where individuals with pica can seek the help they need (Cleveland Clinic, 2022).  

Removing the craved non-food substance from the pica patient’s environment and reducing access to it can be helpful for treatment (Al Nasser et al.; Cleveland Clinic, 2022). It is important to pay attention to the person’s emotional needs and stressors they may be facing (Leung & Hon, 2019). Lead-based paint present in homes should be eliminated. Patients and their families should be educated regarding the harms of eating the non-food substance and the importance of reducing exposure to it (Al Nasser et al.). Urgent medical attention should be given when possibly toxic or dangerous substances are consumed. Pica can also be treated through different types of therapy. It can involve equipping pica patients with coping strategies to alter their behavior or helping them focus on other activities (Cleveland Clinic, 2022). Supervision of children who are struggling with pica is important to ensure they do not consume problematic items (Cleveland Clinic, 2022; Leung & Hon, 2019). Pica can also go away on its own in children and pregnant women (Cleveland Clinic, 2022).  

References:

Al Nasser, Y., Muco, E., & Alsaad, A. J. (2023). Pica. In StatPearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK532242/

Holm, G. (2023, April 24). Everything you need to know about pica. Healthline. https://www.healthline.com/health/pica

Kaneshiro, N. K., & Dugdale, D. C. (2023, August 5). Bezoar: Medlineplus medical encyclopedia. MedlinePlus. https://medlineplus.gov/ency/article/001582.htm#:~:text=A%20bezoar%20is%20a%20ball,to%20pass%20through%20the%20intestines

Leung, A. K. C., & Hon, K. L. (2019). PICA: A common condition that is commonly missed - an update review. Current Pediatric Reviews, 15(3), 164–169. https://doi.org/10.2174/1573396315666190313163530

Lopes, L. R., Oliveira, P. S., Pracucho, E. M., Camargo, M. A., Coelho Neto, J. de, & Andreollo, N. A. (2010). The rapunzel syndrome: An unusual trichobezoar presentation. Case Reports in Medicine, 2010, 1–3. https://doi.org/10.1155/2010/841028

Pica: What it is, causes, symptoms & treatment. Cleveland Clinic. (2022, May 6). https://my.clevelandclinic.org/health/diseases/22944-pica  

Other eating disorders. NEDIC. (n.d.). https://nedic.ca/eating-disorders-treatment/other-eating-disorders/  



Invisible Disabilities Week is October 20-26, 2024

Written by Karen Tang, General Member

In 2024, October 20th to 26th is Invisible Disabilities Week. This was first founded ten years ago in 2014 by the Invisible Disabilities Association (IDA). 

What are invisible disabilities?

Invisible disabilities are also known as “hidden disabilities” as these are conditions that are not apparent or obvious when looking at someone. Invisible disabilities can encompass a variety of conditions, including neurological, mental, and physical. Neurological conditions can include brain injuries, migraines, etc. Mental health conditions can range from learning disabilities (such as dyslexia), post-traumatic disorder (PTSD), attention-deficit/hyperactivity disorder (ADHD), depression, anxiety, and other conditions that impact daily life. Physical health conditions can comprise of chronic pain and fatigue disorders like fibromyalgia, autoimmune disorders, and so forth. This is certainly not a comprehensive list, but these are some common types of invisible disabilities. 

It is important to keep in mind that similar to visible disabilities, hidden disabilities also sit on a spectrum. For example, mental health conditions such as anxiety and depression can cause varying levels of challenges depending on the situation and day. 

Invisible Disabilities Week was first created as a way to bring awareness to invisible disabilities. This advocacy allows society to understand the different types of conditions people have to manage on a day-to-day basis, often unbeknownst to others. The aim of this week is to increase people’s awareness and understanding of other people’s needs and circumstances, which can help de-stigmatize disabilities, while also breaking down barriers faced by many. This week can help shed light on indivisible disabilities while giving those with invisible disabilities a voice to share their needs and experiences. Empowering individuals with invisible disabilities can help people gain greater confidence to seek support in public spaces when needed, such as by wearing a sunflower lanyard.

What is the sunflower lanyard?

The sunflower is a visual symbol that is now being recognized worldwide as representing hidden or invisible disabilities. People donning this lanyard are indicating that they have a hidden disability; it can also make it easier for individuals to have their accessibility needs met, including when trying to navigate through an overstimulating, busy airport. 

If you see someone wearing the sunflower lanyard, be kind, patient, and understanding! 

How do I support people with invisible disabilities?

First and foremost, if the person with a hidden disability wants to share their experiences or story with you, respecting and validating their experiences is crucial. You may not have lived experience with hidden disabilities (or maybe you do experience the same condition!), but not one person’s experience with disability is ever the same—this is why active listening is important. Again, the absence of visible symptoms does not mean their disability is non-existent! Accepting their voice and perspective is vital.

Next, you can be an ally by creating a safe space for people with invisible disabilities to feel comfortable discussing their accessibility needs with you, especially if you are in a position of power such as being a manager in the workplace. You can demonstrate empathy by listening, offering support, and acknowledging the experiences of people with living and lived experiences with disabilities, hidden or visible.

Furthermore, you can educate yourself about disabilities and how to be a good ally. See the excellent book recommendation in the Resource section of this blog.

Lastly, remember that just because a disability is not clearly visible, does not mean it doesn’t greatly impact someone’s life and daily functioning! As such, it is important to treat everyone with kindness, empathy, and respect. We are, after all, human beings first!

Resources and further reading: 

Invisible Disabilities Association (IDA): https://invisibledisabilities.org/seminarsandevents/invisible-disabilities-week/ 

Learn more about the sunflower lanyard: https://youtu.be/zD5da8uG-TA?si=LGAtkYGaUsLpJ7-n 

Book recommendation: “Demystifying Disability: What to Know, What to Say, and How to Be an Ally” by Emily Ladau

How to Create a Health Literacy Program Near You!

Written by Christine Wincentaylo  General Member

If you read the last blog post, "Health Literacy Programs in Canada,” you understand what a health literacy program can look like. 

This is a simplified version of how to start or advocate for a literacy program in your area.

1. Where is there a need for health literacy programs? 

  • Research the community's health data through statistics, demographic statistics, or the ability to view or track emergency room visits.  

  • Identifying high-risk populations (Elderly, immigrants, non-English speakers, low-income, rural or underserved areas) 

  • Looking at the gaps, what services are available in the area, and how effective have/are programs within the community.

2. What type of funding is available?

School Health Grant 

  • A grant program for youth-led (age 13-19) grades 9-12 projects to improve healthy living within their schools. 

Public Health Agency of Canada and Health Canada Database for funding opportunities 

Alberta Health Services provides Grants & awards. 

  • This is specifically for people Alberta-based, with different opportunities posted.

Community Investment: Health Literacy Blue Cross 

  • Each year, Saskatchewan Blue Cross supports initiatives, events, and organizations across the province that are focused on the health and wellness of people.  

3. Look for partnerships/organizations to help create the program, such as:

  • Healthcare organizations (hospitals, clinics, public health departments)

  • Educational institutions (schools, universities, colleges)

  • Nonprofits focused on health education (local, national, and international)

  • Government agencies (WHO, local health departments)

  • Professional health associations (Canadian Medical Protective Association, Canadian Association of Emergency Physicians)

  • Technology companies (especially those focused on health tech or digital education tools)

  • Corporate partners (corporations focused on corporate social responsibility (CSR) initiatives focusing on health) 

4. Create a strong proposal. 

Prepare a clear and compelling proposal outlining the following:

  • The need for the program (using statistics or case studies).

  • Your goals and target audience.

  • How the partnership can benefit both groups. 

  • Potential outcomes and evaluation of the program.

For more information on how to get involved as a youth, educator, or general public, check out these resources below:

Healthier Together Schools - https://schools.healthiertogether.ca/en/ 

  • Get ideas to boost mental health, nutrition, and physical activity at school.

  • Find AHS school health programs and services for students, educators, and schools.

  • Get the latest school health news, grants, resources, and events.

ABC Life Literacy Canada - https://abclifeliteracy.ca/programs/

  • Offers a variety of free programming across all areas of literacy, including family, workplace, financial, digital, and more.

  • Available for individuals or organizations. 

Health Literacy Programs in Canada

Written by Christine Wincentaylo  General Member

What is health literacy?

Health literacy refers to an individual's ability to access, communicate, understand, and use basic health information and services to make important decisions regarding their health. This involves understanding how to describe symptoms, knowing where to seek help for health concerns, and comprehending medical information. 

Why is health literacy important?

Health literacy is crucial in empowering people to take control of their health and advocate for their and their families' well-being while helping ease the strain on Canada's healthcare system.

