stay on top ANUSA mental health guide
h guide
al healt
2013 ment
It’s likely that half of you will experience mental illness during your time at university. Studies have shown that only a small percentage of young people seek help when symptoms arise. This guide has been created to offer you the skills to overcome malaise, psychological distress and low levels of social and emotional wellbeing as well as to provide contacts for seeking out professional support.
anusa australian national university students’ association
Transition to university How is university different from high school? Meeting new people Getting off to a good start
Managing University Work-life balance Avoiding procrastination Dartmouth: Time Management
Academic Life Dealing with the academic culture of university Interacting with tutors, lecturers and supervisors Preparation Exams: Being Streetwise Overcoming exam anxiety
cont
tents
University Life Work and university Dealing with financial pressure
Mental Health At University Tips for staying mentally and emotionally healthy while you study Getting enough sleep Stanford on sleep Best Ever Anxiety Management Techniques
Dealing with Crises and Trauma Focusing back on study when preoccupied with a crisis Moving on from trauma Responding to family and friends undergoing crises
Where to go for help
forward Dear ANU Students, What you are holding or about to scroll through, is something that means a lot to me – that is, a communitybased approach to mental health at the ANU. I have been the President of the ANU Students’ Association (ANUSA) for 10 months now, and if there’s one thing I’ve quickly learnt, it’s that mental health is an issue that affects all of us, and I believe it is something many students really care about too. It is estimated that around 1 in 4 young people experience a mental health disorder each year. At the ANU, that equates to about 4,500 students. This year, ANUSA has taken a proactive approach to mental health. The Association’s free breakfast and yoga programs were designed to foster opportunities
for students to not only eat well and get a bit of exercise, but for students to meet new people, talk to one another, and contribute to the strong sense of community we have here at the ANU. Our Mental Health Committee was also established this year. It is designed to provide a safe forum for students to talk openly about mental health issues on campus and to raise ideas and suggestions about what can be done better. I have also been working with members of the University, including our Pro-Vice Chancellor (Student Experience), Professor Richard Baker, to ensure that we have the framework, strategy and operational nuts and bolts needed to make sure that student mental health is properly supported at the University level.
This Mental Health Guide is something made by students to be used by students. It is not exhaustive, and we strongly encourage you all to explore the many different information sources and support services that are available both at the ANU and elsewhere. Notwithstanding, this is something we hope you can always refer to when you’re feeling unsure about where to go. I believe mental health is something that we should all care about, and I believe that if we look after ourselves and support one another, we’ll create a positive community that supports the mental health of students and staff at the ANU. Yours truly, Aleks Sladojevic President, ANU Students’ Association
Student assistance
The ANUSA Student Assistance Unit provides welfare services including food aid, free financial and legal help. E: sa.assistance@anu.edu.au
T: 6125 4093
University Transition to University
ol o h c s h g i mh o r f t n e r e lly diff a c i d a r else‌ s i g n y i t i h t s r y r e e v Uni and ev Maybe you graduated from high school last year, took a gap year (or a couple) or entered university through an alternate pathway‌ no matter how you got here your experiences at the ANU will be radically different your previous studies: Your teachers will expect more, you will have a wider choice of activities than ever before and if you allow yourself to make the most of university you will be challenged to reach new heights.
hool rent fro m High Sc
No classes or tutorials for most of the day: You’re an adult now, and you get to decide what’s important to you.
Courses are compressed into thirteen weeks each, not forty weeks.
Lecturers won’t remind you about deadlines.
More meaningful extracurricular opportunities that will let you make a tangible difference to the world around you. Making friends and excelling academically doesn’t come automatically, both will require initiative. You will always be able to find other students with interests that are similar to your own and hard work will pay off on an unprecedented scale. For some courses, each week ends on Thursday
Better food on campus: Zambreros, Asian Bistro, Boost Juice and Subway
universit
Studying 2 weeks before your final exam is cramming.
y is diffe
It’s possible to take classes that are of varying levels of difficulty.
10 ways
1 2 3 4 5 6 7 8 9 10
University Transition to University
New people. Teachers University lecturers have very different roles to teachers at school. Most lecturers teach a number of courses and each course often has over a hundred students enrolled each semester. In addition, lecturers at the ANU may engage in many activities such as conducting research, attending conferences and providing commentary on their areas of expertise. This means that they can be hard to find outside of set consultation times. Your tutors and lecturers won’t necessarily remind you of assignment deadlines. You’ll be expected to plan your own schedule for uni work, meet study goals and submit assignments on the due date.
University students are a diverse bunch, drawn from a wide range of ages, places, cultures and socio-economic backgrounds, creating an intellectual melting pot with a wide range of attitudes and broad base of knowledge that will challenge you to look at things from a different perspective. Unlike high school, there is really no such thing as ‘being cool’, there is only ‘being yourself’: You can be whomever you want without fitting onto a scale. There will always be people who have similar sets of interests to you, making friends just becomes a matter of finding them.
Independence
Motivation. At uni you will have to motivate yourself and set your own goals for your study and your future. There will be no teachers breathing down your neck to get homework in and lecturers chasing you to submit assessment items. Your tutors and lecturers will not be overtly interested in your grades, you will be responsible for yourself. Whether you pass, fail or get a high distinction is entirely up to you and the effort you are willing to put in.
