Humber
SEARCH
Mental Illness

What is Mental Illness?

Twenty percent of Canadians will personally experience a mental illness during their lifetime. Although most mental illnesses begin during adolescence and young adulthood, people of all ages, cultures, educational and income levels experience mental illnesses. In the course of a lifetime, most people experience feelings of isolation, loneliness, sadness, emotional distress or disconnection from things. These feelings are often short-term, normal reactions to difficult situations, such as the death of a loved one, loss of a job, romantic breakup or sudden change of circumstances. People learn to cope with these difficult feelings just as we learn to cope with other difficult situations.

However, mental illness, by definition, is quite different. It has a serious impact on a person's ability to function effectively over a long period of time. Depending on the illness, a person may have a serious disturbance in thinking, mood or behaviour. They may not be able to cope with the simplest aspects of everyday life and may need help in regaining balance in their lives.

Mental illnesses take the form of changes in thinking, mood or behaviour or some combination of all three. The person affected shows symptoms of significant distress and the inability to function as needed over an extended period of time. These symptoms can vary from mild to severe, depending on the type of mental illness, the individual, the family and the patient's environment.

Top

Intro to Mental Illness in College

The rate of students identifying as having a mental illness is dramatically increasingly in Ontario’s colleges and universities. At Humber, we have seen a 41% increase over the past two years in the number of students who have registered with Disability Services on the basis of a mental illness disability.

Mental illnesses are difficult to deal with in any setting, but certainly pose even greater difficulties when trying to reach educational goals and learn effectively in a classroom. There are various obstacles, in the classroom and beyond, for those with psychological disabilities in educational settings and some of these are outlined below.

Educational Barriers

Oftentimes, academic problems are not necessarily the main obstacle in postsecondary education for those with a mental illness. In fact, students with mental illnesses “…did not regard their academic problems as the major reason for their failure to achieve post-secondary educational goals. Indeed, what stood out in their memories were financial problems, their own psychological problems, and barriers due to external circumstances in their personal lives” (Mowbray & Megivern, 1999).

Stigma and Stereotypes

While those with other types of disabilities certainly experience discrimination, there is a different type of social stigma that goes along with mental illness. One website outlined that, “The media is responsible for many of the misconceptions which persist about people with mental illnesses. Newspapers, in particular, often stress a history of mental illness in the backgrounds of people who commit crimes of violence, television news programs frequently sensationalize crimes where persons with mental illnesses are involved, (and) comedians make fun of people with mental illnesses, using their disabilities as a source of humor”

(Retrieved from National Mental Health Association website on February 10, 2004).

  • Societal Myths - the idea that those with a mental illness are “crazy” or uncontrollable. Often perpetuated by the media, the fear of mental illness is widespread and many times discussed in everyday situations without regard for those who may suffer from a disorder.
  • Classroom Expectations and Accommodations - students experience a reduction in expectations by their peers and sometimes their teachers when they reveal that they have a mental illness. The idea that they “do not belong” in an average classroom is often assumed with no regard to their academic capabilities. Furthermore, it is difficult for teachers to justify specially accommodating an individual who, unlike those with physical disabilities, appears not to require special services.
  • Reluctance to Discuss Disability - Due to the pervasive stigmas regarding psychological illness, many students are hesitant to initiate discussion with their supervisors and teachers and therefore, sometimes go without proper accommodations.

Top

Functional Limitations in the Classroom

Those with a mental illness are at certain unique disadvantages in the classroom when compared to their non-disabled peers. Some of these disadvantages are:

  • Difficulty with medication side effects - drowsiness, dry mouth, slow response time, etc.
  • Screening out environmental stimuli - difficulty concentrating
  • Handling time pressures and multiple tasks
  • Interacting with others - difficulty reading getting along and working in groups.
  • Fear of authority figures - do not want to ask instructors for help.
  • Responding to negative feedback - difficult for some to interpret criticisms and separate themselves from the tasks that are being critiqued.
  • Responding to change - unexpected changes can overwhelm people with certain mental illnesses and occasionally, it is hard for some to tolerate interruption.
  • Severe test anxiety - certain mental illnesses make it emotionally and physically impossible to take an exam.