In Canada, statistics show the need for health literacy with “. . . 60% of Canadian adults and 88% of seniors are not health literate. Some seniors cannot follow instructions on a medicine bottle”(Canadian Public Health Association, 2014, as cited in ABC Life Literacy Canada, n.d.).

“60% of adults in Canada cannot obtain, understand and act upon health information and services and make appropriate health decisions on their own” (Canadian Council on Learning, 2008, as cited in ABC Life Literacy Canada, n.d.). 

“Providing chronic patients with education on self-management combined with ongoing supervision by a case manager could create savings of over $2,000 per patient per year” (Canadian Public Health Association, 2008, as cited in ABC Life Literacy Canada, n.d.). 

What programs are offered in Canada?

Apple Schools

It uses an approach called Comprehensive School Health (CSH). Each school has a School Health Facilitator (SHF) who works with the school, caretakers, and students to create a school action plan.

Healthier Together Schools 

A hub for school health and wellness information, resources, and support from Alberta Health Services. 

Health in Action 

The program aims to improve the health and wellness of all school communities in Wolf Creek by addressing, supporting, and promoting the importance of the following three pillars: Healthy Eating, Active Living, and Positive Social Environments.  The following links contain valuable ideas and information about programs and resources that support schools in promoting healthy eating, active living, and positive social environments.

Second Step  

An evidence-based social-emotional learning curriculum designed to cultivate students' emotional intelligence, empathy, and problem-solving abilities.

AHS Mental Health Kits

 A kit provided for elementary and high school students shares ways teachers can address mental health in the classroom and in the curriculum lesson plans and shares other ways to promote mental wellness by having a school committee, having a mental health fair, and sharing/informing parents. 

Kimochis

These stuffed animals help children navigate emotions while providing resources such as the feelings chart, Be A Feeling Detective, and Make Your Feelings. These plush animals help children feel happy, safe, confident, and compassionate, and they help them build and maintain substantial friendships.

Mind Up

Our evidence-based curriculum fosters long-term impact by focusing on the brain's emotional center. Each lesson is designed to correspond directly with neurological functions, enhancing students' ability to regulate emotions, improve focus, and develop empathy.

Go To Educator

A "Go-To" Educator is any school staff member, such as a guidance counselor, psychologist, or administrator, whom students naturally feel comfortable approaching for support and discussing their concerns. The one-day Go-To Educator Training Program aims to enhance staff members' mental health literacy. The program offers guidance on recognizing early signs of mental health issues and disorders, equipping educators to make effective referrals that connect students with appropriate care resources within the school and the broader community.

Ophea

Lesson plans, activity ideas, professional learning, and more. Our vision is for children and youth to appreciate and embrace the benefits of healthy, active living. Partnerships with school boards, public health agencies, government, non-government organizations, and companies to create innovative programs and services. 

References

Mental Health Capacity Building (MHCB) in Schools Initiative. https://www.albertahealthservices.ca/amh/page2754.aspx 

The Apple Schools Foundation. https://appleschools.ca/ 

What is Health Literacy? ABC Life Literacy Canada. https://abclifeliteracy.ca/literacy/health-literacy/ 

The 2024 New Brunswick Election: Prioritizing Youth Well-Being and Gender Inclusivity

By Julia Smith, Director of Events

Although all provincial elections are consequential, the fall 2024 election has extra weight because of Policy 713, which has affected LGBTQ+ youth across New Brunswick this past year.

New Brunswick's Policy 713, which came into practice on August 17, 2020, was created to set baseline requirements for school districts and public schools to create a  "safe, welcoming, inclusive, and affirming school environment for all students, families, and allies who identify or are perceived as LGBTQI2S+"  (New Brunswick Government). Since the bill's creation,  parental consent has been required for students under 16 to change their names on legal and official documents. Still, parental consent was not necessary to use a child's preferred name and pronouns in the classroom.   On August 23, 2023,  Bill Hogan, the Minister of Education and Early Childhood Development, and Conservative leader Blaine Higgsof New Brunswick adjusted bill 713, making it clear that teachers will now need parental consent to address a child under 16 by their preferred name or pronoun in the classroom. It is widely recognized that using one's preferred name and pronouns is a fundamental aspect of gender identity affirmation (CBC).   When students are denied the ability to have their identity respected and acknowledged within the educational setting, it can lead to increased stress, anxiety, and a sense of isolation. 

The requirement for parental consent in such a context can also deter students from seeking help/ support from teachers and school staff. They may worry that reaching out for assistance could inadvertently disclose their LGBTQI2S+ identity to unsupportive parents, further amplifying their distress.   In cases where parents are not supportive of their child's LGBTQI2S+ identity, the fear of potential abuse stems from the realization that students might be compelled to conform to their assigned birth gender against their will, suppressing their true selves. Such a situation could manifest in various ways, including verbal and emotional abuse, threats of withdrawal of familial support, or even attempts at conversion therapy (CBC).    Harry Doyle, the chair of the Anglophone East Council School Board, states that as a union, they,

"Respect the parents too, but if a kid says that if they go home and tell them about this, they may not be welcomed at home anymore ... Our first responsibility is to the person sitting in front of us, the kids."   If governments know the potential horrors, why is this bill still enforced?  

A year has passed since this change; we are under the nose of a provincial election that will change how the province will move forward regarding this pressing issue.   This bill has created a rift among conservative party members, who disagree with Premier Higgs's leadership. Several party members "have resigned or indicated that they won't run again, as the conservatives are no longer a party they recognize with" (CBC). Yet, despite the pushback from his party members, Premier Higgs has even made allusions to the fact that if re-elected, he might revisit policies surrounding gender-affirming health care, a crucial part in promoting health and well-being amongst people in the LGBTQ+ community. 

Liberal Party and Opposition Leader Susan Holt said the province needs to "move urgently to accept the recommendations and provide certainty to students, parents, and staff."  Holt prioritizes physical and mental well-being and strives to create a government for New Brunswick that will enact "policy solutions for economic and social challenges in the province."   In the coming Election, she hopes it will be "based on ideas and responding to New Brunswickers' priorities, with real, meaningful researched ways to make their life better."  In response to Holt's promising leadership, former Green Party candidate Gail Costello has publicly stated that she will be voting for the Liberals to "protect everybody" (CBC). 

This Election is about more than choosing a leader for a province; it is about laying the foundation for the province's youth, providing them with the tools to succeed and live happy lives, and paving the way for the future of the educational landscape. Will voters choose a future that fosters respect and inclusivity for all?

More Information Below:

 Brown, Silas. “N.B. Election 2024: Liberal and Green Parties Pitch Themselves as Strategic  Option - New Brunswick.” Global News, 13 Sept. 2024, globalnews.ca/news/10754656/nb-election-liberal-green-parties-strategic-option.

Brown, Silas. “Timeline for New Brunswick’s Policy 713 Legal Resolution Unclear - New     Brunswick.” Global News, 22 Apr. 2024,globalnews.ca/news/10442095/policy-713-timeline-legal-resolution/.

“Leaf to Intervene in New Brunswick Pronoun Policy Case .” LEAF, 24 May 2024, www.leaf.ca/news/leaf-to-intervene-in-new-brunswick-pronoun-policy-case. Accessed 17 Sept. 2024

Liberal Party, nbliberal.ca/.

“N.B. Government Needs to Act ‘urgently’ on Gender Identity Policy, Critics Say | CBC News.” CBC News, CBC/Radio Canada, 16 Aug. 2023, www.cbc.ca/news/canada/new-brunswick/new-brunswick-gender-identity-policy-school-year-1.6938176.

NB Child and Youth Advocate’s Review of Policy 713, ombudnb.ca/wp-content/uploads/2023/11/Policy-713-Ombud-NB-Submission-E.pdf.

“PC MLA Andrea Anderson-Mason Is Latest Higgs Caucus Member to Leave Politics | CBC News.” CBC News, CBC/Radio Canada, 24 May 2024, www.cbc.ca/news/canada/new-brunswick/andrea-anderson-mason-decides-not-to-run-1.7214119.

“Policy 713.” CCLA, 21 May 2024, ccla.org/major-cases-and-reports/policy-713/#:~:text=Policy%20713%20was%20originally%20created,names%20and%20pronouns%20in%20schools.

How Does Diabetes Affect the Eyes?

Written by Fariah Rahman  General Member

My mother and many members of her family have diabetes. Millions of people in the world have diabetes and you may have friends or family members who are affected as well. Diabetes and high blood sugar levels can have an impact on many organs in the body, including the eyes. That’s why my mother has to get her eyes checked regularly with the optometrist due to her being diabetic.

