Social Work Department 2025 presentation

Page 1: Introduction

Photo by Stefan ElsCentre for Student Counselling and Development (CSCD)Division Student AffairsContact Information: Charl Davids

Page 2: Introduction & Questions

Key introductory concepts related to mental health are introduced. Vital questions are posed for reflection such as:

• What does mental well-being mean to you?

• How can understanding mental health improve our interactions?

Page 3: The Invitation

Reflection

Key Question: What do I have to let go of to be fully present?

• Importance of being present in therapeutic settings is emphasized; it allows clients to express emotions and feelings authentically.

• Example: A therapist practicing mindfulness can better listen to clients, leading to a more impactful session.

Page 4: Programme Overview

DAY 1:

• Depressive Disorders

• Anxiety DisordersDAY 2:

• Substance-Related Disorders

• Trauma and Stressor-Related Disorders Interventions

Page 5: Depressive Disorders

Various types of depressive disorders are listed, including:

• Disruptive Mood Dysregulation Disorder: Characterized by persistent irritability and severe recurrent temper outbursts, often seen in children.

• Major Depressive Disorder (MDD): Marked by persistent sadness and loss of interest, significantly impacting daily life, such as difficulty performing work-related tasks.

• Persistent Depressive Disorder (Dysthymia): A chronic form of depression lasting for at least two years, where individuals may feel sad or ‘down’ for an extended period.

• Premenstrual Dysphoric Disorder: Severe form of premenstrual syndrome (PMS) that significantly impairs functioning; characterized by mood swings and irritability.

• Substance/Medication-induced Depressive Disorder: Results from substance use or withdrawal, illustrating how external factors can influence mood.

• Depressive Disorder due to another medical condition: Linked to specific medical issues like chronic illness, where depression might stem from the struggles of dealing with a medical condition.

• Other Specified and Unspecified Depressive Disorder: Where symptoms cause significant distress but do not meet criteria for any specific disorder, showing the variability in depressive presentations.

Page 6: What Are Mood Disorders?

Definition: Mood disorders are psychological conditions affecting a person’s emotional state.Characteristics: They can lead to abnormal changes in mood and can significantly impact interpersonal relationships and daily functioning; individuals may isolate themselves or find it challenging to hold conversations.

Pages 7-8: General Information

Overview of the division, center, and unit names, emphasizing their role in student affairs and mental health support, providing accessible resources to students in need.

Page 9: Unipolar Mood Disorders

Discussion focuses on unipolar mood disorders, typically involving either depressive states or normal moods without the presence of manic episodes, indicating the complexity and challenges of diagnosis.

Page 10: Depressions Not Classified as Mood Disorders

Some depressive symptoms may not fit into typical mood disorder classifications, illustrating the complexity of diagnosing mood-related conditions and potentially leading to misdiagnoses.

Page 11: Major Depressive Disorder Overview

In-depth overview of Major Depressive Disorder (MDD):

• Significance: MDD can severely impact daily function and quality of life, making understanding its symptoms vital for effective treatment.

• Example: A person with MDD may struggle to maintain relationships due to their lack of interest in social activities or feeling hopeless.

Pages 12: Unit Details

Additional information about the division and unit names, enhancing clarity on the resources available for mental health, such as counseling and crisis intervention.

Pages 13-14: Symptoms of Major Depressive Disorder

Diagnostic Criteria A:

At least five symptoms in a 2-week period, with one being a depressed mood or loss of interest.Symptoms include:

1. Depressed mood

2. Diminished interest or pleasure

3. Weight changes (either weight loss or gain)

4. Insomnia or hypersomnia

5. Psychomotor agitation or retardation

6. Fatigue

7. Feelings of worthlessness or guilt

8. Difficulty concentrating

9. Recurrent thoughts of death or suicide.

Page 15: Major Depressive Episode Exclusions

Criteria D: Exclusion of other disorders such as schizoaffective or schizophrenia, ensuring accurate diagnosis.Criterion E: No history of manic or hypomanic episodes must be reported for MDD diagnosis, maintaining clarity in classification.

Page 16: Anxiety Disorders Overview

List of anxiety-related disorders, which are marked by excessive fear or anxiety:

• Separation Anxiety Disorder: Involves excessive fear of separation from attachment figures, often seen in children.

• Selective Mutism: Consistent failure to speak in social settings where there is an expectation to speak, affecting social interactions.

• Specific Phobia: Marked and persistent fear of specific objects or situations, such as fear of spiders (arachnophobia).

