Mental Health Week 1 Flashcards (VOCABULARY Style)

Course context and objectives

• Mental Health Week 1 Tutorial: Course overview and the recovery model (Charles Darwin University, Australia).
• Objectives: Welcome; familiarisation with Learnline unit structure; weekly expectations; compare/recover model with biomedical model; discuss stigma in mental healthcare.

The Biomedical Model

• Cause: mental illness attributed to biological abnormalities.
• Recovery definition: the clinician assesses recovery using scales; recovery often described as symptom-free, work/education, and independent living.
• Strengths: clear diagnosis; straightforward symptom-focused guide; medications can reduce symptoms.
• Limitations: labels can increase stigma; one-size-fits-all approach; may overlook personal goals, strengths, and QoL; no single explanation for mental illness; potential overemphasis on chemical imbalances.

The Recovery Model

• Nature: holistic approach; recognizes multiple, interacting causes of mental ill health.
• Causes include: ext{Stress}, ext{Trauma}, ext{Childhood/upbringing}, ext{Genetics/biology}, ext{Peers/influences}, ext{Safety/lack thereof}.
• What contributes to recovery:
  • Family and social support
  • Building resilience, coping skills
  • Therapeutic relationship with clinicians
  • QoL factors: control, autonomy, belonging, meaning, hope
  • Safety, stability: housing, financial security
  • Medications can improve symptoms and reduce suicidality
• Key distinction: recovery is not just symptom reduction but overall well-being and life goals.

Language, stigma, and patient-centered care

• Language matters: avoid labels (e.g.,
  • "He has schizophrenia" → "He has schizophrenia" is better than using a label; prefer person-first language such as "a person with schizophrenia").
  • Similar mapping for alcohol use and depression.
• Why client/consumer terminology:
  • Historically, lived experience groups advocated for less-paternalistic language (patient → consumer/client).
  • Some people prefer patient, others prefer client/consumer; the nurse’s approach reflects attitudes toward clients.
• Stigma in mental health:
  • Healthcare professionals can stigmatize, impacting treatment and recovery.
  • About 72\% of males do not seek help for mental disorders.
  • Terminology like "drug seeking" or labeling on wards can reinforce stigma.

Myths vs facts about mental illness

• Common myths and the truth:
  • Schizophrenia is more dangerous than non-mentally ill individuals: not true; mentally ill individuals are more likely to be victims than perpetrators.
  • Mental illnesses are rare: not true; nearly 50\% of Australians will experience a mental illness in their lifetime (ABS, 2009).
  • Mental illness is a sign of weakness: not true.
  • Signs are always obvious: not true; many mask symptoms due to fear of judgment.
  • Mental illness is purely about attitude; not entirely true; positive thinking helps but is not a complete solution (toxic positivity is harmful).

Trauma-informed care

• What is trauma?
  • A deeply distressing event or series of events.
• ACEs: adverse childhood experiences (abuse, neglect, unstable housing, parental conflict, bullying, substance misuse at home).
• Why it matters: more ACEs and trauma exposure correlate with worse physical and mental health outcomes.
• Shifting approach: ask "What happened to you?" rather than "What is wrong with you?" to understand harmful behaviours/thoughts.
• Key principles:
  • Collaboration and mutuality: minimize power imbalances; clients are experts in their lives.
  • Peer support: involve people with lived experience.
  • Empowerment: focus on strengths and goals.
  • Safety: ensure physical and emotional safety; tailor to each client’s needs.
  • Trustworthiness and transparency: clear information; avoid us-vs-t them dynamics.
  • Cultural and historical awareness: culturally responsive services.
  • Understanding behaviours in the context of trauma.

Placements and coursework (clinical requirements)

• Placements:
  • At least 4\text{ weeks} notice prior to placement; locations vary; roster not chosen by you.
  • Cancellation can lead to failure unless criteria are met (unforeseen emergency, medical cert, etc.).
• On placement requirements:
  • 2 × ANSATs completed by an RN or above; must score 3 or above on all items; any final ANSAT 2 is a fail.
  • Interim ANSATs with a score of 2 require an emailed support plan.
  • Submit timesheet; 80\text{ hours} does not include breaks.
  • If a day is missed, email the lecturer; attempt to make up hours with the facility if allowed; if not, inform.
  • Complete two reflections and two feedback forms by an RN or above.
• Contact details:
  • Placements: foh_placements@cdu.edu.au
  • Content questions: NUR258@cdu.edu.au
  • Lecturer contact: 02 8047 4128

Due dates and extensions

• Due dates: every semester at least 5 students miss an assessment; plan ahead with reminders and consider extensions.
• Extensions: apply before the due date; no extensions after the due date; extensions are not granted for placement busy periods.
• Extension process: use the "Request for an extension" link in the Assessments folder.

Homework and next steps

• Homework:
  • Reflect on childhood; consider how upbringing may influence traits/behaviours.
  • Discuss with a family member or friend beliefs about addiction; assess whether addiction is a choice; report findings next week.

Next week

• Topics: Anxiety disorders (assessment) and the Mental State Examination (MSE).