What is ADHD? - Part 1

Written by Paige Cox, General Member

What is ADHD?

Attention deficit hyperactivity disorder is a “developmental disorder associated with an ongoing pattern of inattention, hyperactivity, and impulsivity.” (Attention-Deficit/Hyperactivity Disorder in Adults, n.d.)There are many misconceptions about ADHD, but why? It is said that “Attention-deficit/hyperactivity disorder (ADHD) was once thought to be a male-only disorder, leaving women and girls to suffer in silence.” (Attoe & Climie, 2023) It is so important to keep in mind that with early detection and intervention, ADHD is manageable. 

What are the symptoms of ADHD?

The part of ADHD that is interesting to think about is that it presents differently in men than it does in women. Because it was initially believed to be a disorder that only affected males, it is only in recent times that information is coming out about how ADHD differs between men and women. Some of the things mentioned as differences that can exist are as follows.

• Women and girls are encouraged to display “feminine” behaviours and traits(Attoe & Climie, 2023)

• When girls display behaviours consistent with ADHD symptoms (e.g., impulsivity, hyperactivity, and disorganization), they are at a higher risk for social judgment for violations of feminine norms(Attoe & Climie, 2023)

•  Girls are more often diagnosed with ADHD-Inattentive (ADHD-I), exhibiting symptoms such as distraction, disorganization, and forgetfulness.(Attoe & Climie, 2023)

•  Boys more frequently present with ADHD-Hyperactivity/Impulsivity (ADHD-HI), exhibiting more significant levels of hyperactivity, impulsivity, and aggression.(Attoe & Climie, 2023)  

ADHD symptoms:

It is so important to note that there are three subtypes of ADHD and that the symptoms can vary with each subtype. The three subtypes are as follows:

• Inattentive 

• Hyperactive/Impulsivity 

• Combined Type

Each subtype has its symptoms; no two cases of ADHD are the same. That being said, they also can not be treated the same way.

The Clevland Clinic website states that the following symptoms can be presented with each type. You must have 6 Symptoms with each subtype.

Inattention symptoms

Inattention symptoms can negatively impact your social relationships, work and schoolwork. To have the inattention subtype of ADHD, you must have at least six of the following, lasting over six months:

• Errors because of inattention. This leads to careless mistakes, missed details and accuracy problems. This can cause problems with work performance and academic performance (if you’re in school).

• Difficulty staying focused. This can cause your attention to drift during conversations, meetings, lectures or seminars, and lengthy reading or studying.

• Difficulty listening or paying attention when others speak to you. This can look like distraction, daydreaming or staring off into space (sometimes known as a “thousand-yard stare”).

• Trouble following through and completing tasks. This means you’re quick to start new tasks or projects. However, you also tend to “run out of gas” and have trouble finishing them.

• Difficulty organizing and prioritizing. This means you have trouble planning and reaching goals, especially goals that take multiple steps to reach. It can make you appear messy or disorganized, or cause problems with being on time or meeting deadlines.

• Dislike or avoidance of tedious work. This makes it harder for you to complete boring or mindless tasks that require you to pay attention. Examples of this include chores, housework and doing busy work.

• Prone to losing, misplacing or forgetting things. This looks like being absent-minded or careless. You may misplace items like your purse or wallet, cell phone or keys. Sometimes, you’ll leave items in odd places — for example, you might unintentionally leave your keys in the fridge and then struggle to find them later.

• Easily distracted. This can happen either because of things happening around you or because you’re distracted by your mind’s tendency to wander.

• Forgetful or absentminded in your daily routine. You may struggle to keep appointments, do errands, pay bills and buy household necessities.

Hyperactivity/impulsivity symptoms

Hyperactivity and impulsivity are very common with ADHD. Impulsivity can cause problems with social skills and interactions. To have the hyperactivity/impulsivity subtype of ADHD, you must have at least six of the following, lasting over six months:

• Frequent fidgeting. This may look like bouncing your leg, tapping your feet, playing with a pen or checking your phone repeatedly, among other things.

• Difficult staying seated when it’s expected. This causes frequent interruptions for you to stand up or walk around.

• Restlessness. In children, this causes running and climbing behaviors, especially when it’s not appropriate. In adults, this looks like feeling uncomfortable being still.

• Trouble doing things you enjoy quietly. This is especially true during downtime, hobbies or other fun or relaxing activities. You may talk to yourself or habitually say nonsensical words or phrases aloud.

• Unusually high activity level. This can make you look like you’re constantly busy or in a hurry. Others may have trouble keeping up with you.

• Excessive talking. This looks like talking as if you have no filter, over-explaining yourself or "info dumping" (an informal term that means excitedly talking at length about a topic you enjoy).

• Conversational self-restraint problems. This means you have trouble in conversations because you impulsively speak. You often interrupt others, finish others’ sentences or talk without thinking about how others will feel about what you say.

• Struggles with being patient for your turn. An example is having trouble waiting in line or finding it hard to patiently wait for something you want or need.

• Problems with reading situational social boundaries. This can cause you to intrude on or interrupt others frequently. You might insert yourself into conversations, activities or games without realizing that others could find this rude.

Combined symptoms

This subtype of ADHD is when a person has at least six of the hyperactivity/impulsivity symptoms and at least six of the inattention symptoms.

Treatments for ADHD

On the Mayo Clinic Website it is stated that for treatment for ADHD it can be “ medication, education, skills training and psychological counseling”. Not everything will work for everyone so it may take time to find out what works for you. (Adult Attention-Deficit/Hyperactivity Disorder (ADHD) - Diagnosis and Treatment - Mayo Clinic, n.d.)

How can I help myself or someone I love who lives with ADHD? 

The following are some resources on ADHD:

• Attention-Deficit/Hyperactivity Disorder - National Institute of Mental Health (NIMH) (nih.gov)

• Attention-deficit/hyperactivity disorder (ADHD) in children - Symptoms and causes - Mayo Clinic

• ADHD: The Facts (add.org)

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

The Impact of Vaping on Youth Health

Written by Karen Tang, General Member

In the United States, e-cigarettes, or more commonly known as vapes, are used by youth more than any other tobacco product. In Canada, the numbers are similar, in that younger Canadians are more likely to have vaped in the past 30 days compared to those aged 25 and older.

What is vaping?

Vaping is the act of inhaling an aerosol produced by heating a liquid or a solid cannabis extract inside a vaping accessory.

What are some harmful effects of vaping?

The aerosol inhaled has been shown to have harm substances, including contaminants such as heavy metals, which are then directly inhaled into the human body.

Despite the statistics outlined above showing that younger Canadians are very likely to have vaped in the past month, it is not safe for youth to use any kind of nicotine product, whether it be cigarettes or vaping products. This is especially true for those who are undergoing changes related to adolescence, as nicotine and cannabis can interfere in health brain development. Given that the brain is not fully developed until the mid-twenties (around aged 25 or so), young people who use nicotine and cannabis before then have an increased susceptibility to the harmful effects of nicotine, such as a higher risk of being dependent or addicted to tobacco/nicotine. Other negative consequences include executive functioning challenges such as hindering learning, memory, and attention; some of these effects are long lasting and may never fully go away.

Furthermore, young people who use e-cigarettes are more likely to go on to use regular cigarettes in the future—this is commonly known as the gateway effect.

What is the gateway effect?

Research has consistently demonstrated that adolescents who use e-cigarettes will be subsequently involved in tobacco smoking. Essentially, the gateway or stepping stone effect helps explain the relationship between different substances. E-cig use appears to be a pathway or stepping stone to nicotine addiction and traditional tobacco consumption (e.g., going from vaping to smoking cigarettes).

What is an addiction?

People who use substances can become addicted or dependent to such substances. Since the more frequently someone uses substances such as nicotine, the more their brain and body gets used to having nicotine, and the harder it is for them to go without it. When someone tries to stop using nicotine, the level of nicotine in their body drops, which can lead to unpleasant physical symptoms and an even stronger urge to vape.

Furthermore, if you vape cannabis, you can also be addicted to that too (i.e., cannabis use disorder).

What are some key messages for youth?

• The best way to protect your health is to not use cannabis, nicotine, or other substances.

• This will protect your health in both the present, and the future.

• Substance use can impact your mental health (e.g., addiction) and physical health (e.g., learning, memory). Some of these harmful effects may never go away.

• The earlier you use cannabis or nicotine, the more likely you will experience negative effects, since your brain is not developing until around age 25!

• The earlier you begin to use substances, the more likely you will have challenges studying and are more likely to drop out of high school or university.

• Cannabis impacts concentration, coordination, and reaction time. After alcohol, cannabis is most often linked to car accidents, which can result in serious injuries or death.

• If you need more information or support, talk a trusted adult in your life, such as a parent/guardian or teacher, or you can reach out to https://kidshelpphone.ca/ by calling (1-800-668-6868) or texting (686868).

Resources and further reading:

https://kidshealth.org/en/teens/e-cigarettes.html “Is cannabis safe to use? Facts for youth aged 13–17 years”: https://www.canada.ca/en/health-canada/services/publications/drugs-health-products/is-cannabis-safe-use-facts-youth.html

https://www.canada.ca/en/health-canada/services/drugs-medication/cannabis/health-effects/effects.html

What are different countries doing about climate change?

Written by Christine Wincetaylo, General Member

Climate change has become a popular topic in the world.

There are things we can do as citizens to help reduce climate change's impacts, but what are countries doing? What are the countries producing the most emissions doing to tackle their consumption? 

The biggest polluters from 2022 are:

• In 2022, China was the biggest polluter, pumping out around 50 billion metric tons of planet-heating gases, which make up nearly 30% of global emissions.