Top

Common Accommodations for Students with Mental Illness

Students who are registered with Disability Services on the basis of a diagnosed mental illness may receive the following accommodations, in accordance with the student’s needs and preferences (this is not an exhaustive list): Test accommodations

  • Extra time
  • Distraction minimized testing environment
  • Access to a computer and assistive technology (such a screen readers and spell checkers)
  • Supervised breaks
  • Permission to have a beverage at their work station

Classroom accommodations

  • Note taker
  • Where possible, a modified schedule to allow for later or earlier class start times
  • Reduced number of courses per semester
  • Occasional, reasonable extensions on assignments negotiated with the instructor in advance

Other accommodations that are reasonable and appropriate to the student’s disability are authorized by the student’s Disability Consultant on an individual basis.

Adapted in part from – Psychiatric Disabilities in Postsecondary Education, Susan Mrazek, Ph.D. Candidate University of Hawaii. Retrieved from www.rrtc.hawaii.edu, April, 2011

Top

Commonly Seen Types of Mental Illness

Mood Disorders

Personality Disorders

  • Antisocial personality disorder
  • Avoidant personality disorder
  • Borderline personality disorder
  • Dependent personality disorder
  • Histrionic personality disorder
  • Narcissistic personality disorder
  • Obsessive-compulsive personality disorder
  • Paranoid personality disorder
  • Schizoid personality disorder
  • Schizotypal personality disorder

Top

DEPRESSION

Problems and misfortunes are a part of life. Everyone experiences unhappiness, and many people may become depressed temporarily when things don't go as they would like. Experiences of failure commonly result in temporary feelings of worthlessness and self-blame, while personal losses cause feelings of sadness, disappointment and emptiness. Such feelings are normal, and they usually pass after a short time. This is not the case with depressive illness.

What are the signs of depressive illness?

Depression becomes an illness, or clinical depression, when the feelings described above are severe, last for several weeks, and begin to interfere with one's work and social life. Depressive illness can change the way a person thinks and behaves, and how his/her body functions. Some of the signs to look for are:

  • feeling worthless, helpless or hopeless,
  • sleeping more or less than usual,
  • eating more or less than usual,
  • having difficulty concentrating or making decisions,
  • loss of interest in taking part in activities,
  • decreased sex drive,
  • avoiding other people,
  • overwhelming feelings of sadness or grief,
  • feeling unreasonably guilty,
  • loss of energy, feeling very tired,
  • thoughts of death or suicide.

If you or someone you know has been experiencing a number of these symptoms, we hope this pamphlet will help you understand what is happening and encourage you or your friend to seek professional help.

What causes depression?

There is no one cause of depression, neither is it fully understood. The following factors may make some people more prone than others to react to a loss or failure with a clinical depression:

  • specific, distressing life events,
  • a biochemical imbalance in the brain,
  • psychological factors, like a negative or pessimistic view of life.

There may also be a genetic link since people with a family history of depression are more likely to experience it.

How long does depression last?

The depressed feelings we all experience after a serious loss or disappointment may last for a short or a long time. How long depends on the person, the severity of the loss, and the support available to help the person to cope with it. Clinical depression may also last for short or long periods. It rarely becomes permanent. Without professional treatment, it may end naturally after several weeks or months. With treatment, it may end much more quickly.

Does depressive illness follow a pattern?

Unfortunately, once a person has had a clinical depression, he/she is more likely to suffer from depression again. For example, some people experience seasonal cycles of depression, particularly in winter. This is called Seasonal Affective Disorder (S.A.D.). Five to ten percent of people who experience depression also experience states of exaggerated happiness or elation called mania. The occurrence of both depression and mania at different times is called bipolar affective disorder, while repeated experiences of depression alone is termed unipolar affective disorder.