Diabetic Keratopathy 

Many disorders affecting different parts of the eye can occur in patients with diabetes. The cornea is a transparent, outer structure located at the front of the eyes and covers the iris and pupil (Government of Alberta, 2023). It protects your eyes from debris and germs and also plays a role in directing light rays into your eye and focusing them onto the retina to provide vision. The cornea has many nerves and the outermost layer is known as the epithelium (Cleveland Clinic, 2024). Diabetes can have significant negative effects on the cornea, known as diabetic keratopathy (Lutty, 2013). Since the epithelium is the first layer of the eye, it can be damaged easily due to outside forces and needs to be repaired frequently. Diabetes can lead to impaired wound healing and regeneration of the corneal epithelium (Lutty, 2013; Shih et al., 2017). The cornea has the highest concentration of nerve endings of any tissue in the human body. The corneal nerves are involved in essential functions such as blinking, sensation, and tear production (Shaheen et al., 2014). These nerves can experience a reduction in density and other abnormalities in diabetic patients (Shih et al., 2017). Since the corneal epithelium is not functioning optimally, this puts the diabetic patient’s eyes at risk of infections. This can lead to the breakdown of the epithelium, known as corneal erosions (Vieira-Potter et al., 2016; Feldman-Billard & Dupas, 2021). This can also lead to corneal edema which is when fluid accumulates in the cornea leading to swelling. Corneal edema can affect how light passes through the cornea and may cause vision problems (Cleveland Clinic, 2023). 

Cataracts

Patients with diabetes are also at a greater risk of developing cataracts, which also affects the lens, leading to its clouding and structural changes. There is a higher risk of cataracts, if they've had the condition for a long time and often experience high blood sugar. Symptoms might be mild at first, but once the cataract affects the eye's center, it can worsen quickly. Common cataract symptoms include impaired vision, halos around lights, heightened sensitivity to light, trouble seeing at night, and colors appearing less vivid. Controlling blood sugar levels and wearing sunglasses that protect your eyes from UV rays can help reduce the risk of cataracts (American Diabetes Association, n.d.). 

Dry Eye Syndrome

Diabetic patients also experience dry eye syndrome (DES) which is the most common condition affecting the eye surface (Feldman-Billard & Dupas, 2021). DES occurs in patients with type 1 or type 2 diabetes. High blood sugar can damage the nerves in your eye and cause inflammation leading to DES. It causes discomfort, problems with vision, and affects tear production. Chronic, untreated DES can lead to permanent eye damage. Controlling one’s blood sugar levels can help reduce the risk of DES (Feldman-Billard & Dupas, 2021; Srakocic & Wood, 2022). 

Diabetic Retinopathy & Diabetic Macular Edema

Diabetic retinopathy (DR) can also occur in patients with type 1 or type 2 diabetes. The retina is a layer of tissue at the back of the eye that plays a crucial role in vision by sending signals to the brain. When blood sugar levels are elevated, as in diabetes, it can harm the blood vessels within the retina, leading to visual impairment and DR. It can lead to vision problems and blindness; however, this is preventable. DR first starts out as nonproliferative DR where the blood vessels in the retina are affected and swelling, blockages, and leakages occur (Wint et al., 2022). High blood sugar levels in the retina can kill nerve cells and pericytes (Lutty, 2013). Pericytes are cells that are essential for creating blood vessels and regulating blood flow (Attwell et al., 2015). When pericytes die, the capillaries they support turn into empty tubes made of the protein collagen. These tubes cannot carry blood, so the nearby retina does not get enough oxygen. This lack of oxygen causes the body to produce molecules that make blood vessels leakier (Lutty, 2013). As this becomes more severe, areas of the retina become deprived of blood supply and damaged. This leads to proliferative DR, which is when new, abnormal blood vessels start developing within the eye. When blood leaks into the eye, it can partially or completely obstruct your vision (Wint et al., 2022). Diabetic macular edema (DME) is a complication of DR. The macula is at the center of the retina and is needed for central vision. It allows you to discern colors, intricate details, and distant objects. The macula relays visual data to the brain, where it is processed into images. In DME, the macula starts swelling, causing abnormal vision. This happens because fluid from leaking blood vessels accumulates in the retina, which can no longer absorb it. It is crucial that diabetic patients keep their blood sugar levels under control and get their eyes checked regularly, to ensure any problems are caught early on (Pietrangelo & Raju, 2023).

Actions to Take

It is important that diabetic patients take care of their health to help prevent developing different eye conditions. This includes getting eye exams, especially when vision changes occur as well as during pregnancy as that is when DR can worsen. Those who smoke should seek support to quit. One should also ensure that their blood cholesterol, blood pressure, and blood sugar levels are in check as well as maintain regular exercise and a healthy diet (Diabetes Canada, n.d.).  

References

Attwell, D., Mishra, A., Hall, C. N., O’Farrell, F. M., & Dalkara, T. (2015). What is a pericyte? Journal of Cerebral Blood Flow & Metabolism, 36(2), 451–455. https://doi.org/10.1177/0271678x15610340

Corneal edema: Causes, symptoms & treatment. Cleveland Clinic. (2023, August 18). https://my.clevelandclinic.org/health/diseases/25203-corneal-edema

Corneas: Why you should appreciate your eye’s windshield. Cleveland Clinic. (2024, September 1). https://my.clevelandclinic.org/health/body/21562-cornea

Curious about cataracts?. Cataracts and Diabetes | ADA. (n.d.). https://diabetes.org/health-wellness/eye-health/curious-about-cataracts#:~:text=What%20Causes%20Cataracts,accelerate%20the%20development%20of%20cataracts.

Eye damage & diabetes. Diabetes Canada. (n.d.). https://www.diabetes.ca/managing-my-diabetes/preventing-complications/eye-damage#:~:text=To%20prevent%20retinopathy%20or%20prevent,by%20managing%20blood%20sugars%20well.

Feldman-Billard, S., & Dupas, B. (2021). Eye disorders other than diabetic retinopathy in patients with diabetes. Diabetes & Metabolism, 47(6), 101279. https://doi.org/10.1016/j.diabet.2021.101279

Healthwise Staff. (2023, September 27). Cornea, Lens, and Iris. MyHealth Alberta, Government of Alberta. https://myhealth.alberta.ca/Health/Pages/conditions.aspx?hwid=tp10754&lang=en-ca#:~:text=The%20cornea%20is%20the%20outer,%2C%20providing%20sharp%2C%20clear%20vision.

Lutty, G. A. (2013). Effects of diabetes on the eye. Investigative Opthalmology & Visual Science, 54(14). https://doi.org/10.1167/iovs.13-12979

Pietrangelo, A., & Raju, L. (2023, November 14). Diabetic retinopathy vs. diabetic macular edema: What to know. Healthline. https://www.healthline.com/health/diabetes/diabetic-retinopathy-vs-diabetic-macular-edema

Shaheen, B. S., Bakir, M., & Jain, S. (2014). Corneal nerves in health and disease. Survey of Ophthalmology, 59(3), 263–285. https://doi.org/10.1016/j.survophthal.2013.09.002 

Shih, K. C., Lam, K. S.-L., & Tong, L. (2017). A systematic review on the impact of diabetes mellitus on the ocular surface. Nutrition & Diabetes, 7(3). https://doi.org/10.1038/nutd.2017.4

Ways to Support a Friend with Chronic Illness

Written by Christine Wincentaylo,  General Member

Having a friend with a chronic illness can be challenging to navigate, but there are ways to support your friend(s) who are suffering from an illness.

But before that let us take a look at some statistics to better understand the health of Canadians. 

  • “45.1% of Canadians lived with at least one major chronic disease in 2021.”

  • “Almost 2.5 million Canadians reported unmet health care needs in 2021” (Statistics Canada 2023, para.2)


Now take a look at the ideas below to support your friends best!

#1 Understanding what Ableism and Disablism mean.

Ableism - The practices and beliefs within society that devalue and limit the potential of persons with disabilities. 

Disablism - Assumptions and practices that create unequal treatment of people because of disabilities (actual or presumed). 

#2 Avoiding forced positivity (toxic positivity)

Have you ever felt that you didn’t know what to say after your friend told you about their struggles? 

Examples of toxic positivity to steer clear of:

  • Everything happens for a reason

  • You will be fine

  • It could be worse 

When people use toxic positivity as their default response, people are something you will need to be self-aware of when having conversations with your friends. Toxic positivity can make people feel invalidated and can make people deny their experiences, which can also create stress which can generate flare-ups for some people with chronic illnesses.

Basically, steer clear of using phrases that come across as toxic positivity.  

#3 Having empathy

Saying things like: “I am sorry, I can’t imagine how difficult that can be,” or simply, “I’m sorry”. If you don’t know how to help your friend, it never hurts to just ask and see their response. Even if we don’t have an answer, it’s the thought that counts, and its a process to navigate friendship when people experience chronic illnesses, so being patient is so vital. 