• Next was the United States, India, and the European Union.

Let's see what these four countries are doing. 

China

China needs to transition from coal to renewable energy to reduce emissions.

• In 2019, renewables accounted for nearly 15 percent of China’s power, compared to 7 percent a decade earlier. 

• At the end of 2019, Shenzhen had 16,432 pure electric buses, which save energy by 72.9%, compared to diesel feud buses.

• Beijing and other provinces are incentivizing electric vehicle use. In 2020, 1.37 million new energy vehicles—which include battery electric and more. There was an 11 percent increase compared to the year before. Regardless, some new energy vehicles are still made from fossil fuels. 

President of China, Xi Jinping, has recognized climate change as a top concern for the country by making pledges to address it, such as achieving carbon neutrality by 2060. Also, programs such as The China Clean Development Mechanism Fund (CCDMF) prioritize how to navigate and adapt to climate change. The seed fund provides grants and supports institutions to assist with “carbon market construction, low-carbon publicity, training, and other activities, and to support national strategies on climate change”(Maizland, 2021). The fund helps support projects in China tackling climate change, including “the Caoqiao Combined-Cycle Thermal Power Plant Cogeneration Project in Beijing and Binhai New Area Waste Incineration Project in Tianjin” (Maizland, 2021).

United States

Similarly to China, the goals are similar, but the US has different strategies to tackle various issues surrounding their emissions in the country. There are four reports to explore. Firstly, the U.S. National Climate Strategy explains how focusing on policies and actions (e.g., technology and infrastructure) will help the USA reduce emissions by 50-52% below 2005 levels in 2030. Next is The Long-Term Strategy of the United States to Reach Net-Zero Emissions by 2050, which is connected to the Paris Agreement and looks at ways to create a pathway that will reach the goals for the 2050 net-zero goal. Also, The U.S. National Communication and Biennial Report explores all the policies and actions focused on climate action as of 2020. Lastly, there is The U.S. Adaptation Communication. This report builds on the last two reports and explains the impact, progress, lessons learned, and other approaches that will increase emissions reduction in the US. 

Programs that the USA has created for climate change action: 

• American Climate Corps:  Trains young people in clean energy, conservation, and climate resilience-related skills; they also created a website where people can find opportunities. Also, President Biden is encouraging the Chief Executive Officer of AmeriCorps to consider expanding access to Segal AmeriCorps Education Awards to American Climate Corps members conducting national service work. Five states nationwide, California, Colorado, Maine, Michigan, and Washington, have launched successful Climate Corps programs.

India

India will reduce the emissions intensity of its Gross Domestic Product (GDP) by 45% (compared with 2005 levels) and achieve 50% total installed electric power capacity from non-fossil fuel energy sources.

Programs Created: 

• LiFE Movement (Lifestyle for Environment) promotes a healthy, low-consumption, and sustainable lifestyle using a circular economy approach.

• Leadership Group for Industry Transition, co-founded by India, the country aims to develop hydrogen from renewable energy sources (ex, wind and solar power). The National Infrastructure Pipeline is one of the initiatives. 

• India has co-founded the International Solar Alliance (ISA) with France, focusing on promoting energy access and transition. ISA has 110 countries as members and is pursuing nine programs promoting solar projects in developing countries.

European Union

In 2019, EU leaders meeting within the European Council agreed that the EU should achieve climate neutrality (only emitting as much greenhouse gas into the atmosphere as nature can absorb) by 2050. Then, in 2020,  the European Climate Law was initiated and was set as a legally binding target of net zero greenhouse gas emissions by 2050.

• Since 1990, the energy industry has led the way with a 47% decrease. By 2020, the EU had already achieved a 30% reduction compared to 1990.

Climate change Program:

• Created the European Climate Pact: The European Climate Pact brings individuals, communities, and organizations together to fight climate change and adapt to negative impacts. The pact allows people to learn about climate change, develop and implement solutions, and connect with others to create a more significant effect. 

Many changes are needed for the world to help reduce emissions, but do you think these countries are doing enough to reduce their emissions?

References

China’s Achievements, New Goals, and New Measures for Nationally Determined Contributions. (2022). https://unfccc.int/sites/default/files/NDC/2022-06/China%E2%80%99s%20Achievements%2C%20New%20Goals%20and%20New%20Measures%20for%20Nationally%20Determined%20Contributions.pdf

European Council of the European Union. (2024). Climate change: what the EU is doing. https://www.consilium.europa.eu/en/policies/climate-change/

European Union. European Climate Pact. https://climate-pact.europa.eu/about/about-pact_en
Maizland,L. (2021). China’s Fight Against Climate Change and Environmental Degradation. Council on Foreign Relations. 

https://www.cfr.org/backgrounder/china-climate-change-policies-environmental-degradation

Paddison, L, & Choi, A. (2024). As climate chaos accelerates, which countries are polluting the most? CNN. https://www.cnn.com/interactive/2023/12/us/countries-climate-change-emissions-cop28/

The London School of Economics and Political Science. How is India tackling climate change?

 (2022). Grantham Research Institute on Climate Change and the Environment. https://www.lse.ac.uk/granthaminstitute/explainers/how-is-india-tackling-climate-change/

The White House.(2023).  Fact Sheet: Biden-⁠Harris Administration Launches American Climate Corps to Train Young People in Clean Energy, Conservation, and Climate Resilience Skills, Create Good-Paying Jobs and Tackle the Climate Crisis. 

https://www.whitehouse.gov/briefing-room/statements-releases/2023/09/20/fact-sheet-biden-harris-administration-launches-american-climate-corps-to-train-young-people-in-clean-energy-conservation-and-climate-resilience-skills-create-good-paying-jobs-and-tackle-the-clima/

The White House. (2021). The Long-Term Strategy Of The United States: Pathways to Net-Zero Greenhouse Gas Emissions by 2050. https://www.whitehouse.gov/wp-content/uploads/2021/10/US-Long-Term-Strategy.pdf
World Economic Forum. (2023). India holds the key to hitting global climate change targets. Here’s why. https://www.weforum.org/agenda/2023/01/india-holds-the-key-to-hitting-global-climate-change-targets-here-s-why/

Climate Change, Eco-Anxiety, and Active Hope, oh my!

Written by Karen Tang, General Member

Given that this month’s theme at the YCRH is on Climate Health, it would be remiss to not have a blog dedicated to climate change and its associated mental health impacts, because we know there are many! Ranging from anxiety around climate change and the environment (also called “eco-anxiety”) to feeling hopeful enough to be proactive and engaging in different actions that shape our world for the better (affectionately dubbed “active hope”), this blog will dive into all that!

From my clinical experience as a clinical psychologist trainee, I have worked with a lot of Gen Z clients who have expressed concerns about the environment and climate health, and have brought up in our therapy sessions how these have impacted their mental health, ranging from moderate anxiety to pure hopelessness. Unbeknownst to me at that time, there was a term that aptly captures what a lot of my clients were feeling. It was not until I attended a research focus group held by the College of Sustainability at a higher education institution that I learned more about “eco-anxiety”.

What is Eco-Anxiety?

The American Psychological Association (APA) defines eco-anxiety as “the chronic fear of environmental doom” due to observing the seemingly irrevocable impact of climate change. Eco-anxiety is also linked with the concern for one’s future and that of future generations. Therefore, the APA considers that internalizing these environmental concerns can have very serious psychological impacts for some.

Eco-anxiety can range from mild stress to clinical disorders such as depression, anxiety, post-traumatic stress disorder, and suicide. As a result of eco-anxiety, people may have poor coping strategies leading to intimate partner violence and substance use. Eco-anxiety can be further exacerbated by trauma, including via intergenerational effects, where environmental damage involves a loss of culture or a way of life.

Now, this all seems a bit doom and gloom, but what are some things we can do to cope with and manage our eco-anxiety?

How to Cope with Eco-Anxiety

One of the key concepts I took away from that focus group was “active hope”. Coined by Joanna Macy and Chris Johnstone in their book Active Hope: How to Face the Mess We’re in with Unexpected Resilience and Creative Power, “active hope” refers to how we can become “active participants in bringing about what we hope for”, rather than giving into the climate doom, gloom, and hopelessness. Active hope can be cultivated to build your resiliency by engaging in activities that bring about what you hope for.

Tying into the concept of active hope, we can also focus on our agency. Agency refers to the sense of control you feel in your life, the capacity to influence your own thoughts and behaviors, and your ability to handle situations that arise. One clinical concept I want to share (and was very well received in the focus group and with my clients), is sphere of control (also called circle of influence), which focuses specifically on agency. If you picture a sphere, everything within that sphere is something that is within your realm of control. Conversely, everything outside of the sphere is beyond your control. As such, it is most fruitful to focus on things that are within your sphere of control, given that you can make the biggest impact there. When it comes to climate change, you may not be able to stop pollution from large corporations (unless you are the CEO of said companies), but within your sphere of control you can participate by boycotting that company, writing to your local lawmaker, spending your money supporting local businesses instead, etc.

Lastly, it can be helpful to focus on the achievements of humanity, especially to combat the hopelessness and burnout feeling. Oftentimes, the news cycle focuses on news that draws you in, which is typically skewed towards negative things occurring (e.g., crimes, inflation, climate change, etc). As such, if you can be intentional on the type of media you consume, it can really help bolster your mood. Focusing on the achievement of humanity, or even just positive news, can have wonderful benefits. There are a number of websites that focus on the good of humanity or share positive news, for example: https://www.positive.news/ and https://www.goodnewsnetwork.org/.

Summary

To summarize, experiencing eco-anxiety is normal and you are definitely not alone. There are a number of ways you can cope with eco-anxiety including focusing on your agency and sphere of control, cultivating active hope, and focusing on the achievements of humanity.