How is depression treated?

Depression is the most treatable of mental illnesses. Most people who suffer from depression are helped by the treatment they get, which usually includes medication and/or psychological counselling. Support from family, friends and self-help groups can also make a big difference. Many people who are seriously depressed wait too long to seek treatment or they may not seek treatment at all. They may not realize that they have a treatable illness, or they may be concerned about getting help because of the negative attitudes held by society towards this type of illness.

What can friends and family do?

It can be difficult to be with and to help someone who is seriously depressed. Some people who are depressed keep to themselves, while others may not want to be alone. They may react strongly to the things you say or do. It is important that you let them know that it is okay to talk about their feelings and thoughts. Listen and offer support rather than trying to contradict them or talk them out of it. Let them know you care. Ask them how you can help, and offer to contact their family doctor or a mental health professional. Find out about local self-help groups and attend a meeting with them. Try to be patient and non-judgemental. Most of all, don't do it alone - get other people to provide help and support too.

From the Canadian Mental Health Association website: http://www.cmha.ca/ Retrieved April 2011

Top

BIPOLAR DISORDER

We all experience changes in mood. Times of sadness or disappointment are natural reactions to the difficulties that occur in our lives. The loss of a loved one, problems at work or a deteriorating relationship can cause us to feel depressed. Similarly, a great success or relief from a problem makes us feel happy and content. Our moods tend to be varied and shifting, but generally we feel as though we have some control over them. However, for people with mood disorders like depression and bipolar disorder, that sense of control is missing and that causes distress. Anyone who has experienced depression or a manic episode can readily tell you the difference between those illnesses and their own normal feelings of sadness or happiness. Severe or prolonged depression is an illness that affects not only a person’s emotions, but also physical health, relationships and behaviour. At any given time, almost 3 million Canadians have serious depression. It is about twice as common in women. Bipolar disorder, also called manic depression, is an illness in which there are periods of serious depression, followed by episodes of markedly elevated or irritable moods or “highs” (in the absence of drugs or alcohol). These mood swings are not necessarily related to events in the person’s life. Bipolar disorder affects approximately 1% of the population; it typically starts in late adolescence or early adulthood and affects men and women equally.

Depression and bipolar disorder can be treated. There is good reason for hope. By learning more about these conditions, you can help remove the stigma that prevents many people from seeking help.

People with bipolar disorder, or manic depressive disorder, experience alternating mood swings, from emotional highs (mania) to lows (depression). The condition can range from mild to severe. It is not known what causes bipolar disorder. Research suggests that people with the condition have a genetic disposition. It tends to run in families. Drug abuse and stressful or traumatic events may contribute to or trigger episodes. Symptoms of mania include:

  • Feelings of euphoria, extreme optimism, exaggerated self-esteem
  • Rapid speech, racing thoughts
  • Decreased need for sleep
  • Extreme irritability
  • Impulsive and potentially reckless behaviour

Symptoms of the depression phase are the same as in major depression, described above.

Treatment is Available

Depression and bipolar disorder are treatable. Learning to recognize the signs and triggers enables people to work with their doctors, other health professionals, family and friends to prevent recurrences from becoming severe. The great majority of depressed people respond to treatment and nearly all who seek treatment will get some relief from their symptoms. Both medication and some forms of counselling or psychotherapy have been demonstrated to be effective. Bipolar disorder is mainly treated with medication and psychotherapy. Medication helps to stabilize moods, while therapy helps people detect patterns and triggers and develop strategies for managing stress. Sometimes, electroconvulsive therapy, or ECT, is used.

What Can I Do?

Many people do not seek help for depression or bipolar disorder, sometimes because their symptoms prevent them from recognizing the seriousness of their situation. It can also result from the stigma that surrounds both these conditions, making people feel like they are weak or at fault. It is important to know that depression and bipolar disorder are treatable. Friends and family can be supportive by learning all they can about the condition affecting their loved one. You can learn more from support groups and community health associations.