#4 Giving validation 

By showing interest and support in our journey, letting us know it's okay not to be okay, and being an active listener. When we need our friends to listen to us, we aren’t asking for unsolicited advice, but rather someone to listen to our experiences and difficulties, which better helps us understand ourselves. 

#5 Offer practical help

As a friend, it can be beneficial for you to talk to us about what we are struggling with in our day-to-day activities so that you can provide help in whatever form that may look like for us. Provided help may be grabbing groceries or helping with chores around our house. Offer solutions you can give and commit to, and if we refuse your help, accept our choice and move on from the conversation. 

#6 Staying in Touch 

At the starting stage of getting a diagnosis of a chronic illness, it may be difficult for your friend, but they will likely want to connect and talk again at some stage. So, find the balance between giving us space and keeping in touch.  

#7 Include them & Accept the situation 

Similar to #6, invite us to events and gatherings; even if we decline, it makes us feel included and helps us have a sense of belonging. At the same time, it can be a complex process, accepting our illness and not feeling hurt when we don't answer texts for days or weeks or decline to out. We might be tired, at the hospital, or had a flare-up, so understanding our situation is helpful.  

Hopefully, these tips will help you feel better prepared and confident to support a friend with a chronic illness and inspire others to do so!

References

https://creakyjoints.org/support/how-to-support-someone-with-chronic-illness/

https://www.healthcarepro.co.uk/articles/friends-forever-how-to-be-a-good-friend-to-someone-with-a-chronic-illness 

https://www.statcan.gc.ca/en/about/smr09/smr09_142 

Diabetes and Limb Amputations

Written by Fariah Rahman,  General Member

Diabetes is a chronic condition that affects millions of people worldwide. You may have family members or friends diagnosed with it. My mother and many relatives on her side have diabetes so it runs in my family. This includes my diabetic great uncle who had complications with an infection on his foot. Unfortunately, he didn’t treat it soon enough and had to get a major amputation to cut off his foot. I was shocked as I had no idea that diabetes could reach such a severe stage where someone’s foot had to be amputated. This amputation can drastically impact someone’s life. This led me to investigate how diabetes could lead to lower limb amputations, what the risk factors were, and what steps we could take to protect ourselves from reaching that stage. 

What factors can lead to an amputation? 

Amputations are associated with reduced mobility and a poorer quality of life. It can have a negative financial impact on patients, their families, and the healthcare system (Schaper et al., 2012). Before requiring a lower limb amputation, a diabetic patient may develop a foot ulcer (UC Davis Health, 2022). Foot ulcers can occur in patients with type 1 or type 2 diabetes (Lin et al., 2020). This can occur when diabetes and blood sugar levels are poorly managed leading to nerve damage and the risk for an infection. It can also result in poor blood circulation which can inhibit the healing of skin wounds leading to ulcers (UC Davis Health, 2022). High blood sugar levels can also impact the body’s ability to fight off an infection. Nerve damage can lead to neuropathy and the reduced ability to feel pain in the feet which can impact the patient’s awareness of any problems occurring in that area (University of Michigan Health, n.d.). To treat diabetic ulcers, the patient may have to meet with their healthcare providers multiple times over several months as they can take a very long time to heal. The ulcer can get infected and lead to gangrene which is the death of tissue due to the loss of blood flow in that area and can increase the risk of amputation (Lin et al., 2020; Marks, 2024; UC Davis Health, 2022). High-quality treatment of the ulcer may help reduce the risk of amputation. Osteomyelitis, which is the infection of the bone, can also increase incidence of amputations (Lin et al., 2020; Mayo Clinic, 2022).  

A diabetic patient may get a minor amputation which is below the ankle or a major amputation which is above the ankle (Gurney et al., 2017). A history of recurrent foot ulcers, poor vascular health, sex, ethnicity, and lower socioeconomic status are associated with an increased risk of having an amputation (Gurney et al., 2017; Lin et al., 2020). A New Zealand study found that Indigenous diabetic patients may be at a higher risk of amputation than those who are not Indigenous after studying the Māori population. Men may be at higher risk of amputations possibly due to reduced health-seeking behavior to medically treat their feet on time, higher levels of smoking and increased risk of vascular disease (Gurney et al., 2017). Patients with recurrent foot ulcers should be thoroughly treated to avoid further progression and limb loss (Lin et al., 2020). A prior amputation can also increase the risk of subsequent amputations. The underlying risk factors that caused the first amputation may still be present leading to more amputations in the future. Patients who undergo amputations often have comorbid conditions such as peripheral vascular disease, renal disease, congestive heart failure, heart attacks, and cerebrovascular disease, which increase the risk of amputation. Peripheral vascular disease is also a pathway that can lead to amputations and indicates disease progression (Gurney et al., 2017). Smoking is also a risk factor for lower limb amputations for patients with diabetic foot ulcers and quitting this harmful behavior may provide better health outcomes for them (Lin et al., 2020). 

Amputations and Death

The mortality rate is high amongst diabetic amputees. Some patients who get an amputation may have a shortened life expectancy and live for a few more years after the operation. This can be due to the poor overall health of these patients due the severe stage of diabetes and the presence of multiple comorbid conditions (Lin et al., 2020; Gurney et al., 2017). 

How can we reduce the risk of amputations?

To help reduce the rate of amputations, diabetic foot ulcers and infections should be treated thoroughly through a multidisciplinary, coordinated support system (Schaper et al., 2012). Patients should have access to a network of specialized diabetic foot teams. Not treating the ulcer early enough can lead to poor outcomes and early detection of ulcers can reduce the rate of amputations (Schaper et al., 2012). Unfortunately, this was the case for my great uncle. He kept ignoring the problem in his foot to the point it got much worse and it had to be amputated. If you have any family members or friends with diabetes, remind them to get their feet professionally checked regularly to ensure they can catch any problems early on. They can also take steps to reduce the risk of getting a diabetic foot ulcer. This includes managing their blood sugar, quitting smoking, keeping their feet clean, and eating a protein-rich healthy diet (UC Davis Health, 2022). 

Clear guidelines should be created to identify at-risk patients. As a systematic solution, we can develop a program for early detection of ulcers and referral to specialized diabetic foot teams that include diabetes specialists, vascular surgeons, chiropodists, and specialized nurses. To reduce amputations, there needs to be a high standard of care, sufficient staff, clear referral guidelines, and a holistic approach in place as diabetes is a lifelong, chronic condition (Schaper et al., 2012). 

References

Diabetic ulcers affect the skin, cognition and mental health. UC Davis Health. (2022, April 4). https://health.ucdavis.edu/news/headlines/diabetic-ulcers-affect-the-skin-cognition-and-mental-health/2022/04#:~:text=Diabetic%20ulcers%20are%20a%20serious,wounds%20develop%20into%20diabetic%20ulcers

Frequently asked questions: Diabetic foot ulcers. University of Michigan Health. (n.d.). https://www.uofmhealth.org/conditions-treatments/podiatry-foot-care/frequently-asked-questions-diabetic-foot-ulcers  

Gurney, J. K., Stanley, J., York, S., Rosenbaum, D., & Sarfati, D. (2017). Risk of lower limb amputation in a national prevalent cohort of patients with diabetes. Diabetologia, 61(3), 626–635. https://doi.org/10.1007/s00125-017-4488-8  

Lin, C., Liu, J., & Sun, H. (2020). Risk factors for lower extremity amputation in patients with diabetic foot ulcers: A meta-analysis. PLOS ONE, 15(9). https://doi.org/10.1371/journal.pone.0239236  

Marks, H. (2024, May 27). Gangrene: Symptoms, causes, diagnosis, treatment, and prevention. WebMD. https://www.webmd.com/skin-problems-and-treatments/gangrene-causes-symptoms-treatments  

Mayo Foundation for Medical Education and Research. (2022, November 8). Osteomyelitis. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/osteomyelitis/symptoms-causes/syc-20375913 

Schaper, N. C., Apelqvist, J., & Bakker, K. (2012). Reducing lower leg amputations in diabetes: A challenge for patients, healthcare providers and the healthcare system. Diabetologia, 55(7), 1869–1872. https://doi.org/10.1007/s00125-012-2588-z


Coping with Chronic Pain from the POV of a Therapist: Part 2

Written by Karen Tang, General Member

Disclaimer: The insights shared in this blog are not medical advice and thus, should not be taken as such. Please consult a licensed medical professional if you are unsure. 

Don’t forget to check out the first blog in this series, which examined Cognitive Behavioral Therapy (CBT) skills!