Resources and further reading:

Mental Health and Our Changing Climate: Impacts, Implications, and Guidance (March 2017) document: https://www.apa.org/news/press/releases/2017/03/mental-health-climate.pdf

Learn more about eco-anxiety here including how to cope with it: https://www.iberdrola.com/social-commitment/what-is-ecoanxiety

More on Sphere of Control: https://positivepsychology.com/circles-of-influence/

How you can help combat climate change: https://davidsuzuki.org/what-you-can-do/top-10-ways-can-stop-climate-change/ and https://www.un.org/en/actnow/ten-actions.

Active Hope: How to Face the Mess We’re in with Unexpected Resilience and Creative Powerbook by Joanna Macy and Chris Johnstone (revised edition, 2022).

Projects Helping the Environment Part 2

Written by Christine Wincentaylo, General Member

Welcome back to part 2 of significant initiatives helping with climate change with priority towards the 17 Sustainable Development Goals (SDG).

Stand For Trees - Non-Profit 

Based in the USA.

This profit helps local communities protect their forests and has enabled them to preserve millions of acres of land.

Surfers Against Sewage - Campaign Charities 

Based in the UK.

This initiative focuses on improving the oceans, beaches, and wildlife by educating people about climate change and toxic chemicals. At the same time, the group also cleans up marine and sewage pollution and litter. 

Polar-Ice - Education Project 

Based in Antarctica.

The Polar Literacy Project offers education for researchers and educators with resources and tools on the website so more people can educate and learn about the research and knowledge found within Antarctica and more about the polar regions. 

AkoFresh - Solar Powered Initiative

Based in Ghana.

This youth-led project provides solar-powered cold storage technology to help reduce the post-harvest losses experienced by smallholder farmers.

CoalitionWILD - Conservation 

Based in the USA.

Another youth-led project focused on empowering youth voices to help advocate and lead the protection of our planet through mentorship and training programs for youth globally! 

Green Generation Initiative

Based in Kenya.  

It helps connect youth to opportunities to help the planet through education, tree growing, creating food forests, and more. 

References:

AkoFresh. https://www.akofresh.com/

CoalitionWILD. https://wild.org/coalitionwild/

Green Generation Initiative. https://greengenerationinitiative.org/

Stand For Trees. https://standfortrees.org/

Surfers Against Sewage. https://www.sas.org.uk/

Polar ICE. https://polar-ice.org/

World Economic Forum. (2021). 14 innovations led by young ecopreneurs that are protecting and restoring our planet. 

https://www.weforum.org/agenda/2021/09/innovations-ecopreneurs-protecting-restoring-planet-generation-restoration/

Projects Helping the Environment Part 1

Written by Christine Wincentaylo, General Member

There are projects and organizations worldwide showing ways to reduce our carbon footprints as humans and help reduce climate change impacts on our planet. 

Join, share, and keep up to date with these projects to spread awareness of these significant initiatives and ideas.

The Ocean Cleanup - Non-profit project 

Based in The Netherlands, Malaysia, & the United States 

The project is dedicated to getting rid of plastic in the Great Pacific Ocean, and it uses technology dedicated to cleaning up the planet. 

They created sunglasses made from the plastic caught in the great Pacific. 

https://www.youtube.com/watch?v=WaJ3je1Qz7A&t=1s

RecyGlo - Recycling Business 

Based in Myanmar & Malaysia

This service helps recycle and process material to avoid mismanaged plastic being dumped in the region’s rivers and ending up in the ocean. The company saves 1,470 tonnes of CO2 monthly (World Economic Forum, 2020). 

Inga Foundation - Restoring Land Charity 

Based in: United Kingdom 

This foundation prioritizes alley cropping so farmers can build food security on one plot of land. Usually, farmers use the slash-and-burn technique, but alley cropping uses a type of tree species called Inga; these trees help maintain soil fertility with their nitrogen-fixing qualities. To learn more about this type of harvesting, watch here! https://vimeo.com/87992512 

Barbados Sea Turtle Project - Conservation Initiative 

Based in: University of the West Indies’ Campus

The project has been working for 25 years to help with endangered marine turtle species, such as the Hawksbill turtles in Barbados, the second-largest Hawksbill turtle nesting population in the Caribbean (United Nations, 2022).

CitiesRise - Global Platform

Based in: Worldwide 

This project is a platform that provides a space for youth-led initiatives and coalitions to transform mental health. Their goal is to reach 1 billion people with services and information by 2030 regarding mental health (Cities-Rise, 2024). 

Check out the latest blog post for part 2 of projects helping the planet.

Enjoy reading!

References:

citiesRise.https://cities-rise.org/

Inga Foundation. https://www.ingafoundation.org/

The Official Website of The Barbados Sea Turtle Project. http://www.barbadosseaturtles.org/pages/about_us/index.html

The Ocean Cleanup. https://theoceancleanup.com/

United Nations. Small solutions, big impacts: 5 community-based projects tackling climate change. (2022). UN News - Climate and Environment. https://news.un.org/en/story/2022/04/1117122

World Economic Forum. 3 innovations which are leading the fight to save our ocean. (2020).

https://www.weforum.org/agenda/2020/06/3-innovations-that-are-leading-the-fight-to-save-our-ocean/

Artists to Check Out for Your Summer Playlist

Written by Christine Wincentaylo, General Member

There is new music I am constantly finding, as well as artists that I come across on my TikTok and other social media. 

Before I share a list of artists to listen to, what are the benefits of listening to music, Are there any?

• Music can make you happier - Research has shown that your brain releases dopamine (the “feel-good” neurotransmitter) when you listen to music you like. 

• Music can lower stress levels and improve health - Music helps decrease levels of the stress hormone cortisol in your body, which can reduce chronic stress.

• Helps you sleep better - A study showed that students who listened to relaxing classical music for 45 minutes before turning in slept significantly better than students who didn’t listen to music before bed.  

• Music Strengthens Learning and Memory 

Check out these artists:

Rahul Prasad aka Renao

Type: Pop 

This London-based artist came across TikTok from his most-popular song called "Nobody." One of my favorites is  “Jasmine”, his mix of lo-fi, pop, and R&B shows through his songs with his well-versed songwriting. He sings about his experience of being born and raised in India and shares his experience as a brown singer within the music industry. 

KOAD

Type: Hip hop 

This artist is an Indian-American artist who creates tracks that share his culture and identity through his art. His music production and writing all started in his parent's garage, and did I mention he is only 19?

Valentin Brunel aka Kungs

Type: Electronic

This French DJ has been on my playlist for the gym lately, and he does not get enough hype for his creative mixes. His stage name came from searching multiple languages that translate the word “gentleman.” He started with music at the age of five and never stopped.

Malcolm Todd 

Type: Alternative R&B

This artist is from Los Angeles and is 20 years old. He started gaining traction on TikTok with his single “Art House '', he started with monthly listeners to now millions. 

Nemahsis

Type: Pop

This up-and-coming Palestinian-Canadian artist from Toronto has been dropped from her label for being outspoken for what is happening in Gaza, yet her songwriting is becoming more and more popular across TikTok, with her voice that shares her experiences as a Muslim woman within the music industry. 

References 

Claude, Gaspard (2016). "Découvrez qui se cache derrière " This girl " du clip de Kungs - UNTITLED MAGAZINE". UNTITLED MAGAZINE . 

Genius (2023). Malcolm Todd Lyrics, Songs, and Albums.https://genius.com/artists/Malcolm-todd

Millis Chappel, M. (2023). 15 Benefits Of Listening To Music (Backed by Science). LifeHack. https://www.lifehack.org/317747/scientists-find-15-amazing-benefits-listening-music 

Universal Music Canada. (2021). Introducing Nemahsis And Her Debut Single, “what if i took it off for you?”. https://www.universalmusic.ca/press-releases/introducing-nemahsis-and-her-debut-single-what-if-i-took-it-off-for-you/ 

2SLGBTQ+ Projects in Canada

Written by Christine Wincentaylo, General Member

So many great community programs and initiatives/projects across Canada support the 2SLGBTQ+ community, and here are some to highlight!

But before sharing these supports, why is it important to have support for the 2SLGBTQ+ community? 

Statistics: 

• Local surveys from OUTSaskatoon showed that “30% of youth in OUTSaskatoon's youth program had been homeless or without secure housing at some point in their lives”. (OUTSaskatoon)

• Also, the pandemic has impacted our society, especially the most vulnerable. “Only half (48%) of 2SLGBTQ+ respondents report being able to cope with pandemic stress” (Mental Health Commission of Canada, 2022)

• Access to treatment for substance use is far lower, with only 7% of all 2SLGBTQ+ respondents (Mental Health Commission of Canada, 2022).

• People who identify within the 2SLGBTQ+ community, specifically youth, “are three times as likely to contemplate suicide, and nearly five times as likely to attempt suicide”(Libguides ). 

Community Programs

OUTSaskatoon - Pride Home 

Saskatoon, SK

OUTSaskatoon opened Pride Home in January 2017 to provide a place for 2SLGBTQ youth to live where they are accepted.  The Pride Home provides a space to build community and live independently, with services and support available. 

If you or someone you know is looking for a safe place to live, please contact their Pride Home Manager at pridehome@outsaskatoon.ca.

Peer N Peer Substance Program — QTH

Edmonton, AB

Peer N Peer (PNP) is a peer-led queer substance use and sexual health program offered by the Queer & Trans Health Collective (QTHC). This program is for individuals where you can get support for how to use substances more safely, change how substance use impacts your sex life, or if you want to stop using substances. 