From the Canadian Mental Health Association website: http://www.cmha.ca/ Retrieved April 2011

Top

ANXIETY DISORDERS

One of Canada's most common illnesses is also the least understood.

Everyone feels anxious at times. Challenges such as workplace pressures, public speaking, highly demanding schedules or writing an exam can lead to a sense of worry, even fear. These sensations, however uncomfortable, are different from the ones associated with a anxiety disorder. People suffering from an anxiety disorder are subject to intense, prolonged feelings of fright and distress for no obvious reason. The condition turns their life into a continuous journey of unease and fear and can interfere with their relationships with family, friends and colleagues.

Anxiety disorders are the most common of all mental health problems. It is estimated that they affect approximately 1 in 10 people. They are more prevalent among women than among men, and they affect children as well as adults. Anxiety disorders are illnesses. They can be diagnosed; they can be treated.

But all too often, they are mistaken for mental weakness or instability, and the resulting social stigma can discourage people with anxiety disorders from seeking help. Understanding the facts about anxiety disorders is an important step. Realizing that they are medical disorders which can be treated will help to remove the stigma, and encourage people with anxiety disorders to explore the treatments available.

What exactly are anxiety disorders?

Anxiety disorders are a group of disorders which affect behaviour, thoughts, emotions and physical health. Research into their origins continues, but it is believed they are caused by a combination of biological factors and an individuals personal circumstances, much like other health problems, such as heart disease or diabetes. It is common for people to suffer from more than one anxiety disorder; and for an anxiety disorder to be accompanied by depression, eating disorders or substance abuse. Anxiety disorders can also coexist with physical disorders, in which case the physical condition should also be treated.

Some of the signs to look for are:

  • Panic Disorder - As the name suggests, panic disorder is expressed in panic attacks which occur without warning, accompanied by sudden feelings of terror. Physically, an attack may cause chest pain, heart palpitations, shortness of breath, dizziness, abdominal discomfort, feelings of unreality and fear of dying. When a person avoids situations that he or she fears may cause a panic attack, his or her condition is described as panic disorder with agoraphobia.
  • Phobias - Phobias are divided into two categories: social phobia, which involves fear of social situations, and specific phobias, such as fear of flying, blood and heights.
  • Social Phobia - People with social phobia feel a paralysing, irrational self-consciousness about social situations. They have an intense fear of being observed or of doing something horribly wrong in front of other people. The feelings are so extreme that people with social phobia tend to avoid objects or situations that might stimulate that fear, which dramatically reduces their ability to lead a normal life.
  • Specific Phobias - Fear of flying, fear of heights and fear of open spaces are some typical specific phobias. People suffering from a specific phobia are overwhelmed by unreasonable fears, which they are unable to control. Exposure to feared situations can cause them extreme anxiety and panic, even if they recognize that their fears are illogical.
  • Post-Traumatic Stress Disorder - A terrifying experience in which serious physical harm occurred or was threatened can cause post-traumatic stress disorder. Survivors of rape, child abuse, war or a natural disaster may develop post-traumatic stress disorder. Common symptoms include flashbacks, during which the person re-lives the terrifying experience, nightmares, depression and feelings of anger or irritability.
  • Obsessive-Compulsive Disorder - This is a condition in which people suffer from persistent unwanted thoughts (obsessions) and / or rituals (compulsions) which they find impossible to control. Typically, obsessions concern contamination, doubting (such as worrying that the iron hasn't been turned off) and disturbing sexual or religious thoughts. Compulsions include washing, checking, organizing and counting.
  • Generalized Anxiety Disorder -Characterized by repeated, exaggerated worry about routine life events and activities, this disorder lasts at least six months, during which time the person is affected by extreme worry more days than not. The individual anticipates the worst, even if others would say they have no reason to expect it. Physical symptoms can include nausea, trembling fatigue, muscle tension, or headache.