Given that September is Pain Awareness Month, I thought it would be useful to highlight evidence-based clinical skills I’ve learned as a current Clinical Psychology PhD student. I have used these skills with therapy clients and even in my own life, given my own lived experience with a variety of pain conditions, including chronic pain. 

Evidence-Based Skills from Acceptance and Commitment Therapy (ACT)

In this blog, I will draw from Acceptance and Commitment Therapy (ACT) for pain management. ACT is an evidence-based therapy that can help individuals accept and learn to live with pain, which can help minimize the control pain has on one’s life. ACT helps guide individuals to change their expectations of living pain-free as well as learn to cope with pain. 

Research has well-supported ACT’s effectiveness in chronic pain management. For example, in a 2011 randomized control trial study, ACT was deemed to be an effective intervention for chronic pain patients by improving pain interference and pain-related anxiety and depressive symptoms. A more recent study published in 2021 found that greater pain acceptance is related to lower pain intensity, catastrophizing of thoughts, and anxiety and depression. 

Mindfulness

ACT incorporates mindfulness techniques to help individuals stay grounded in the present moment. This can be particularly useful as it reduces worrying about the future or ruminations about the past, both of which can exacerbate chronic pain. 

One of the grounding techniques used in ACT is called “Dropping Anchor.” This skill can particularly useful when you are experiencing heightened pain or overwhelming emotions and can be an excellent first step in coping with chronic pain.

To drop anchor, follow three simple steps. 

Firstly, you want to acknowledge what is “showing up” inside you, such as thoughts, feelings, memories, sensations, etc. Aim to be curious while you observe your inner world.

Secondly, while still acknowledging your thoughts and feelings…you also want to come back into and connect with your physical body. There are many different ways you can do this, from pushing your feet into the floor, to straightening your posture, stretching parts of your body, or simply breathing. Do what feels comfortable to you! 

Thirdly, while you are still acknowledging your inner world as well as connecting with your body…you want to get a sense of your physical location and refocus your attention on the activity you are doing. Again, there are many ways to engage in what you’re doing, including looking around the room and noticing five things you can see, noticing 3-4 things you can hear, or what you can smell or taste in your nose and mouth. 

Feel free to repeat this skill 2-3 times. To conclude this activity, you can give your full attention to the activity at hand.

A guided Dropping Anchor practice can be found here or feel free to search on YouTube for one that suits you!

Cognitive Defusion

One of the critical concepts in ACT is to learn how to “defuse” from one’s thoughts (e.g., loosening the grip of one’s thoughts). In other words, this helps take thoughts as mental events, not straight-up facts. This is a key takeaway for those with chronic pain as it helps people separate their pain from the emotional suffering it creates. Catastrophizing thoughts (or fixating on the worst possible outcome and treating it as likely, even when it is not) can be very common in individuals with chronic pain. 

Here are some exercises you can use to cognitively “defuse” from your thoughts:

  • Notice It: When you notice that you have been stuck on a thought (such as, “I will be in this excruciating pain forever”), you can take a step back from the thought by saying or thinking to yourself, “I’m noticing I’m having another thought that what I said was a catastrophizing thought”.

  • Sing It: It can be helpful to sing it to the tune of Happy Birthday or any other goofier song. Singing the thought won’t get rid of that thought but it will change the way you think about the thought. 

  • Thank Your Mind: Whenever an unhelpful thought pops up, rather than getting stuck on that thought, you can thank your mind for having that thought. Negative thoughts are there to help protect you, but sometimes, they just aren’t super effective about it! So, “Thank you, mind, for trying to protect me!”

Hopefully, you learned a thing or two from this short series of evidence-based skills! And to my fellow readers with chronic pain, remember to be compassionate and kind to yourself—you are not alone in this journey.

Resources and further reading: 

More on Dropping Anchor including a guided audio by the Integrative Pain Science Institute:  https://integrativepainscienceinstitute.com/latest_podcast/dropping-an-anchor-a-simple-and-powerful-technique-for-pain-catastrophizing-mindfulness-and-cognitive-defusion 

More on Cognitive Defusion: https://cogbtherapy.com/cbt-blog/cognitive-defusion-techniques-and-exercises 

Thanking Your Mind (video): https://youtu.be/206WtwEyqzg?si=2cFksSR9PoU3Kg-O

Coping with Chronic Pain from the POV of a Therapist: Part 1

Written by Karen Tang, General Member

Disclaimer: The insights shared in this blog are not medical advice and thus, should not be taken as such. Please consult a licensed medical professional if you are unsure. 

September is Pain Awareness Month, which allows us to reflect on those who live with chronic pain in their day-to-day life. 

Personally, I have lived experience with a variety of pain conditions. I have experienced temporary and episodic pain, all the way to chronic pain for years at a time. I am also a Clinical Psychology PhD student, which allows me to apply the evidence-based clinical skills I learned in my schooling to work with clients. I also apply many of these skills to my life to help cope with my own pain!

Evidence-Based Skills from Cognitive Behavioral Therapy (CBT)

Firstly, I will draw from Cognitive Behavioral Therapy (CBT) for pain management. CBT is an evidence-based therapy that can help you cope with a challenge by altering the way you think and behave. 

Time-Based Pacing

One of the primary skills I learned was Time-Based Pacing, which is judging when to stop an activity based on time and not pain levels. People living with pain know that the more they do, the more likely they will experience pain. Therefore, some individuals may opt to do less or to do nothing at all, which is not ideal! Doing nothing can actually make pain worse, or exacerbate boredom or depressive symptoms. Pacing is a key management strategy for people with chronic pain, and this has been supported in systematic reviews.

Pacing is a skill that allows you to consistently carry out activities without causing extra pain and is the middle ground between doing nothing and over-exerting yourself. Pacing means you spend just enough time to get the most out of an activity, without pushing yourself so far that you end up in a long of time. Over time, you may find pacing allows you to do more, as you continuously build your capacity and stamina! 

To do Time-Based Pacing, you want to establish a starting point or baseline. Firstly, choose an activity to focus on (e.g., sitting, walking, jogging with the dog). Next, measure the length of time you are comfortably able to do this activity—do this on at least three different occasions on both good and bad days. Lastly, you want to take the average of these times, then subtract a fifth.

For example, let’s say I want to try walking. I get the following lengths of time: 

  • Time 1: 10 mins

  • Time 2: 15 mins

  • Time 3: 7 mins

My average of those times would be 11 mins. The average time minus (1/5) would be 9 minutes. Therefore, the next time I want to try going for a walk, I will set an alarm and engage in that activity for 9 minutes—no more than that, as I don’t want to experience pain flare-ups!  

Ensure you take a break after your time is up! This can mean changing your body position and posture (e.g., gentle stretching exercises, listening to music). Remember, Time-Based Pacing is all about determining when to stop an activity based on time, not pain! 

Relaxation Techniques

Another evidence-based skill that is worth mentioning is relaxation techniques. CBT teaches several techniques, including progressive muscle relaxation.

Progressive muscle relaxation (PMR) teaches you to relax your muscles by tensing and relaxing major muscle groups. To do this, you want to tense specific muscle groups in your body by holding that tension for five seconds or whatever feels comfortable, and then release the tension for 10 seconds while noticing how your muscles feel when you relax them. Skip areas that cause pain when you tense. A step-by-step guide to PMR can be accessed here, or feel free to search for a guided video to follow on YouTube! Research seems to indicate that the noticing of tension is the most effective aspect of PMR for chronic pain. 

Stay tuned for Part 2, where we will dive into more evidence-based skills using Acceptance and Commitment Therapy (ACT)!

Resources and further reading: 

How-to: Time-Based Pacing: https://www.va.gov/PAINMANAGEMENT/Veteran_Public/Veteran_docs/Pacing-formula.pdf 

Treatments that Work Series: Managing Chronic Pain Workbook https://academic.oup.com/book/1084 

5 Recipes for Brain Health

Written by Christine Wincentaylo, General Member

Before I share the great recipes, what makes a food “brain healthy”?

For brain health, key nutrients include vitamin K, lutein, folate, omega-3s, and many more!

These recipes are great for brain health and heart and blood vessels.

Brain Food Smoothie

Step 1: Grab a blender, add in all the ingredients and blend. 

Step 2: Pour your smoothie into a cup and enjoy! 

Ingredients:

  • 2 Tbsp hemp hearts

  • ¼ cup of avocado 

  • ½ cup of mango

  • 1 pear

  • 1 ½ cup of spinach 

  • 1 cup of coconut water 

Greens like spinach are rich in vitamin K, lutein, folate, and beta-carotene. 

Hemp hearts are a great source of Omega 3’s. 

Sushi Bake

Step 1: Get started on making your rice. Cover a large pot with water and let the rice socks for 15 minutes. 