To access any of these services or to learn more about the program, contact the PNP team at connect@peernpeer.ca or 587-599-7290 (call or text).

The Family Resilience Project 

Edmonton, AB

This project is operated through the CHEW Project and the Fyrefly Institute for Gender and Sexual Diversity within the Faculty of Education at the University of Alberta. The project offers free short-term counseling to sexual and gender-diverse (2SLGBTQ+) children, youth, and their families. 

If you or someone you know is struggling with their mental health and would like counseling, please email the FRP at families@ualberta.ca. 

2SLGBTQI+ Entrepreneurship Program

Canada-wide

The 2SLGBTQI+ Entrepreneurship Program aims to break down systemic barriers for 2SLGBTQ+ individuals who want to start, maintain, or grow their business(s). This program provides, support to community organizations working with 2SLGBTQI+ entrepreneurs, mentorship,  and other supports! The program is through the Canadian Gay & Lesbian Chamber of Commerce (CGLCC). 

Love Intersections

Vancouver, BC

Love Intersections is a media arts collective of 2SLGBTQ+ community members of colour that create art to explore storytelling to address systemic racism within communities. They have events pop-ups, too, so look at their website for more information! 

If you have a community project or initiative you would like to share with YCRH, send it to info@sandboxproject.ca!

Sources

Canadian Gay & Lesbian Chamber of Commerce. 2SLGBTQI+ Entrepreneurship Program. -https://cglcc.ca/programs/2slgbtqi-entrepreneurship-program/

Libguides. 2SLGBTQ+ Education Guide. Mental Health. - https://libguides.humber.ca/2SLGBTQ/Mental-Health

Love Intersections. - https://loveintersections.com/

Mental Health Commission of Canada. (2022). Mental Health and Substance Use During COVID-19: Spotlight On 2SLGBTQ+ Communities in Canada. - https://mentalhealthcommission.ca/resource/mental-health-and-substance-use-during-covid-19-spotlight-on-2slgbtq-communities-in-canada/

OUTSaskatoon. Pride Home.  - https://www.outsaskatoon.ca/pride-home/

Queer & Trans Health Collective (QTHC). Peer N Peer Substance Use Program. - https://ourhealthyeg.ca/peer-n-peer

University of Alberta - Faculty of Education Fyrefly Institute. Family Resilience Project. -https://www.ualberta.ca/fyrefly-institute/programs-and-services/family-resilience-project/index.html

Where to Find Jobs as a Student

Written by Christine Wincetaylo, General Member

As students, finding work that pays well and doesn't require a degree for a job can be challenging. 

Being a student offers unique opportunities that non-students would not be able to find, and remember, still apply to jobs you don’t think you have all the requirements for because you have unique knowledge and skills that can differentiate you from other candidates. 

Take a look at these different work opportunities and job board websites. 

Mitacs

The first opportunity is from Mitacs. They work with international students worldwide and help students who want to do a paid research internship in Canada within a post-secondary program across provinces.

Mentors are an excellent position for students interested in working with international students and supporting students with finding and accessing basic needs within your community.

This type of work is excellent for anyone who wants a flexible schedule to meet new people and learn about new cultures while having fun and showing your community to your visiting students.

https://www.mitacs.ca/careers/ 

Blue Futures Pathways 

They have a range of opportunities for those interested in gaining experience within the environmental sector, such as the expedition pathway program, internship programs, and mentorships. They have a job board that shares job postings for youth ages 18 to 35. 

Blue Futures provides opportunities for high schoolers and university students for educational expeditions to the Arctic, Antarctic, and other places.

https://soifoundation.org/en/jobs/

Federal Student Work Experience Program + Youth - Job Bank

The government of Canada has multiple programs that offer student positions with the federal youth network, including The Employment Opportunity for Students with Disabilities and The Indigenous Student Employment Opportunity. 

https://www.canada.ca/en/public-service-commission/jobs/services/recruitment/students/federal-student-work-program.html 

The government of Canada has a job bank specifically for youth to find work across Canada, and it is a great way to start your employment search. 

https://www.jobbank.gc.ca/youth

Riipen 

Riipen provides paid short-term projects, usually for 2-8 weeks for 60 hours of work, and you can do five projects within the school year. 

The projects can range from working with non-profits across North America providing research for marketing, and more! 

These projects are excellent if you are still determining what you want to do with your education or if you want to learn new skills. 

At most post-secondaries, there is a code you can get from the Carriers and Experience office or center at your school for Riipen, which will provide more remote projects for you to apply to. 

https://www.riipen.com/levelup 

  Venture For Canada

Venture for Canada is similar to the Riipen Platform, but Venture for Canada has a program called Intrapreneurship, which offers projects for 60 hours over seven weeks. They provide other types of opportunities such as fellowships (12-month program with training, access to roles in start-ups, while networking and mentorships are available), Internships (working in start-ups and getting paid, and training provided by VFC can help for post-graduation opportunities), and fellowship alumni (Opportunities for providing mentorships, volunteering, and other services within the network). 

https://ventureforcanada.ca/

There are a lot more job opportunities for youth that I did not explore because I would need to make a booklet to show all the possibilities. Either way, this is an excellent start if you are looking for permanent or non-permanent work as a student. Money is always a stressful part of being a student, but when you have the resources, it can be more accessible.

Share with friends, family, and any connections that might find this blog post helpful!

Learning Disabilities

Written by Paige Cox, General Member

Learning Disabilities: when a person hears this, the first thing that comes to mind is an inability to do something. There are so many misconceptions surrounding individuals with learning disabilities. When I started to read about Learning Disabilities and their misconceptions, I thought that they didn’t surprise me. As someone who has grown up with learning Disabilities, I have heard them about myself many times.

What are some of the most common learning disabilities? These categories may exist, but truly, there is no one-size-fits-all-all, which is vital for individuals to keep in mind. 

Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:

• oral language (e.g. listening, speaking, understanding);

• reading (e.g. decoding, phonetic knowledge, word recognition, comprehension);

• written language (e.g. spelling and written expression); and

• mathematics (e.g. computation, problem-solving).

With these learning disabilities, these are just terms that exist. I feel that you can be severe in one and maybe not so much in another. This is important because no two individuals with learning difficulties would be the same. 

I struggle in three of the four topics that are covered in this definition of a learning disability, and I have been in a scenario quite often where individuals do not know I struggle with these things until I try to write a sentence quickly and make multiple spelling mistakes or take 20 minutes to figure out a simple math question. I have lived my life dealing with some of the misconceptions around learning disabilities, so when I was writing this article, it was vital for me to give my perspective as well. 

What are some of these misconceptions that are around when you talk about learning disabilities?

• Learning Disabilities are purely a lack of motivation.

• Learning disabilities are not just a lack of motivation. I feel that what I read in the article " Misconceptions of Learning Disabilities." I love what they say concerning this topic. "(Cooper-Click, 2024). Their brains are just wired differently." I think, as someone who lives with a learning disability, this took a long time for me to understand. I always felt that I could not learn and would never figure out how to do something. At 27, it may take a little bit to get there, but I always get the answer.

• Learning Disabilities mean you are not as bright as everyone else.

• I feel like throughout my life, this was also true for my self-perception of my disability. It took a long time for me to realize that just because I had this diagnosis didn’t mean that I wasn’t like everyone else. The previously quoted article said that "Albert Einstein may have suffered from dyscalculia or dysgraphia that made him see numbers differently"(Cooper-Click, 2024).

• Learning Disabilities affect a student's academic life.

• This interested me because I have always noticed that it affected me in other aspects. However, the article says that "Many people with LD struggle with social skills. Many have struggles reading body language and don’t know how to react to certain situations. Others find it hard to follow a conversation."(Cooper-Click, 2024) When I continued to read into this, it did not surprise me. I feel that I have struggled throughout my life interacting with other individuals.

Now that we have looked at some of the common misconceptions about Learning Disabilities, who are some individuals who have learning disabilities? 

Entertainers:

• Whoopi Goldberg

• Justin Timberlake

• Jay Leno 

• John Lennon

• Ty Pennington

Artists and Musicians:

• Pablo Picasso

• Mozart

Scientists:

• Albert Einstein

• Thomas Edison

• Alexander Graham Bell

Athletes:

• Michael Phelps

Looking at all of these individuals who live with learning disabilities it is so important to look at all of these individuals. There are so many amazing things, and the fact that they have a learning disability is just a tiny piece, and this is the most important thing to remember. 

To learn more about learning disabilities, please check out the following resources! 

• Official Definition of Learning Disabilities | LDAC | The Learning Disability Association of Canada (ldac-acta.ca)

• Learning Disorders in Children | NCBDDD | CDC

Cooper-Click, S. (2024). Misconceptions About Learning Disabilities. Brush and Palette. https://lbhsnews.com/6635/health/misconceptions-about-learning-disabilities/
Famous People and Celebrities with Learning Disabilities and Dyslexia—LDRFA. (2017, May 31). https://www.ldrfa.org/famous-people-with-learning-disabilities-dyslexia/

Mental Health and Self-Care: How to Take Care of Your Mental Well-Being

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.

Given that this month’s theme at the YCRH is on Mental Health and Well-being, I alluded to in my previous blog post (“Mental Health: Key Takeaways I have learned as a Clinical Psychologist PhD Student”) that I wanted to dedicate an entire blog post on how YOU can take care of your mental health.

We often hear the term “self-care”, and I want to emphasize that self-care should be incredibly personalized to fit your needs. A self-care plan can help you enhance your health and well-being, including your mental health!

Generally, a self-care plan has many different domains, however, I am going to use the example of using six domains. Feel free to add or change any domain as you see fit! This self-care plan should be tailored for you and your life, so please choose activities that resonate and are meaningful to you!