How can anxiety disorders be treated?

There are two main medical approaches to treating an anxiety disorder: (1) drug therapy and (2) cognitive-behavioural therapy (CBT). Combining the two types of treatment can be effective.

Because most anxiety disorders have at least some biological component, anti-depressants and anti-anxiety drugs are generally prescribed. It is important to inquire about possible side effects of any medication.

Therapeutic strategies can be effective in reducing symptoms in each of the anxiety disorders. The techniques used include cognitive restructuring, to help people turn their anxious thoughts, interpretations and predictions into thoughts which are more rational and less anxious. People with anxiety disorders may also benefit from controlled exposure to feared objects or situations.

Specific CBT techniques have been developed to help assist with particular anxiety disorders. People with panic disorder, for instance, can benefit from breathing retraining, which shows them how to slow their breathing and use meditation when they're feeling anxious.

Support groups and educational resources can also be included in treatment. Anxiety disorders place a great burden on the individuals affected, their families and friends. Learning all you can about the particular condition touching your life can help you develop tools for living with an anxiety disorder, or living with someone who has an anxiety disorder.

A proper diagnosis is key to putting a person with an anxiety disorder on the right treatment path. Many people go undiagnosed for 10 years or more. Since research suggests that many general health care practitioners are unaware of all the appropriate treatments for anxiety disorders, you might consider the option of a specialized anxiety disorder clinic. If such a facility is not available in your area, ask your doctor to look into specialized treatments.

From the Canadian Mental Health Association website: http://www.cmha.ca/ Retrieved April 2011

Top

SCHIZOPHRENIA

At first glance, schizophrenia may seem like a great puzzle. Its causes are still uncertain; its symptoms, variable. Striking most often in the 16 to 30 year age group, affecting an estimated one person in a hundred, it is youth's greatest disabler. But if it is a puzzle, it's one that is slowly being solved. New pieces are continually falling into place. Consider what we have learned about its symptoms.

Symptoms of schizophrenia

Schizophrenia often starts slowly. When the symptoms first appear, usually in adolescence or early adulthood, they may seem more bewildering than serious. In the early stages, people with schizophrenia may find themselves losing the ability to relax, concentrate or sleep. They may start to shut long-time friends out of their lives. Work or school begins to suffer; so does their personal appearance. During this time, there may be one or more episodes where they talk in ways that may be difficult to understand and/or start having unusual perceptions.

Once it has taken hold, schizophrenia tends to appear in cycles of remission and relapse. When in remission, a person with schizophrenia may seem relatively unaffected and can more or less function in society. During relapse, however, it is a different story.

People with schizophrenia may experience one or all of these main conditions:

  • delusions and/or hallucinations,
  • lack of motivation,
  • social withdrawal,
  • thought disorders.

Delusions are false beliefs that have no basis in reality. People with schizophrenia may think, for example, that someone is spying on them, listening to their thoughts, or placing thoughts in their minds. Hallucinations most often consist of hearing voices that comment on behaviour, are insulting or give commands. Less often, people with schizophrenia may see or feel things that aren't there.

Disorganized thinking makes some people with schizophrenia feel mixed up. In conversation, they may jump randomly from one unrelated topic to another. Depression and anxiety frequently accompany these feelings.

The symptoms of schizophrenia vary greatly from person to person, from mild to severe. A specialist is needed to make the diagnosis, especially because there are no diagnostic tests.

Theories about the causes of schizophrenia

We know that schizophrenia is a biological disorder of the brain. The causes are not yet known, but there are several theories.

There is strong evidence of important inherited factors. Many researchers are looking for genetic causes of schizophrenia that runs in families. Success may become more likely as genes for complex illnesses are found. The characteristics of schizophrenia, along with its tendency to ebb and flow in cycles, makes it similar to auto-immune diseases.