Step 2: Next, bring the pot to a boil. Reduce heat to a simmer and cover with a lid. Cook for 20 minutes until the rice is fully cooked. Remove from the heat and let the rice sit for 10 minutes.

Step 3: Once the rice has cooled down, add a drizzle of rice vinegar. Then use a rubber spatula to gently fold over the rice until the vinegar is evenly mixed into the rice. Then cover the rice with a dish towel or plate, until it comes to room temperature.

Step 4: Now to make the salmon mixture, you cut up the salmon into small cubes or whatever the desired size you want. In a small bowl mix together mayo, cream cheese, sriracha, soy sauce, and green onions. Then, add the fish mixture of diced salmon and imitation crab meat. Then, cover and refrigerate. 

*If you don’t have salmon, a cheaper alternative is canned tuna which is still a great source of protein!

Step 5: Making the Unagi sauce. In a small saucepan, add the soy sauce, mirin, sake, and sugar and heat over medium, once it boils, reduce the heat and let it simmer for 5 minutes until the mixture is thickened. 

Step 6: It is optional to make it spicy. In a small bowl, combine the mayo, sriracha, lime juice and salt. Refrigerate until ready to use.

Step 7: Preheat oven to 425°—line with parchment paper. 

Then, take seasoned rice and pour it into a prepared pan. Dip your hands in cold water and gently press the rice into the pan. Next, sprinkle with furikake. 

Pour salmon mixture directly on top of rice. Use a spatula to spread the mixture evenly over the rice.
Step 8: Place pan in the oven and bake for 10-15 minutes. Then, remove it from the oven and let it cool for 10 minutes.

Ingredients: 

Sushi Rice

1 ½ cups Sushi rice rinsed

2 cups Water

¼ cup Lite seasoned rice vinegar

2 tablespoon Furikake

Salmon Mixture

Roughly 1 cup of  Salmon filet skin removed and cut into ½" pieces

Roughly 1 cup of  Imitation crab meat shredded

⅓ cup Kewpie mayo

3 oz Cream cheese softened

2 tablespoons Sriracha

2 tablespoons Soy sauce or Tamari

¼ cup Green onions sliced thin

Unagi Sauce

¼ cup Soy sauce

¼ cup Mirin

2 tablespoon Sake

1 ½ tablespoon White granulated sugar

Spicy Mayo

½ cup Kewpie mayo

2 tablespoon Sriracha

1 teaspoon Fresh lime juice

¼ teaspoon Salt

Salmon, tuna, and imitation crab are all good sources of omega-3 fatty acids and healthy unsaturated fats that have been linked to lower blood levels of beta-amyloid (the protein that forms and impacts people with Alzheimer's disease). 

Orange Berry Fruit Salad

Step 1:  Grab a bowl and add in strawberries, blackberries, blueberries, raspberries, and orange (any orange will do!) 

Step 2: Drizzle the poppyseed dressing over the fruit and then mix! 

Ingredients: 

Salad

16 ounces Strawberries (tops removed, cut into bite-sized pieces)

1 cup of Blueberries

1 cup of Blackberries

1 cup of Raspberries

5 Mandarin Oranges, (peeled, segmented) or or 2-3 regular oranges 

Dressing 

1/2 Cup Honey

1/4 Cup Fresh Mandarin Orange Juice, (or regular fresh orange juice)

2 teaspoons Poppy Seeds

Pinch Sea Salt

Berries such as blackberries, blueberries, strawberries, and raspberries have flavonoids, the natural plant pigments that give the berries beautiful colors. Research has shown it helps improve memory.

Muhammara (Roasted Red petter & Walnut dip)

Step 1: First, Set your oven to bake at 400 F. Slice the red peppers in half lengthwise and core out the insides. Remove the stem. Set the peppers on lightly oiled baking sheets. Bake them for 20-30 minutes or until the skins char and bubble up.

Step 2: Once cooked, remove from heat and place a paper towel over the red peppers to let the skins steam. Remove the skins and discard them or use them to make dried red pepper flakes for later!

Step 3: Chop up the roasted peppers and put them into a food processor.

Then lightly toast some walnuts in a dry pan for about a minute or two. Do not let them burn. Then, place them into the food processor. Add everything else except the olive oil.

Step 4: Process the mixture while drizzling in the olive oil a bit until all of the oil is incorporated and the dip is nice and smooth.

Ingredients:

2 large red bell peppers, or use 2 cups roasted red bell peppers

1 cup walnuts

¼ cup bread crumbs

2 cloves garlic chopped

1 tablespoon lemon juice

3 teaspoons pomegranate molasses* see notes below

1 tablespoon cayenne

1 tablespoon paprika

1 teaspoon cumin

Salt and pepper to taste

½ cup olive oil

Walnuts are high in a type of omega-3 fatty acid called alpha-linolenic acid (ALA). Diets rich in ALA and other omega-3 fatty acids have been linked to lower blood pressure and cleaner arteries. 

Turmeric Chickpea Soup 

Step 1: Heat the extra-virgin olive oil in a large pot over medium heat. Add the chopped onion. Cook for 2-3 minutes until the onion is tender and translucent. Then add the garlic, carrot, celery, and sauté' for a minute.

Step 2: Add the rinsed chickpeas, butternut squash cubes, thyme, turmeric, vegetable broth, salt, and pepper. Bring to a boil, reduce the heat, and let the soup simmer for 10 minutes.

Transfer the soup to a blender. Blend the ingredients until very smooth. Be careful, as the soup will be hot. 

Step 3: Pour the soup back into the pot, add the lemon juice and the leafy greens, and cook on low heat for another 8-10 minutes until the greens are soft. Add salt and pepper to taste.

(optional) Step 4: Serve hot with roasted chickpeas or toasted bread slices, and top with fresh thyme leaves and parsley.

Ingredients

2 tablespoons of olive oil 

1 medium onion - chopped

4 garlic cloves - no skin

2 teaspoons turmeric

1 large carrot - chopped

1 large celery stalk - chopped

1 cup butternut squash - in cubes (or sweet potatoes, or extra carrots)

1 teaspoon thyme leaves - or 1/2 teaspoon dry thyme

2 cans  -  chickpeas (15 oz) drained

4 cups vegetable broth

4 cups dark leafy greens - finely chopped(kale, collard greens, spinach, Swiss chard)

2 tablespoons lemon juice - optional

salt & black pepper to taste

Studies show turmeric can help improve brain memory.

Try some of these recipes out, or share them with your friends!


References

Cleveland Clinic. (2021). 7 Health Benefits of Turmeric. https://health.clevelandclinic.org/turmeric-health-benefits 

Foods linked to better brainpower. (2024). Harvard Health Publishing - Harvard Medical School. https://www.health.harvard.edu/healthbeat/foods-linked-to-better-brainpower

The History of Child Health and The United Nations

Written by Christine Wincentaylo, General Member

Let's look at the history of children's health with the United Nations.

Before getting started, what is the purpose of the United Nations?

It’s an international organization founded in 1945 that focuses on creating global peace and security, with 193 member states currently part of the organization. 

Also, what is children's health? 

Children’s health can be defined by children developing and understanding their potential, ability to satisfy their needs and “. . . develop the capacities that allow them to interact successfully with their biological, physical, and social environments” (National Research Council 2004, p.2) 

1990

  • Canada signed the Convention on the Rights of the Child to focus on its efforts to protect children in Canada. Later that year, Canada was a part of the World Summit for Children and worked to establish the improvement of the health and rights of women and children worldwide as Canada's top priority.

2013

  • The Office of the High Commissioner for Human Rights (OHCHR) created a report about children’s rights for the Human Rights Council, which held a full-day discussion on challenges and ideas for achieving this right. Later, the Council requested the OHCHR, and collaboration with the World Health Organization, to develop a guide focused on applying a human rights-based approach to prioritize reducing preventable deaths and illnesses in children under the age of five. 

2014

  • The Human Rights Council requested the High Commissioner for Human Rights to prepare a report about how to apply the human rights-based approach practically and how it would impact policies and programs aimed at reducing preventable deaths and illnesses of children under the age of five. 

2017

  • The Human Rights Council asked the United Nations High Commissioner for Human Rights to provide an expert workshop to share strategies for preventing mortality and morbidity in children under five. The workshop was held before the Council's thirty-ninth session and focused on implementing technical guidance, challenges, best practices, and lessons learned concerning children’s health. 

2019

  • The Human Rights Council focused its 2020 annual meeting on the child's rights, specifically "Realizing the Rights of the Child through a Healthy Environment.

This summarizes what the United Nations has been creating for children's health worldwide. This gives you some insight and inspires you to explore children's health in Canada and worldwide more. 