Physical self-care: These are activities that allow you to stay healthy and physical active, so that you can have enough energy to get through your day’s commitments (e.g., school, work). Some examples include:

·      Having a physical activity routine (e.g., cardio, lifting weights)

·      Having a regular sleep routine with consistent bedtimes and waketimes (yes, even on the weekends!). More resources on sleep hygiene below.

·      Eating healthy including having a balance diet

·      Going for a short walk (or any short burst of physical activity)

·      Taking your dog for a walk

Psychological self-care: These activities help you feel mentally ready to engage with your day’s commitments.

·      Relax, relax, relax! Practicing box breathing is a great way to relax your brain (see resource below).

·      No working outside of work hours! This can include removing your email app from your phone or setting “work hours” in your email signature

·      Journaling! Be it gratitude journalling or just dumping down your thoughts

·      Seeking mentorship from more experienced colleagues or people you look up to

·      Do a non-work related hobby (e.g., painting, reading, gardening)

·      Have some fun! (Tip: For a list of 365 fun activities, check the resources section below)

·      Spend time with your loved ones!

·      Engage in “me time” (i.e., time to yourself if that is how you recharge)

Emotional self-care: This domain allows you to fully experience all your emotions, even the negative ones!

·      Talk to your trusted loved ones (e.g., friends, family) about how you are coping with life demands

·      Journal down three things that you did that day

·      Nurture your friendships that are supportive and uplift you

·      Watch a sad movie!

·      Listen to music that matches your mood

Spiritual self-care: These include activities that give you a sense of perspective beyond your day-to-day life.

·      Do reflective practices like meditation (tip: try the Peaceful Place mediation linked below)

·      Yoga

·      Attend a religious place (e.g., church, mosque, temple)

·      Engage in reflection with a close friend, or even self-reflection

Relationship self-care: This domain prioritizes maintaining healthy, supportive interpersonal relationships, beyond your work colleagues!

·      Prioritize your close relationships. This can include family (biological and/or chosen), your friends, significant other

·      Attend special events of your loved ones (e.g., weddings, celebrations)

·      Nurture your relationships by spending quality time with your loved ones. This can include grabbing coffee with a friend, or visiting a grandparent in the nursing home

Workplace or professional self-care: These activities help you perform well at the professional level (e.g., at school, place of employment).

·      Consult a more experienced colleague either by organizing supervision meetings or consulting with them as the need arises

·      Create a peer-support group. It can be helpful to form a group where you are in similar positions (e.g., entrepreneurs) or experience similar challenges, so you can vent, problem-solve, and uplift each other!

·      Continue to engage in professional development opportunities for self-growth. This can include attending webinars/workshops/training sessions

·      Set boundaries at the workplace, especially between clients and staff members

It is important to remember that these activities are merely suggestions! Choose activities that are meaningful to yourself and your own goals. You may find that once you start practicing activities from your self-care plan, that you want to remove one—that is okay too! Feel free to add or delete activities—this is a very iterative process.

Additionally, engaging in your personalized self-care activities ensure you regularly recharge your batteries…so you don’t hit the point of burnout! It is important to consistently maintain your mental health and well-being to ensure you minimize burnout or hitting a crisis. You can even keep this plan somewhere visible or schedule in “self-care” time in your schedule (I do this using a pink highlighter so it is super visible in my agenda!)—this can help you establish engaging in self-care as part of your routine and solidify it as a habit.

Resources and further reading:

Download your own self-care plan template: https://schools.au.reachout.com/-/media/schools/files/pdf/self-care-plan.pdf

Sleep hygiene: https://www.sleepfoundation.org/sleep-hygiene/how-to-reset-your-sleep-routine

Box breathing relaxation technique: https://www.youtube.com/watch?v=tEmt1Znux58

Peaceful place meditation: https://www.youtube.com/watch?v=DQqp6fGFZxs

Fun activities catalogue: https://www.cci.health.wa.gov.au/-/media/CCI/Mental-Health-Professionals/Depression/Depression---Information-Sheets/Depression-Information-Sheet---06---Fun-Activities-Catalogue.pdf

What are Concurrent Disorders? Exploring Dual Disorders of Addiction and Mental Health Concerns

Written by Karen Tang, General Member

As this month’s theme at the YCRH is on Mental Health and Well-being, I wanted to dedicate a specific blog to concurrent disorders.

What are concurrent disorders?

“Concurrent disorders” are used to describe concerns with both addiction (typically substance-related) and mental health challenges, occurring at the same time. Other terms typically used include “dual disorders” and “co-occurring disorders”.

Some examples of concurrent disorder may include an individual with an anxiety disorder who also uses marijuana excessively to the point that it is impacting their daily life (i.e., cannabis use disorder); another person may have a psychotic disorder and uses cocaine regularly.

The addiction and mental health problems can co-occur in different ways. For example, they may be active at the same time or at different times (such as in the past or present), and the symptoms can vary in intensity and duration over time.

What are some causes and risk factors of concurrent disorders?

Substance use and mental health challenges can impact each other in various ways.

• Substance use may exacerbate mental health symptoms (and vice versa). Substances may mask or hide the symptoms of mental health

•  Individuals may be turning to substances to cope with their mental health challenges

•  Sometimes, using substances may render mental health medications less effective

• Using substances may lead to forgetfulness in taking medications

• When an individual is struggling with one problem, it can active the symptoms of the other problem

What does treatment look like?

Individuals with a concurrent disorder can have more complex needs than if they have one conditions. As such, generally speaking, the best evidence-based treatment approach is to try and address both problems at the same time, in a coordinated manner, although sometimes this may include prioritizing the most impairing disorder first. For example, if an individual is heavily drinking alcohol to cope with their social anxiety, then it may make more sense to treat the social anxiety first as that appears to be the primary concern and alcohol is a way of managing their anxiety. Treatment would of course depend on the severity of the challenges as well as the type of disorder, however, treatment may include psychological (e.g., therapy) and biological (e.g., medications) or a combination of both.

How do I help someone struggling with concurrent disorders?

1. Educate yourself! You can try and learn as much as you can about the causes, symptoms, and treatment.

2. Acknowledge and accept your own feelings, especially if this is a close loved one. You may have conflicting feelings—this is normal especially if you are in the role of the caregiver (to a child, significant other, etc).

3. Encourage your loved one to follow the treatment plan. If your loved one is willing, it may be helpful to encourage them to regularly attend their treatment sessions. Or if they feel that treatment is not working for them, encourage them to speak to a member of their treatment team, or help them find alternative treatment options (e.g., get a second opinion). Advocate for your loved one’s if you are in a situation that is warranted (e.g., if you are a parent to a minor) or ask them how you can best support them!

4. Learn the signs of self-harm or suicide. Seek help immediately. If someone is in crisis or are in immediate danger, call 9-1-1. Additionally, Canada now has a nation-wide Suicide Crisis Helpline, available 24/7 by calling or texting 9-8-8. They offer support that is bilingual, trauma-informed, culturally appropriate, and is available to anyone in Canada. More resources are linked below, including provincial/territorial resources.

5. Plan how to avoid a crisis. It can be helpful to actively plan out ways to address a crisis or deterioration of symptoms, given that recovery is often a non-linear journey.

6. Recognize that concurrent disorders are an illness. Empathy and compassion truly go a long way!

Resources and further reading:

Learn more about Concurrent Disorders: https://www.camh.ca/en/health-info/mental-illness-and-addiction-index/concurrent-disorders and https://www.camh.ca/-/media/health-info-files/guides-and-publications/concurrent-disorders-guide-en.pdf

Mental health resources and where to get help: https://www.canada.ca/en/public-health/services/mental-health-services/mental-health-get-help.html

Mental Health: Key Takeaways I have learned as a Clinical Psychologist PhD Student

Written by Karen Tang, YCRH member.

This month’s theme at the YCRH is around Mental Health and Well-being. This topic is deeply important to me on both a personal and professional level. I am in my 5th year of graduate school pursuing my PhD in Clinical Psychology, about to embark on my year-long accredited residency, with the goal of becoming a registered clinical psychologist (soon!). I have also had my own lived experience with mental health challenges, such as panic attacks, burnout, as well as anxiety and low mood when I suffered from a traumatic brain injury (see “How to Cope with a Traumatic Brain Injury (TBI) as a Student” YCRH blog). 

Over the past nine years (i.e., undergrad + grad school) of pursing psychology in higher education, here are some of the takeaways I have learned about mental health, from the point of view of a clinical psychology trainee.  

Main Takeaway #1: Mental Health Continuum

As part of my degree, I had the opportunity to pursue a Certificate in University Teaching and Learning, where I was able to leverage my existing clinical experience and knowledge to design a short course titled, “Me, Myself, and My Mental Health: How to Thrive, not just Survive”. Within this presentation, I shared about the Mental Health Continuum (created by The Mental Health Commission of Canada), which is an easily accessible and visual way of determining your current state of mental health, as well as corresponding actions to take. 

If you fall under the Healthy stage (highlighted in green), you may be thriving (e.g., feeling like “I got this”). Under the Reacting phase (yellow), you might be simply surviving (e.g., “something isn’t right”). In the Injured stage (orange), you may be struggling with your mental health (e.g., “I can’t keep up”). Lastly, if you are in the Ill phase, you might be in crisis or feeling burnout (e.g., “I can’t survive this”). 

The Mental Health Continuum Model is a good tool to use to help identify signs of good to challenging mental health and offer you ways to get back to the healthy/thriving (green) phase. It is super important to keep in mind that where you stand presently may not be where you will stand 10 mins from now. Where you stand on the continuum can change quickly so being aware of where you might be at a given time will allow you to assess how you are doing mentally.