• Social Anxiety Disorder (Social Phobia): Fear of social situations where there may be scrutiny; individuals may avoid public speaking or group gatherings.

• Panic Disorder: Recurrent unexpected panic attacks causing considerable distress; individuals may fear the onset of another attack.

• Agoraphobia: Fear of situations where escape might be difficult, which can prevent individuals from leaving their homes.

• Generalized Anxiety Disorder: Excessive anxiety about various aspects of life, leading to chronic worry about different issues.

• Substance/Medication-induced Anxiety Disorder: Symptoms induced by drug use or withdrawal, emphasizing the connection between substance use and mental health.

Pages 17-19: General Division Information

An ongoing reference to the division's context without additional detail, maintaining awareness of mental health resources.

Pages 20-25: Further Division Information

Continued demonstrated commitment to providing support and education around mental health issues, ensuring students feel supported.

Page 26: Substance Related Disorders

Overview of substance-related disorders divided into 10 drug classes, emphasizing the potential for addiction and behavioral impacts:

1. Alcohol

2. Caffeine

3. Cannabis

4. Hallucinogens

5. Inhalants

6. Opioids

7. Sedatives

8. Stimulants

9. Tobacco

10. Other substances

Page 27: Key Features of Substance Use Disorders

Continued use despite problems, with noted brain circuit changes post-detoxification, illustrating how substance use can lead to significant brain changes that affect behavior and mood regulation.

Pages 28-32: Diagnosis of Substance Use Disorders

Detailed criteria outlining the diagnostic process based on a pathological pattern of behavior.

• Criterion A: Groupings include impaired control, social impairment, risky use, and pharmacological criteria; considerations for diagnosing substance use disorders outline the comprehensive nature of evaluations.

• Discusses risk factors, consequences, and the recommendations for addressing substance use issues, reflecting on the importance of individualized treatment strategies.

Page 33: Severity of Substance Use Disorders

Reflects severity classifications: mild (2-3 symptoms), moderate (4-5 symptoms), and severe (6+ symptoms), providing clarity on treatment needs and resources available.

Pages 34-39: The Brain and Drug Use

Focusing on the impact of drugs on brain function, detailing how they can cause lasting changes in brain structure and behavior; understanding these changes is crucial for effective interventions.

Pages 40-48: Trauma and Stressor-Related Disorders

Overview of disorders linked to trauma and stress, such as PTSD and Acute Stress Disorder, highlighting how traumatic experiences can have lasting effects on mental health.Criterion A: Exposure mechanisms to traumatic events define eligibility for diagnosis, emphasizing the importance of context in these conditions.

Pages 49-53: Children and Trauma

Highlights how trauma symptoms manifest differently in children, observing variations in behaviors and responses compared to adults; such differences may lead to unique approaches in therapeutic contexts.

Pages 54-64: Crisis Intervention Guidelines

13 Guidelines for Crisis Intervention:

1. Establish Rapport: Build trust with the individual in crisis to create a safe environment for open communication.

2. Empathic Engagement: Demonstrate genuine concern and understanding; active listening can validate feelings.

3. Clarify Concerns: Help the individual articulate specific issues they are facing, which can reduce confusion and fear.

4. Future Planning: Assist in developing a plan for moving forward, which might include setting realistic goals and identifying support systems.

5. Sensitivity to Crisis Needs: Recognize the immediate emotional needs of the individual; urgency and validation in response are crucial.

6. Resource Identification: Provide information on available resources and support systems, ensuring that individuals know where to turn for help.

7. Emotional Regulation Techniques: Teach relaxation and coping strategies to help individuals manage their immediate stress.

8. Normalization of Responses: Reassure individuals that their feelings are valid and common in crisis situations; this can reduce isolation.

9. Follow-Up Plans: Ensure there is an understood next step and follow-up to monitor progress and continue support.

10. Involving Family or Friends: Encourage the involvement of supportive individuals in their lives if appropriate, enhancing the support network.

11. Short-term Solutions: Assist in finding practical, immediate solutions to pressing problems while addressing long-term concerns.

12. Cultural Sensitivity: Acknowledge the importance of understanding cultural backgrounds and beliefs which can impact crisis reactions.

13. Training and Resource Provision: Offer training for staff and students on recognizing and responding to crisis situations, ensuring preparedness within the community.

Page 65: Conclusive Remarks

Wishing participants well as they progress through their experiences, reinforcing the importance of continued support and care in mental health, underscoring collective responsibility in fostering an understanding environment for mental health issues.