If you would like to explore more about the United Nations and children's health, take a look at these resources;

References

Government of Canada (GoC). (2024). Rights of Children. https://www.canada.ca/en/canadian-heritage/services/rights-children.html

National Research Council (US). (2004). Institute of Medicine (US). Children’s Health, The Nation’s Wealth: Assessing and Improving Child Health. Washington (DC): National Academies Press (US); Children’s Health: A New Conceptual Framework. https://www.ncbi.nlm.nih.gov/books/NBK92198/

United Nations. (n.d.). About Us. https://www.un.org/en/about-us#:~:text=The%20United%20Nations%20is%20an,with%20a%20rapidly%20changing%20world

United Nations. (n.d.). Global issues - Children. https://www.un.org/en/global-issues/children

United Nations Human Rights Office of The High Commissioner. (n.d.). Children and Health. https://www.ohchr.org/en/children/children-and-health

Social Media Fatigue

Written by Anisha, Senior Director

Social Media Fatigue is defined as “high levels of information overload experienced due to extensive usage of social media” (Sunil et al., 2022). The effects can be significant on youth health, impacting both their mental and social well-being. 

Below are some causes and the impacts that Social Media Fatigue can have on youth health: 

Causes:

  • Overuse of platforms

  • Information overload

  • Constant notifications

  • Pressure to maintain online persona

  • Comparison and competition

Impacts:

  • Overwhelmed + anxious

  • Reluctance to engage or post

  • Mental exhaustion

  • Reduced productivity

  • Stress + anxiety

  • Depression

  • Lower self-esteem

  • Burnout

  • Sleep disturbances

  • Eye strain

  • Sedentary lifestyle leading to physical health issues

Impact on Academic Performance:

  • Distraction from studies

  • Reduced attention span

  • Time management issues

Peer Pressure and Social Comparison:

  • Fear of missing out (FOMO)

  • Pressure to conform to trends

  • Competition for likes and followers

  • Cyberbullying and Online Harassment

  • Impact of viral challenges on youth behavior 

Body Image and Self-Esteem: 

  • Influence of filtered and edited images

  • Unrealistic beauty standards

  • Comparison with influencers and celebrities

Privacy & Security Concerns:

  • Awareness of data privacy 

  • Risks of oversharing

  • Safe online practices 

Recently, there have been more Youth-Led Initiatives that are looking to tackle Social Media Fatigue. The first I came across is campaigns for Digital Detox. Digital Detox aims to raise awareness about the importance of taking breaks from social media to reduce the effects mentioned above. In Canada, screen-free spaces are encouraged where there are wifi-less cafés and laptop-free hours as part of a movement encouraging individuals to unplug. 

Post COVID, #IAMWHOLEUK created a worldwide campaign called “Switch Off for Mental Health” to raise awareness about the impact that social media has on our lives and to help individuals form healthier relationships with their devices. Their campaigns have reached over 647.3 million individuals worldwide and gained traction from celebrities as well. 

Further Readings: 

https://pubmed.ncbi.nlm.nih.gov/35114833/

https://www.theglobeandmail.com/canada/article-screen-free-spaces-and-social-events-embolden-people-to-claim-more/

https://smho-smso.ca/managing-social-media-fatigue/

Youth Health: A Time for Change and Self-Discovery

Written by Karen Tang, General Member

In Canada, the definition of “youth” typically refers to those in the stage of life from adolescence to early adulthood, or between ages 15-29. 

Youth health is of particular importance at this time, given that this phase in life is often about growth, change, and promise. This is the time where we discover how to connect, learn, and contribute to our selves, to our interpersonal relationships, and to the broader society. 

A time to develop our identity

Early adolescence is typically the first time that youth begin to think about our identity, coupled with increased self-discovery. The development of a strong and stable sense of self is one of those central milestones we hit in adolescence, but that is not to say our development of identity ends there! Our identity is ever changing, so it can be helpful during this time to cultivate a growth mindset and build greater resiliency, which will help you both in the present and in the future.

A growth mindset is believing that one’s abilities are not innate but can be improved through effort, learning, and persistence. Adopting a growth mindset is an attitude or way of thinking that a person has when faced with a challenge, how they process failures, and how they adapt as a result. 

A growth mindset goes hand in hand with resilience. Resilience can be defined as the ability to persist, grow, and succeed in life, despite adversity or challenges.

Here are some ideas of how you can begin (and continue) to develop your sense of who you are:

  • Join different spaces where it is safe for you to explore your sense of self as an individual and within the community. This may including accepting spaces for queer youth, programs that focus on supporting Black youth’s feelings of cultural pride, etc. These can provide meaningful opportunities for you to connect with like-minded peers. 

  • Try new activities or extracurriculars that interest you! Have you always wanted to learn how to paint or crochet? See if there are any cost-effective classes near you or even better, join an art club hosted at school or on your campus!

  • Engaging in sports and recreation are also great environments for you to build your social identity, which can help boost your self-worth and social skills.

  • Give mindfulness activities a try! Mindfulness has been shown to be one of the best practices for cultivating resilience. See below for some resources on mindfulness activities. 

  • Remember that everyone starts off as an amateur! It can be scary to try something new that you do not have experience in (like taking up a new sport or hobby) but everyone starts off as a beginner! It is okay to make mistakes! Part of the journey in life is learning about who you are, and what you like and dislike. Even if you feel like you are failing, this is you learning how to be resilient and adopting a growth mindset.

A time to experience greater independence

As a youth, you will also be experiencing greater independence, particularly after high school. Your path may be deviating from those of your peers, whether you are choosing to pursue university or college, going into the workforce, or taking a gap year. You may also have greater responsibilities now such as paying the bills, or studying and balancing a part-time job! This period can be exciting and also daunting! Here are some tips on how to manage it:

  • Embrace how you are feeling! Periods of big life transitions can often be filled with uncertainty and stress. Remember that you are not alone. Reach out to your support system if you need to, or other resources such as your university counselling centre or https://kidshelpphone.ca/ by calling (1-800-668-6868) or texting (686868).

  • Time management is crucial. Especially if you are pursuing higher education, you may be balancing coursework, studying, homework, a part-time job, and other life commitments! It can be helpful to use an agenda or schedule, including prioritizing work according to deadlines. Avoid leaving things to the last minute no matter how tempted you are to procrastinate. 

  • Balance is key! Don’t forget to schedule in time for self-care. It may feel like you are always “on the go” but it is important to slow down and decompress at times. This may include scheduling regular physical activity, reading, trying a new hobby, or spending time with friends and family. Self-care is personal, so choose what feels good to you and don’t be afraid to try out different things or hobbies!

Best of luck and I hope you embrace this time of exciting self-discovery and change!

Resources and further reading: 

Learn more about resilience and growth mindset with different activities you can try (filtered by level or grade): https://ggie.berkeley.edu/student-well-being/growth-mindset-for-students/#tab__3

Mindfulness activities to try (filtered by level or grade): https://ggie.berkeley.edu/student-well-being/mindfulness-for-students/#tab__3 

What is ADHD? ADHD and Emotional Regulation - Part 3

Written by Paige Cox, General Member

As someone who works with youth, one of the things I always help them with is regulating their emotions. I never thought about how emotional regulation is also important to everyone else, not just children. What is Emotional Regulation? Emotional Regulation is “the ability to control one’s emotional state.”(Emotion Regulation | Psychology Today Canada, n.d.) But did you know that emotional regulation and ADHD? “According to research, emotional dysregulation is more often observed in people with ADHD than those without it. Researchers suggest that ADHD is the mental health disorder with the strongest link to it”(Emotion Regulation | Psychology Today Canada, n.d.)

What are some examples of Emotional Regulation?

  • Experiencing intense emotions, like anger outbursts or high anxiety

  • Crying in response to a variety of feelings, even happiness

  • Struggling to take your focus away from your emotions

  • Having feelings that seem blown out of proportion

  • Having mood swings and unpredictable emotions

  • Having a low tolerance for frustrating situations

  • Being unaware of the feelings of other people

  • Difficulty soothing and calming yourself

  • Focusing mainly on the negative

  • Becoming overly excited

When you look into the resources surrounding ADHD and Emotional Regulation, it is interesting to think that it is a new term and there is not a lot of research surrounding it. When researching, an article looks into the ties between Emotional regulation and ADHD from several factors. 

Historical:

When you look at the historical perspectives of Emotional Regulation and ADHD, you see different points within history where individuals were referred to as “characterizes those who have a “lack of attention” as “unwary,” “flighty,” “careless,” mercurial,” and “bacchanal.”(DESR and ADHD: The Overlooked Emotional Component of ADHD, n.d.) When you look at definitions of some of the following mentioned words, bacchanal is defined as “a drunken reveller,” which means “someone who engages in drinking bouts”(Drunken Reveler - Definition, Meaning & Synonyms, n.d.). When I found this, I found it extremely interesting to look at someone who was emotionally dysregulated and automatically referred to as being under the influence.