Main Takeaway #2: Mental Health is Health

Oftentimes, I have personally noticed that mental health is not treated the same way as physical health. I find that the stigma surrounding mental health and mental illness is slowly decreasing in our society, however, we often still treat mental health as being separate from health and well-being. We often consider physical health challenges as impacting our health, but what about our mental health? It is important to remember that mental health is an important aspect of our health. Can we start considering mental health challenges and illness to have the same priority and empathy as physical health ailments (e.g., diabetes, cancer)? When will our healthcare system and broadly, society, start prioritizing mental health, and treated as urgently, as physical health? 

Mental health is more than the absence of mental disorders. Mental health is an integral part of health; indeed, there is no health without mental health.

Main Takeaway #3: You Need To Take Care of Your Mental Health

It is imperative that you take care of your mental health. Just like you may engage in physical activity to take care of your physical health, the same must be done for your mental health!

Tune in to my future YCRH blog on “Mental Health and Self-Care: How to Take Care of Your Mental Well-Being” to learn more!

References

How to Cope with a Traumatic Brain Injury (TBI) as a Student” YCRH blog: https://sandboxproject.ca/the-ycrh-blog/2024/1/5/what-is-bullying-h784l-4zm2b-rme5w-8wktw

Mental Health Continuum (created by The Mental Health Commission of Canada): https://tourismhr.ca/resources/mental-health-support/ 

Additional resources: https://www.camh.ca/en/driving-change/mental-health-is-health

What Are Adverse Childhood Experiences?

Written by Paige Cox, YCRH member.

There is always a reason why children may act the way they do. This is so important to remember when you are working with children. When a child is exposed to Toxic stress or Adverse Childhood experiences, it often may show in their behaviour. Some of these behavioural indicators are (Adverse Childhood Experiences (ACEs) & Childhood Trauma, n.d.):

• Difficulty showing affection

• Difficulty learning in school

• Avoiding situations or events related to the traumatic experience

• Bedwetting

• Changes to their mood

• Difficulty sleeping or frequent nightmares

• Fear of other people

So what are ACEs, and why are they important to consider when working with youth?

Initial Adverse Childhood Experiences Study:

ACEs came from an original study from 1995 to 1997 and consisted of 2 waves of data study conducted at Kaiser Permanente. (About the CDC-Kaiser ACE Study |Violence Prevention|Injury Center|CDC, 2024) When the original study was conducted, they focused on three separate categories: "psychological abuse (2 questions), physical abuse (2 questions), or contact sexual abuse (4 questions)"(Felitti et al., 1998) It is within these categories that they looked into the ACEs the child was experiencing.

There are ten main ACEs in the article by Integrative Life Center, which list the 10 central ACEs and other things that can be considered ACEs. The list was retrieved from (Center, 2021)

·       Physical Abuse

o  Causing physical harm to a child by hitting, kicking, punching, scratching, beating, burning, throwing, or stabbing. It can result in injuries like bruises, cuts, and fractured or broken bones.

·       Sexual Abuse

o  Engaging in sexual behaviour with a child, sexual exploitation of a child, or exposing oneself indecently to a child. This includes using a child in prostitution or pornography.

·       Verbal Abuse

o Using the voice and words to scream, yell, curse at, assault, or manipulate a child.

·       Physical Neglect

o  Failing to provide a child’s basic needs, such as food, water, and shelter. This also includes failing to give a child proper medical care, providing clean clothes, or giving proper supervision.

·       Emotional Neglect

o  Behaving in a way that causes a child emotional harm and interferes with their mental health. This neglect can include ridiculing, blaming, threatening, isolating, or rejecting the child. 

·       Mental Health

o   A household member with a mental illness that impacts their ability to provide proper care for the child or has a profound impact on the child. This experience could be depression, a household member attempting suicide, or other mental illnesses.

·       Substance Addiction

o  A household member who is addicted to alcohol or another substance. The addiction can cause a caregiver to prioritize substance use over caring for the child.

·       Imprisonment

o  A household member who is incarcerated. It can cause a child to feel abandoned when the person leaves them. The person may also have modelled inappropriate behaviours before being imprisoned. 

·       Witnessing Abuse

o Seeing violence, specifically against a mother, is particularly traumatizing because children tend to form a stronger attachment to a mother figure. It is difficult to watch a loved one’s abuse, and they may feel helpless because they cannot intervene.

·       Losing a Parent to Separation, Divorce, or Death 

o When a vital figure is removed from a child’s life, it can cause significant distress and feelings of abandonment.

Trauma can also occur outside these categories and impact a child’s development and adult life. Researchers have begun including other types of experiences as they create the same biological changes as the original ACEs.

Other types of adverse experiences that happen to young people include:

·       Bullying

·       Racism

·       Community violence

·       Natural disasters

·       Refugee/wartime experiences

·       Witnessing/experiencing acts of terrorism 

·       Homelessness

·       Food insecurity

But just because you experience these things, does it mean you are doomed? No. So many adults have experienced ACEs at one time or another. I lived through Hurricane Fiona, which struck my area and left my house without power for a week. It is so important to understand that ACEs are not unusual in our society and can affect anyone regardless of their gender identity, sexual orientation, education, race, income, heritage, culture, etc. (Gentile, n.d.).

What can someone do to help prevent the effects of toxic stress? The website from Harvard states, “Likewise, fostering strong, responsive relationships between children and their caregivers, and helping children and adults build core life skills, can help to buffer a child from the effects of toxic stress.” (What Are ACEs?, n.d.) It is so important to remember that just because you have these experiences does not mean you are broken or beyond help, but rather that you can still overcome your trauma and break the cycle.

References

Adverse Childhood Experiences (ACEs) & Childhood Trauma. (n.d.). Cleveland Clinic. Retrieved April 12, 2024, from https://my.clevelandclinic.org/health/symptoms/24875-adverse-childhood-experiences-ace

About the CDC-Kaiser ACE Study |Violence Prevention|Injury Center|CDC. (2024, January 29). https://www.cdc.gov/violenceprevention/aces/about.html

Center, I. L. (2021, December 14). What are the 10 Adverse Childhood Experiences. Integrative Life Center. https://integrativelifecenter.com/mental-health-treatment/what-are-the-10-adverse-childhood-experiences/

Felitti, V. J., MD, FACP, Anda, R. F., MD, MS, Nordenberg, D., MD, Williamson, D. F., MS, PhD, Spitz, A. M., MS, MPH, Edwards, V., BA, Koss, M. P., PhD, Marks, J. S., MD, & MPH. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

Gentile, S. (n.d.). Adverse Childhood Experiences (ACEs).

What Are ACEs? And How Do They Relate to Toxic Stress? (n.d.). Center on the Developing Child at Harvard University. Retrieved April 13, 2024, fromhttps://developingchild.harvard.edu/resources/aces-and-toxic-stress-frequently-asked-questions/

Reducing the Stigma of Mental Health

Written by Karen Tang

This month’s theme at the YCRH is around Mental Health and Well-being. May is Mental Health Awareness Month; this has been observed in the United States since 1949. The purpose of having an entire month dedicated to mental health and well-being is to continue to raise awareness and educate the public about mental health and illnesses, including what it is like to have lived experience with these conditions. Furthermore, this month is dedicated to learning more about strategies for attaining mental health and wellness in one’s own life. Lastly, Mental Health Awareness Months aims to reduce the stigma that surrounds mental health and illnesses (also known as mental health stigma).

What is stigma?

Stigma can be defined as a set of negative and often unfair beliefs that a society or group of people have about something. Due to stigma, people may have negative attitudes or misconceptions about a stigmatized person, which often lead to the creation of and perpetration of stereotypes. Oftentimes, we hear about the stigma of mental health and illness.

Stigma can come from a lack of understanding of mental health and illness, such as misinformation or ignorance. Stigma can also be a result of people having negative attitudes or beliefs about it (e.g., prejudice). Unfortunately, stigma often leads to discrimination against individuals with mental illness.

The impact of mental health stigma

It comes to no surprise that stigma and discrimination can worsen symptoms and lead individuals to be less likely to seek help for their mental health challenges. A recent review of 111 studies found that stigma can lead to lower self-esteem, increased mental health symptoms, and heightened difficulties with social relationships and challenges at work. Furthermore, patients reported having reduced hope, and being less likely to stay in treatment.

Those with lived experience with mental illness have often described experiencing shame ostracism and marginalization as a result of their diagnosis. In fact, people with mental illness have even described that the impacts of mental health stigma are worse than their psychiatric conditions itself, underscoring the harmful impacts of mental health stigma.

So what can YOU do to help reduce the stigma around mental health?

Actions to reduce mental health stigma

·      Empathy and compassion go a long way! Remember to treat others the way you would like to be treated.

·      If you are comfortable, talk openly about mental health! This can include reposting mental health content on social media, or even sharing your own lived experiences! The more awareness we raise about mental health, the less stigma there will be.

·      It is important to be educated around mental health. Ensure you are not sharing or perpetuating misconceptions or negative comments. The more informed you are, the more you are readily able to combat any misinformation with facts and/or challenge stereotypes.

·      Avoid using stigmatizing language. Language is powerful and your choice of words can either break down stigma and stereotypes or feed into them. For example, rather than using the terms “substance abuse”, “addict”, or “alcoholic”, use recommended language such as “substance use disorder” or “person who uses substances.” Similarly, instead of “mentally ill”, try “person who has a mental health challenge.” More information about using person-first language (which puts the focus on the individual, rather than the diagnosis/disorder) as well as specific terms to avoid are linked in the resources below.