New technology has provided some recent clues to the causes of schizophrenia. Computer images of brain activity show that the part of the brain that governs thought and higher mental functions behaves abnormally in persons with schizophrenia.

Magnetic Resonance Imaging, or MRI, has shown that the same area in the brain of some people with schizophrenia appears either to have deteriorated or not to have developed normally.

Computed Axial Tomography (popularly known as CAT scans) show that the fluid-filled spaces within the brains of people with schizophrenia tend to be larger than those in people without the illness. Even the treatments physicians use today are giving scientists much-needed pieces to the puzzle.

For example, some people with schizophrenia respond well when they are given medication that interferes with their body's production of the brain biochemical dopamine. This fact is leading researchers to speculate that either an over-production of dopamine or an over-sensitivity to it has something to do with the illness.

Treatments

A number of medications have been found that help bring biochemical imbalances in many people with schizophrenia closer to normal. These medications can help a great deal in lessening hallucinations and delusions, and in helping maintain coherent thoughts. But, they usually have serious side effects contributing to non-compliance with medication and relapse.

Psychotherapy for individuals, groups or families is possible, and can mean a lot to people with schizophrenia and their loved ones. Psychotherapy can offer understanding, reassurance, insights and suggestions for handling the emotional aspects of the disorder and providing less stressful living situations.

Families can be a big help. Working closely with health care professionals, family members can learn about the illness. Families can also provide useful information to the health care professionals. They can find ways to support people with schizophrenia and provide a nurturing environment that encourages communication.

To the future

With proper and improved medication, extensive community support (especially in housing) and skilled psychotherapy, many people with schizophrenia will be able to function in the community. With these resources to draw from, many people with schizophrenia could live independently, work, enjoy family and friends. The search for a cure continues with hope for success increasing every day.

From the Canadian Mental Health Association website: http://www.cmha.ca/ Retrieved April 2011

Top

PSYCHOSIS

Psychosis is a serious but treatable medical condition that reflects a disturbance in brain functioning. A person with psychosis experiences some loss of contact with reality, characterized by changes in their way of thinking, believing, perceiving and/or behaving. For the person experiencing psychosis, the condition can be very disorienting and distressing. Without effective treatment, psychosis can overwhelm the lives of individuals and families.

Psychosis is a medical condition that affects the brain. It can be treated.

A person with psychosis may:

  • experience confused thoughts
  • feel their thoughts have sped up or slowed down
  • feel preoccupied with unusual ideas
  • believe that others can manipulate their thoughts; or that they can manipulate the thoughts of others
  • perceive voices or visions that no one else can hear or see
  • feel 'changed' in some way
  • act differently than they usually would

Sometimes psychosis emerges gradually over time, so that in the early stages symptoms might be dismissed or ignored. Other times, symptoms appear suddenly and are very obvious to the individual and those around them. Symptoms vary from person to person and can change over time. The initial experience of psychotic symptoms is known as the 'first episode' of psychosis. It is important to pay attention to possible symptoms and seek help early.

What's it like to have psychosis?

"It was like I was having a million thoughts all at once and yet I was so disorganized, nothing was getting done. I was frightened and anxious because I felt someone was trying to harm me. Increasingly, I spent most of my time alone in my room doing nothing. I didn't want to be bothered with friends or family. The television started having special messages meant only for me and I was hearing voices commenting on what I was doing. Looking back, I realize things just weren't making sense anymore. At the time though, it seemed normal and I didn't mention what was happening with me to anyone. Since getting treatment, I understand that I was experiencing a health problem called psychosis."

Who's most likely to experience psychosis?

Psychosis can happen to anyone. Symptoms of psychosis most often begin between 16 and 30 years of age. Both males and females can be affected. Males tend to experience symptoms a few years earlier than females. Persons with a family history of serious mental illness are at increased risk of developing psychosis.

What causes psychosis?