Neuroattanomy of ADHD:

When you look at the brain and how ADHD and emotional regulation relate to the brain, it is said that “The frontal lobe, the anterior cingulate, the ventral striatum, and the amygdala all comprise the executive circuitry that has been repeatedly shown to be involved in causing ADHD.” (DESR and ADHD: The Overlooked Emotional Component of ADHD, n.d.)What makes these brain areas so important when looking at emotional regulation? It is essential to acknowledge that “Some of these structures also form the brain’s emotional circuitry — the amygdala and the more extensive limbic system to which it is connected, where emotion is generated. The prefrontal cortex and related structures attend to these generated emotions.”(DESR and ADHD: The Overlooked Emotional Component of ADHD, n.d.) When you look at the Neuro Attanomy standpoints of ADHD and emotional regulation, for me, it makes a lot of sense why the two are related. 

Neuropsychological theories of ADHD:

When you look at the Neuropsychological theories behind ADHD, it commonly speaks to the “The frontal-limbic circuit…this emotional regulation network is also known as the “hot” circuit…because it’s crucial in decision making.”(DESR and ADHD: The Overlooked Emotional Component of ADHD, n.d.) When I think of myself as someone who lives with ADHD, there are times that I am extremely quick in making decisions and that I react quicker than I may want, and it is because of this frontal limbic circuit being affected by ADHD. 

ADHD and psychological research:

When you look at the research, three core components are brought up in emotional dysregulation, as stated on the ADDitude website. The following is stated: 

  • Meta-analysis: Emotional dysregulation is a core feature of ADHD’s psychopathology in adults

  • Developmental studies on preschool children find that negative temperament, irritability, and poor emotional regulation are strong predictors for ADHD later in life.

  • Studies on family genetics and ADHD show that the genes implicated in ADHD are also responsible for associated emotional problems.

ADHD comorbidities:

Many conditions are stated as being comorbid with ADHD. Often, what exists along side ADHD? Some of the disorders are as follows: 

  • Oppositional defiant disorder 

  • Anxiety 

  • Conduct disorder 

These are all disorders that are mentioned to co-exist with ADHD. 

Impairment in major life activities:

Finally, they speak about how emotional regulation can be shown to predict the following events.

  • social rejection in children with ADHD

  • Interpersonal Hostility and marital dissatisfaction in adults with ADHD

  • greater parenting stress and family conflict in parents of children with ADHD; greater stress in parents with ADHD

  • road rage, DUIs, and crash risks during driving

  • job dismissals and workplace interpersonal problems

  • dating/cohabiting relationship conflict

  • impulse buying; poor finances

It is really interesting to think about different things that happen in someone's life and how ADHD can be a predictor for them. This is so interesting because things that we maybe could have attributed to something else could be ADHD. 

References:

ADHD in Adults: Symptoms, Diagnosis & Treatment. (n.d.). Cleveland Clinic. Retrieved May 25, 2024, from https://my.clevelandclinic.org/health/diseases/5197-attention-deficit-hyperactivity-disorder-adhd-in-adults

Adult attention-deficit/hyperactivity disorder (ADHD)—Diagnosis and treatment—Mayo Clinic. (n.d.). Retrieved May 25, 2024, from https://www.mayoclinic.org/diseases-conditions/adult-adhd/diagnosis-treatment/drc-20350883

Attention-Deficit/Hyperactivity Disorder in Adults: What You Need to Know - National Institute of Mental Health (NIMH). (n.d.). Retrieved May 24, 2024, from https://www.nimh.nih.gov/health/publications/adhd-what-you-need-to-know

Attoe, D. E., & Climie, E. A. (2023). Miss. Diagnosis: A Systematic Review of ADHD in Adult Women. Journal of Attention Disorders, 27(7), 645–657. https://doi.org/10.1177/10870547231161533

DESR and ADHD: The Overlooked Emotional Component of ADHD. (n.d.). Retrieved May 31, 2024, from https://www.additudemag.com/desr-adhd-emotional-regulation/

Dictionary.com | Meanings & Definitions of English Words. (2024, May 31). Dictionary.Com. https://www.dictionary.com/browse/bacchanal

Drunken reveler—Definition, Meaning & Synonyms. (n.d.). Vocabulary.Com. Retrieved May 31, 2024, from https://www.vocabulary.com/dictionary/drunken%20reveler

Emotion Regulation | Psychology Today Canada. (n.d.). Retrieved May 30, 2024, from https://www.psychologytoday.com/ca/basics/emotion-regulation

Quinn, P. O., & Madhoo, M. (2014). A Review of Attention-Deficit/Hyperactivity Disorder in Women and Girls: Uncovering This Hidden Diagnosis. The Primary Care Companion for CNS Disorders, 16(3), PCC.13r01596. https://doi.org/10.4088/PCC.13r01596

Why ADHD Is Often Underdiagnosed In Women. (n.d.). Retrieved May 28, 2024, from https://www.henryford.com/blog/2023/09/why-adhd-is-often-underdiagnosed-in-women

What is ADHD? - Part 2

Written by Paige Cox, General Member

It is interesting to think that adults get diagnosed with ADHD, so you feel about the fact of how it gets missed in childhood. How do adult symptoms differ from children? Within this blog post, we will look at adult ADHD diagnosis, what it may present like, and why it may be missed in childhood.

How is ADHD diagnosed in adults:

Adults who are diagnosed with ADHD must present with several of the symptoms before the age of 12. (Attention-Deficit/Hyperactivity Disorder in Adults, n.d.) It is said that some adults with ADHD may not realize that they have it. They may present with symptoms such as: 

  • They feel it is impossible to get organized and stick to a job (Attention-Deficit/Hyperactivity Disorder in Adults, n.d.)

  • Or remember to keep appointments. (Attention-Deficit/Hyperactivity Disorder in Adults, n.d.)

  •  Daily tasks such as getting up in the morning, preparing to leave the house for work, arriving at work on time, and being productive on the job can be incredibly challenging for adults with undiagnosed ADHD.  (Attention-Deficit/Hyperactivity Disorder in Adults, n.d.)

  • These adults may have a history of problems with school, work, and relationships. (Attention-Deficit/Hyperactivity Disorder in Adults, n.d.)

  •  Adults with ADHD may seem restless and may try to do several things at the same time—most of them unsuccessfully. They sometimes prefer quick fixes rather than taking the steps needed to gain greater rewards. (Attention-Deficit/Hyperactivity Disorder in Adults, n.d.)

An important point is that it is never too late for an ADHD diagnosis. If you have concerns, it is essential to get them looked at.


Gender Differences and ADHD:

What are some of the main gender differences when looking at ADHD? The many difference that occurs within all articles that I read state that Females will internalize behaviours of ADHD. In contrast, males tend to externalize symptoms, which allows for the diagnosis of males with ADHD to occur in childhood. (Quinn & Madhoo, 2014)In females, it is said that the following is critical symptoms that show areas such as the following symptoms that were shown in the medical artical that is entitled A Review of Attention-Deficit/Hyperactivity Disorder in Women and Girls: Uncovering This Hidden Diagnosis

  : (Quinn & Madhoo, 2014)

  •  inattention emotional reactivity

  • decreased self-esteem

  • academic difficulties

  •  risky behaviour

What are some of the symptoms that girls with ADHD can experience? 

  • Being easily distracted or forgetful

  • Difficulty following instructions

  • Fidgeting

  • Inattention to detail leading to careless mistakes

  • Racing thoughts that make it hard to keep their mind on one topic

  • Speaking without thinking

  • Trouble staying organized and on task

Why is ADHD missed in femaies:

Many factors exist as to why ADHD diagnosis in girls during childhood may not happen the big difference that is talked about is the internalizing of ADHD symptoms by some individuals rather than externalizing, which means that the signs may not be as apparent. There also may be comorbid disorders including but not limited to "Anxiety and Depression, which are linked to internalizing ADHD symptoms."(Quinn & Madhoo, 2014) There is also a possibility of "comorbid obsessive-compulsive disorder, which is often accompanied by perfectionistic behaviours." (Quinn & Madhoo, 2014) These are just some reasons why a diagnosis of ADHD in Females may be delayed and not happen during childhood. 

When you should seek help for ADHD?

When should you seek help for ADHD when you feel that symptoms are getting in the way of your day-to-day life? The following are some resources for individuals with ADHD. 


References:

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Why ADHD Is Often Underdiagnosed In Women. (n.d.). Retrieved May 28, 2024, from https://www.henryford.com/blog/2023/09/why-adhd-is-often-underdiagnosed-in-women