·      Normalize that mental health is health. When combatting stereotypes, it can be helpful to remind others that mental health is part of health. Aim to encourage equality between physical and mental health. It can be helpful to draw comparisons to how they might treat someone with a physical illness such as diabetes or a concussion.

·      Choose empowerment over shame. Uplift those who have lived experience with mental health difficulties.

Resources and further reading:

Lancet article on “The health crisis of mental health stigma”: https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(16)00687-5/fulltext

“Stigma, Prejudice and Discrimination Against People with Mental Illness” by the American Psychiatric Association: https://www.psychiatry.org/patients-families/stigma-and-discrimination

Learn more about using person-first language to reduce stigma here:

https://www.mentalhealthfirstaid.org/2022/04/use-person-first-language-to-reduce-stigma/

https://www.in.gov/recovery/files/Stigma-AddictionLanguageGuide-v3.pdf

https://nida.nih.gov/nidamed-medical-health-professionals/health-professions-education/words-matter-terms-to-use-avoid-when-talking-about-addiction

Campaign 2000, What is it?

Written by Paige Cox

In 1989, there was a promise made in the House of Commons :

This House “seek(s) to eliminate poverty among Canadian children by 2000.” -House of Commons, unanimous all-party resolution, November 24, 1989 (House of Commons, 1989)

At the point that this was promised, over 1 million children were living in poverty in Canada. Campaign 2000 "is a cross-Canada public education movement to build Canadian awareness and support for the 1989 all-party House of Commons resolution to end child poverty in Canada by 2000." (Home, n.d.). In 2016, a report card was released by the campaign, which stated that 1.3 million Canadian children were living in poverty; in 2021, there were 1,313,400 children in Canada living in poverty.  Given that these years are farther apart, there may be many fluctuations in these numbers, but there are not. From 2020 to 2021, Canada's poverty rate rose from 15.2% to 17.8% (Racine,2024). 

As stated on the Campaign 2000 Website, this campaign has four main goals. They are as follows: 

1. We must raise and protect the basic living standards of families in all regions of the country so that no child in Canada will ever live in poverty.

2. We must improve the life chances of all children in Canada so that they can fulfill their potential, nurture their talent, and become responsible and contributing members of Canadian society.

3. We must ensure the availability of secure, affordable, and suitable housing as an inherent right of all children in Canada.

4. We must create, build and strengthen family support, child care and community-based resources to empower families to provide the best possible care for their children.

They leave you with the main point that “Poverty is never inevitable” (Sarangi, 2018). There is a common misconception that just because an individual grows up in poverty, they are doomed to live in poverty for the rest of their lives. This is never the case. 

This video was created as a campaign to raise awareness to the point that the promise for the eradication of poverty was not fulfilled. I will leave this article off with this powerful video. 

PSA - Child Poverty Canada (You made a promise)

To learn more about Campaign 2000, follow the link below.

Home - Campaign 2000 

What can we do? 24 years after the goal of eradicating poverty was promised, are there still things that can be done to help? When you look on the website under Take Action, you will see that they mention ways we can take action to support the goals of Capign 2000. Some of the goals that are mentioned are as promised. 

Join Campaign 2000 in eradicating child and family poverty in Canada:

1. Send a letter to your Member of Parliament that calls on the government of Canada to take tangible steps toward eradicating poverty. Here is a sample letter in English or French. Find your Member of Parliament on the Parliament of Canada website.

2. Campaign 2000 Partners are doing great work with communities experiencing poverty across Canada. Find one in your area to connect with!

3. Join the Make Poverty History or Dignity for All Canada-wide campaigns against poverty.

4. Circulate and sign online petitions aimed at eradicating poverty. Find petitions on websites such as change.org.

5. Host an event or round table discussion about poverty affecting members of your community.

6. Vote in municipal, provincial and federal elections! Voting is a meaningful way to influence decision-making on poverty and other issues.

There are so many ways that individuals can help in the fight to end child poverty. It is essential to realize that you do not have to be a government official to help create change; everyone can do these things! 

Resources

Home. (n.d.). Campaign 2000. Retrieved April 1, 2024, from https://campaign2000.ca/

House of Commons. (1989, November). Original-HofCommons-Motion-Nov1989.pdf. https://campaign2000.ca/wp-content/uploads/2016/03/Original-HofCommons-Motion-Nov1989.pdf

Racine, N. (2024). Child Poverty is on the rise in Canada. https://nationalpost.com/news/canada/child-poverty-is-on-the-rise-in-canada

NationalC2000Infographic2016.pdf. (n.d.). Retrieved April 3, 2024, from https://campaign2000.ca/wp-content/uploads/2016/11/NationalC2000Infographic2016.pdf

Sarangi, L. (2019). Setting the stage for a poverty-free Canada – 2019 report card on child family poverty in Canada.

Unmasking the Landscape of Preventable Illness: Addressing STI Realities in Canada through Navigation and Prevention Strategies

By Leisha Toory

As we commemorate Preventable Illness Month, it is crucial to shine a spotlight on an issue that affects individuals across the country: sexually transmitted infections (STIs). In a nation where the pursuit of health and well-being is paramount, understanding the prevalence, challenges, and preventive measures related to STIs is essential for fostering a healthier future for all Canadians.

Understanding the Landscape:

STIs represent a significant public health concern in Canada, with thousands of new cases reported each year. From common infections like chlamydia and gonorrhea to more serious conditions like HIV and syphilis, the impact of STIs reverberates throughout communities, affecting individuals of all ages, genders, and backgrounds.

Prevalence and Trends:

Recent data from Health Canada reveals concerning trends regarding the prevalence of STIs.

In 2020, there were:

● 105,982 reported cases of chlamydia

● 30,833 reported cases of gonorrhea and

● 9,358 reported cases of infectious syphilis

Additionally, rates of gonorrhea and syphilis have been steadily increasing in recent years, with certain demographics, including young adults and men who have sex with men, being disproportionately affected.

Challenges and Barriers:

Several factors contribute to the persistent challenge of combating STIs in Canada. These include stigma and discrimination surrounding sexual health, limited access to testing and treatment in certain regions, and barriers to open communication about sexual health issues in both healthcare settings and broader societal discourse.

Preventive Measures and Interventions:

Despite the challenges, there are numerous preventive measures and interventions that individuals and communities can embrace to address the prevalence of STIs in Canada. These include:

1. Comprehensive Sex Education: Advocating for comprehensive, evidence-based sex education in schools and communities to equip individuals with the knowledge and skills to make informed decisions about their sexual health.

2. Regular Testing and Screening: Encouraging individuals who are sexually active to undergo regular testing and screening for STIs, especially those at higher risk based on their sexual behaviors and demographics.

3. Access to Healthcare Services: Ensuring equitable access to healthcare services, including STI testing, treatment, and counseling, particularly in underserved and marginalized communities.

4. Promotion of Condom Use: Promoting the consistent and correct use of condoms as a highly effective method of preventing the transmission of STIs during sexual activity.

5. Community Outreach and Support: Fostering supportive and non-judgmental environments where individuals feel comfortable seeking information, testing, and treatment for STIs, including initiatives targeted at vulnerable populations.

As we navigate the landscape of Preventable Illness Month, it is imperative to acknowledge and address the reality of STIs in the country. By raising awareness, advocating for preventive measures, and fostering supportive environments for individuals affected by STIs, we can work together to mitigate the impact of these infections and promote a future where sexual health is prioritized, and preventable illnesses are minimized for all Canadians.

Sources:

Public Health Agency of Canada. (2020). Chlamydia, gonorrhea, infectious syphilis in Canada, 2020: Infographic. Retrieved from https://www.canada.ca/en/public-health/services/publications/diseases-conditions/chlamydia-gonorrhea-infectious-syphilis-canada-2020-infographic.html

Leisha Toory is the founder of the Period Priority Project, the Sexual and Reproductive Health and Rights Director with the Young Canadians Roundtable on Health, and an Honors in Political Science undergraduate at the University of Ottawa.

Clean Water and Disease Prevention

By Julia Smith

Safe and sufficient water facilitates the practice of hygiene, which is a key measure to prevent not only diarrhoeal diseases but acute respiratory infections and numerous neglected tropical diseases.

 -World Health Organization 

         Water is the single most important resource on this planet. It allows us to wash, hydrate, grow plants, and power our cities and factories, to name a few examples. Yet, the lack of clean water is a pressing issue that is plaguing the lives of so many.  Clean water is integral in staying healthy, yet in 2022, 2.2 billion people still lacked safely managed drinking water, including 703 million without a basic water service, meaning that almost one in three people are at risk of contracting water-borne illnesses, from the water they consume daily. Drinking water is not the only way one can contract said illnesses, 3.5 billion people lacked safely managed sanitation, including 1.5 billion without basic sanitation services; and 2 billion lacked a basic handwashing facility, including 653 million with no handwashing facility at all, leading to un-sanitary living environments.

      Lack of clean drinking and washing caused by microbiologically contaminated drinking water can transmit diseases such as diarrhea, cholera, dysentery, typhoid, and polio and is estimated to cause approximately 505,000 diarrhoeal deaths each year. Diarrhea is one of the top three leading causes of child death and this is often triggered by consuming unclean water, causing a child to die every 2 minutes from a water-borne disease.  Waterborne diseases cause over 25% of Ugandan students to drop out of school, losing out on the education that provides them with the necessary tools, knowledge, and opportunities.

What is being done?

    The United Nations 2030 Agenda for Sustainable Development has brought countries together and challenges them to work towards the outlined water targets, as related to the 17 Sustainable Development Goals. Goal six, which aims to ensure access to water for all calls nations to do the following:

Improve the management and quality of water resources, involving communities and including women and girls Ensure that people have access to safe and affordable drinking water and adequate sanitation and hygiene, Protect and restore water-related ecosystems.