When psychosis occurs for the first time it is difficult to know the cause. Psychosis is associated with a number of medical conditions including schizophrenia, depression, bipolar (manic-depressive) disorder and substance abuse, among others. Because the first episode of psychosis can signal a variety of conditions, it is important to seek a thorough medical assessment.

How is psychosis treated?

Low doses of anti-psychotic medications are a key component of treatment, along with education and support for the individual and their family. Treatment strategies are aimed at allowing the individual to maintain their daily routines as much as possible. There have been tremendous advances in the treatment of psychosis during recent years, reducing the need for hospital stays and promoting faster, fuller recovery.

Typically, psychosis does not disappear on its own. Instead, if left untreated, the condition can worsen and severely disrupt the lives of individuals and families.

What should you do?

If you, or someone close to you, is experiencing symptoms of psychosis:

Don't wait. Look for help. Many persons with psychosis wait a long time before seeking treatment. But recovery is more difficult when effective treatment is delayed.

Talk to your family doctor. They can refer you to a specialist for a full assessment. At present, early psychosis intervention is the focus of much interest in the mental health community. Many medical and mental health professionals are themselves learning about the best approaches to treatment. Some cities in Canada already have centres designed specifically for the treatment of early psychosis.

Ask questions. Be persistent. It is important to consult with a medical professional who is familiar with early psychosis.

Educate yourself. Get the facts. There is a great deal of information available about early psychosis and recent developments in treatment. An excellent starting point is the web site developed by the Early Psychosis Prevention and Intervention Centre (EPPIC) in Melbourne, Australia: www.eppic.org.au. Most public libraries provide free access to the internet.

Psychosis...

  • is a common medical condition affecting 3% of the population
  • results from a disruption in brain functioning
  • can radically alter a person's thoughts, beliefs, perceptions and behaviour
  • affects males and females equally
  • tends to emerge during adolescence and young adulthood
  • is more likely to occur in families with a history of serious mental illness
  • can be effectively treated

If you suspect psychosis, don't ignore it.

Treatment is most effective when it is started early. With proper treatment, most people recover fully from the first episode of psychosis. For many, the first episode is also the last.

Psychosis can happen to anyone. Early detection and effective treatment can promote full recovery.

From - National Center for Biotechnology Information (NCBI), a division of the National Library of Medicine (NLM) at the National Institutes of Health (NIH), Nov.2010 http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001935

Top

Responding to Mental Illness

Determining whether there may be a mental health difficulty Students do not always express problems directly or ask for help. Sometimes they feel embarrassed or are concerned about the consequences of telling someone or they hope the problem will go away, or they are unaware that they have a problem.

It may be useful to consider some of the following questions:

  • Has the student told you they have a problem?
  • Have there been any significant changes in the student's appearance? (e.g. weight loss/gain, decline in personal hygiene)
  • Does the student smell any different (e.g. can you smell alcohol or cannabis)?
  • How does the student sound? (e.g. flat, agitated, very quiet, very loud)
  • Has the mood of the student recently changed a lot from your previous experiences with them? (e.g. moods very up and down, miserable, tired a lot)
  • Have others (house mates, friends, other colleagues) expressed concern about the student?
  • Have there been recent changes in the student's behaviour, college work and/or sociability?(e.g. doing too much work, not socializing as much as usual, withdrawn, not attending lectures or meeting deadlines)
  • How long has the student been feeling or behaving like this (everyone can have bad days, but it is when days turn into weeks and months that there may be a problem).