What can you do?

●      Be mindful of your own water intake, make sure to close a tap when washing dishes, take short showers, and potentially invest in more water-friendly appliances

●      Challenge local governments to push for more water-friendly policies

●      Keep up to date with news regarding water, and disease (UN, Watter.org, Gov of Canada)

For more information click on the links below;

World Health Organization (WHO) Water and Disease Facts:

https://www.who.int/facilitates,and%20numerous%20neglected%20tropical%20disease

Clean Water and Sanitation Sustainable development goals:  https://www.globalgoals.org/goals/6-clean-water-and-sanitation/

Water Aid Canada- International Outreach :

https://www.wateraid.org/ca/what-we-do/the-issues/health

Why Are Paid Practicums Beneficial

By Kate Tucker and Christine Wincentaylo

Unpaid internships and their associated controversies have been brought to light in recent years. Benefits include work experience and exposure with companies that may otherwise be unable to support a student; however, unpaid positions put incredible financial stress on many interns and may only be viable options for those who have other means of accessing financial support to sustain an unpaid position. Less discussed in these debates are the impacts of paid internships, and so today, we are asking why should internships and practicums be paid. 

Internships and practicums are work experiences offered to students or trainees, often for a few months or semester. 

Some programs may require the completion of practicum terms, such as:

• Social work

• Nursing

• Education

• Engineering

• Business

Research by Maidment (2003) shared that “62% of social work students experienced placement-related stress due to fieldwork demands and expectations'', and the reality is these numbers are still consistent with the present times. The added stressors of the COVID-19 pandemic, and the increase cost of living across Canada is proving to create far more barriers for students.  

Increasingly, university and college programs are encouraging students to complete co-op terms (work terms during their programs) or attain relevant work experience so that they are best prepared for a career in their area of study upon graduation. 

In these scenarios, students may complete unpaid work, hidden under the title of practicum or internship, as part of their required education. This often means that students are paying for these work experiences as part of their education through their tuition. Gaining work experience is essential to education, and thus including a work placement as a program requirement is acceptable. However, unpaid work can be consequential for students/trainees and may limit participation. For example, if practicums require long hours (such as matching the shift work schedule of a profession they are working with), students may need help to work paid part-time jobs that they rely on to support them financially throughout the school year. Paid work experience allows students to focus primarily on their work without the burden of unavailable financial resources for their work. 

Aside from the financial benefits of paid internships/practicums, other reasons to support paid positions include positive mental health impacts and investment in their work. When students/trainees are paid for their work, they are respected for their value and may find an increased sense of belonging with the team. Compensation proves to students that they are an important part of a unit or working group. Thus they are given an opportunity to be reminded that their work is valuable/they belong there.

In situations where imposter syndrome may be at its peak, paid positions support students in recognizing the positive impact they can have and the appreciation their employers have for another set of helping hands. Further, as students are recognized for their work, they may become more invested in what they do. By investing in students and recognizing their work through compensation, students may be more inclined to return this investment with more inclination to learn and do the best they can as they know that their team values them. Other benefits for paid internships/practicum are numerous and consistent support that fair compensation for learners results in positive impacts for all, students and employers alike. 

In doing research for this piece, we have compiled a short list of places that offer or highlight paid positions for practicums and students; feel free to share your own!

• InviteHealth is an amazing site that highlights careers and educational pathways in health science. They share paid opportunities (and other incredible resources) regularly!  

• The Government of Canada (and the various departments within) have plenty of paid student positions available through their Federal Student Work Experience Program (FSWEP) and the Student Work Placement Program. 

Paid internships with Ontario Public Services (OPS) offer multiple different internship programs such as: 

• Ontario Internship Program

• Indigenous Internship Program 

• Internships with the Ministry of Natural Resources and Forestry (MNRF)

• Transportation Technician Initiative (engineering tech graduates)

• Engineering Development Program

Paid internships with government:

• Paid Internships by Career Edge, which offers a range of internships across Canada. 

If you are a student at a postsecondary institution in Canada, check with your school’s experiential learning team. There is often under-utilized funding allocated to faculties or whole institutions to support students in bringing their own funding to a practicum or internship, it is worth asking about! 

Extra Resources:

https://cprstoronto.com/2021/06/20/unpaid-internships-affect-us-all/

https://www.huffingtonpost.co.uk/entry/former-interns-reveal-how-unpaid-work-impacted-their-lives_uk_5a7d7303e4b044b3821c031f

https://files.eric.ed.gov/fulltext/EJ1378891.pdf

https://ph.prosple.com/campus/9-reasons-why-internships-should-be-paid

https://www.svlaw.ca/blog/details/item/unpaid-internships-what-does-the-employment-standards-act-say-

https://www.socialworker.com/feature-articles/field-placement/A_Paid_Practicum:_Do_I_Want_One%3F_How_Do_I_Find_One%3F/

https://vocationaltrainingcentre.com/articles/the-benefit-of-practicums/

https://www.canada.ca/en/employment-social-development/news/2019/05/successful-student-work-placement-program-increases-on-the-job-paid-work-experience-for-post-secondary-students.html

 https://scholarworks.lib.csusb.edu/etd/1259

The Importance of Daily Mindfulness Practice for the Brain

By Shivani Shukla

Your brain is tired.

Perhaps you already knew this, but it’s still likely that you live in an almost constant state of getting things done, multitasking, and overstimulation. From stress induced cramming for your exams, to going through a cycle of social media and that one really good show while trying to sleep, it's quite easy to start flitting through life like it’s nothing. Not to say it’s all your fault– the world demands a lot from us, and we can demand a lot from ourselves trying to keep up. But there is something you can do to slow down for a bit, by perhaps keeping your mental health a little more healthier, and making yourself a little more happier. 

Mindfulness can seem like a sort of buzzword that is thrown around a lot by a variety of different people, making it hard to understand what it really is at its core. You might have heard the phrase “be mindful”, and wondered what that's supposed to even mean. The truth is, mindfulness is quite simple. It's the act of being genuinely and consciously aware of one’s surroundings, actions, and present state. Practicing mindfulness dates back to early Hindu and Buddhist practices, and is still relevant today. Taking a journey with mindfulness through practicing it daily can prove to be invaluable, contributing significantly to your brain health.

One of the many benefits of mindfulness is that it can help to root you in the moment, providing mental clarity and focus. As a cognitive skill, mindfulness can work in a variety of ways, such as by focusing on your breathing or what you are doing currently, instead of letting your mind wander about future or past events and occurrences as you might be used to doing. By practicing this kind of sincere mental focus daily, to the best of your ability, the way the brain perceives new challenges and tasks can change for the better with an increased capacity in paying attention to the present.

Mindfulness can also help with managing emotions, stress, and anxiety. By tuning into how you are feeling in the moment, you can better reflect on and manage your mental health. It has been found to influence pathways in the brain, such as some of the regions responsible for regulating emotions. By practicing mindfulness regularly, you could potentially control any negative thoughts and feelings that may arise, by allowing your brain to step away and simply become aware of their presence without spiraling into a loop. With practice, being able to calm yourself in a meaningful way is quite beneficial in situations that could be the opposite. 

Gray matter in the brain, a type of tissue that helps in processing information, makes it an important aspect of daily life. When practicing mindfulness, the amount of gray matter that deals with complex thinking and sense of self in the brain are increased. This shows that beyond the scope of the present, mindfulness has great long-term impacts. The types of thinking that can be further developed and increased in capability are divergent, convergent, and lateral thinking, among many others, such as creative thinking. Divergent thinking involves exploring various ideas in a spontaneous way, while convergent thinking focuses more on accuracy and logic. Meanwhile, lateral thinking and creative thinking are similar, both consisting of using new ideas and perspectives. Being able to access different skills in terms of thinking serves to strengthen various parts of your brain, as well as to allow for neural activation in many different regions. 

For many, facing your thoughts can be scary, and the idea of practicing meditation regularly can be quite daunting. However, practicing mindfulness on a daily basis helps quite a bit with solidifying its long term benefits. Since we are so used to our brains wandering throughout everyday life, being able to engage with mindfulness in a deeper sense requires a certain sense of discipline. Like many things, practice makes perfect. Consistently bringing yourself back to the present and staying in the moment becomes easier with time, so practicing mindfulness everyday makes this process more familiar and enjoyable. 

How could you get started?

There are many ways to start implementing mindfulness in your daily life. In general, it's good to start for shorter increments and work your way up as you see fit. Mindfulness can look different for everyone, being something that you can easily adapt to work best for you and who you are. This could be through practices centered around focus and relaxation, such as yoga and meditation. Yoga and meditation both focus on breathing and calmness, as well as many sensations within the body, making them both great for practicing mindfulness as well as helping things like cardiovascular health. They are also available through various means in their own light, such as through classes or resources online. An even more flexible way to practice mindfulness is through different types of breathing techniques and exercises, which can be very effective in gradually implementing mindfulness in a way that is very accessible. There are even specific workshops available to help you get started. No matter how many different ways you choose to practice mindfulness, it’s a great step in taking care of your brain health and getting in touch with who you are.

Extra Resources:

• https://www.health.harvard.edu/blog/evoking-calm-practicing-mindfulness-in-daily-life-helps-202110142617

• https://www.madeofmillions.com/articles/how-mindfulness-affects-the-brain

• https://news.harvard.edu/gazette/story/2018/04/less-stress-clearer-thoughts-with-mindfulness-meditation/

• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5337506/

• https://news.harvard.edu/gazette/story/2018/04/harvard-researchers-study-how-mindfulness-may-change-the-brain-in-depressed-patients/