Approaching the student

If the answers to any of the above questions are yes, the following guidance may be useful:

  • Do not avoid the situation or pretend nothing is wrong, as this could make the problem worse and persist for longer.
  • Approach the student in a sympathetic and understanding way. Remember to be sensitive to issues relating to sexuality, race, religion, culture and gender.
  • If you simply ask the student how they are, this may provide them with an opportunity to discuss their concerns with you. The situation may only require empathic listening.
  • Be prepared to listen and give some time if you can. If there are constraints on your time, inform the student from the start that this is the case. Avoid using unhelpful comments like 'pull yourself together'.
  • Being open and honest with the student in your initial contact will help to develop trust. Very often help is not sought because the student may be concerned about the consequences of telling someone.
  • If you feel you need to tell someone else, try to obtain the student's consent. However, in some situations, you will be able to talk about the situation to another person and ask their advice, without revealing the identity of the student.
  • If you feel you can support the student, do consider whether you have enough time and/or the skills. Try not to offer help that is beyond your role. Be clear about your role and its boundaries. Everyone has something to offer, but it is vital that we are all aware of what we can realistically do and are qualified to offer. Consider also, any potential conflict of your role and whether you have someone to consult or give you support.
  • The student may not always identify that they have a problem or may not want to acknowledge it. Try not to humour the student by pretending to agree that there isn't a problem if it is clear there is one.

When a student does not want to talk

  • It may be extremely difficult to help someone with a problem unless they are ready to admit they have one. If the student is not ready to accept help or talk about their problem, do not ask insensitive or intrusive questions. Always respect the right of the student if they do not wish to discuss things. Offer an open invitation to the student to come back and talk to you in the future. Continue to ask how they are and reiterate that they can talk to you, when you see them again.
  • However, if you are still very concerned about a student who has refused help, speak to your head of division or someone from a specialist support service for advice.
  • If the student does talk about their problem with you, try not to give advice that is not within the boundaries of your role, but rather listen and encourage the student to seek the appropriate help. Try to recognize what you can realistically do and whether there is a more appropriate person to deal with this. It is not always possible to identify which source of help would be most appropriate. However, it is important in the first instance to refer the student to somewhere that is acceptable to them. A further referral can always be made later.
  • Express your concern but remember you are not a therapist or a counsellor. It is not your responsibility to solve the problem and if you feel you are unable to suggest the way forward at the present time, do not view it as a sign of failure. Consult with a member of staff from a support service for advice on what to do or encourage the student to make contact with an appropriate person who can formally assess and refer on - e.g. their GP, Counselling Services, Health Centre, Disability Services.
  • If you do feel able to start an initial discussion with the student yourself, you might:
    • Ask the student how they have handled similar difficulties in the past, highlighting what has and has not worked.
    • Explore with the student what changes they would like to make to enable them to continue with their studies.
    • Break tasks down into shorter term and more manageable goals.
    • Refer to your institution's directory of services/handbook if further help is needed.

However, it can be extremely stressful and time consuming helping a student, which is why it is important to remember to look after yourself and seek appropriate support and help from others.

Top

Some Practical Tips

A mental illness is an illness. One perspective is that mental illnesses should be identified as neurobiological disorders. We do not believe that a physical illness such as diabetes, cancer or multiple sclerosis can be corrected with talk or personal will. Mental illness needs to be addressed with specific treatments (e.g., medication, therapy). What we often experience in our encounters with people with mental illness are the social complications of the illness.

  • Separate the person from the disorder.
  • A mental illness may be episodic with times of improvement and deterioration. Additionally, symptoms may change over time while the underlying disorder remains.
  • Recognizing that a person has limited capabilities should not mean that you expect nothing of him/her.
  • Delusions will not go away by reasoning and therefore need not be debated with the person.
  • Strange behaviour may be a symptom of the specific illness. Don't take it personally.
  • It may be necessary to revise your expectations of the student – for example, you may expect that students will make appropriate eye contact, be on time for appointments, or speak in a quiet tone.
  • Students with a mental illness are entitled to succeed and to fail, just like any other student.
  • You are not a mental health professional. Just be yourself and maintain your role in your interactions with a person who has a mental illness.
  • It is important to have boundaries and set clear limits.
  • You have a right to assure your personal safety. All students are bound by the student Code of Conduct, regardless of disability. If you feel unsafe, call security.
  • Don't forget your sense of humor.

Top