A major difference between high school and university is the higher degree of independent work expected from university students. Being independent at university means that you are responsible for managing your studies, your time and yourself. University learning requires you to learn and complete assignments independently, plan your workload, meet deadlines and organise your own time. The majority of your learning is done outside the classroom and you are expected to locate information yourself and although you may have to spend less time in classes, you’re expected to do much more self-directed study. This level of self-management can be a challenge. Some students thrive, others find it difficult to adjust at first. Remember that ‘independent’ does not mean ‘alone’: Independent also means knowing when you need to ask for assistance and seek help. All your lecturers and tutors will have allocated consultation hours where you can go and see them to get help and most are available via email during business hours. There is also the Academic Skills and Learning Centre (academicskills.anu.edu.au/) which offers ANU students free and confidential help with their academic work through individual tutorials, workshops, courses, podcasts and handouts. The ANU campus is so large it can be daunting. Make sure
University Transition to University
Campus you know where your classes are ahead of time and take advantage of the ANU Campus Map (campusmap.anu. edu.au) to ensure you get to where you need to be on time.
Contact (teaching) hours
Maintaining Balance
Contact hours at university vary widely
‘Uni Life’ is multi-faceted.
depending on your course. Some degrees especially in engineering and sciences - can have up to 35 contact hours per week. Other degrees have few contact hours, some as low as 12 per week. A low number of contact hours can result in students initially thinking that uni study is not much of a commitment. The reality is very different: at uni, most learning occurs outside classroom if you are a full time commonwealth supported student you are expected to be completing a minimum of 40 hours of study a week and your lecturers will expect the same level of commitment. For example, in the College of Arts and Social Sciences lecturers tend to expect that students spend a minimum of 3 times the number of contact hours for each course on independent study. So, while you may not have to attend classes all day, the amount of time you’ll need to spend preparing for tutorials and completing assignments is greater than that expected of you in secondary school. This means that all students at university are expected to be self-directed learners. This freedom can be scary at first and your study can seem to lack structure – but managing study is a skill that all students can learn.
Each student’s time is divided between socialising, studying, attending classes and (for many of students) work. This can place an incredible strain on your time. This guide will explore the many ways to keep your schedule stable and enjoyable and maintain balance within your life. Following even a few of the tips covered in this guide will help you promote a healthy work-life balance and mitigate the risks of mental illness or distress.
Despite these differences there are a few very simple ways you can make sure you make the transition to university with minimal amounts of stress or confusion.
new pe ople
University is a new start. There are thousands of people who do not know you. This means you have the opportunity to start afresh and be who ever you want. Be confident. You may need to step out of your comfort zone to introduce yourself to people.
1
Say ‘hi’ and introduce yourself to the person sitting next to you in your lectures and tutorials, chances are they are wanting to say ‘hi’ too.
2 3
The first few weeks are the best time to meet other people in your courses. Exchange phone numbers or email addresses with at least one student in each of your tutorials.
4
Greet people that you recognise from your classes when you see them around campus.
5
O-Week is a week full of opportunities to meet people.
6
Get involved in clubs and societies, they are a great way to meet people with similar interests. Find a complete list of ANUSA-affiliated Clubs and societies at: //anusa.com.au/clubs-and-societies/
Meeting
You’ll meet lots of other students in your seminars, small groups like this give you a chance to get to know other students.
Make sure you attend as many events as you can. For details on O-Week ferstivities look at the O-Week Facebook page (facebook.com/ANUFestivalWeek2013) and the ANUSA website (anusa.com.au/)
A Good Start week one
timetable Unlike high school, you will not be supplied with a timetable, so it’s important to make sure that you get an understanding of your schedule. This will help greatly in allowing you to balance the other aspects of your life. Think ahead‌ Will you be working? If so when?
Taking the time to plan out your timetable in advance and setting convenient tutorial times will save a great deal of stress in the long run, make sure you schedule basic requirements like lunch breaks and down time (5 hours of class back to back is hard for anyone to manage).
ted out r o s e l .au/ metab
u.edu ur ti Get yoisit //timetable.an V
Adjust your expectations Congratulations you made it! You are not at the ANU because you are slacked off in high school, you are here because you worked hard and did well. Unfortunately reality has a funny way of turning things on their head. You may have been a straight A student in high school but you are going to have to work much harder in uni to maintain the grades you are accustomed to. Assessment at uni is very different, the marking systems are different and your lecturers will have very different expectations to those of your high school teachers. Don’t get a shock if you get a pass or credit, this is a learning process and the only way to go is up.
Keep on top of your course information Grab your course pages on WATTLE //wattle.anu.edu.au/
WATTLE WATTLE is the key source of information about your courses. On this site, you will find information on tutorials (including the sign-up times) and your readings. If you want to reduce stress levels at exam time it is important to have an idea of your workload early on. To do this make sure you read the course guide information thoroughly and raise any questions with your lecturer early. Do your readings on time‌
Seriously, do it.
A Good Start
For students living in Halls or Colleges, it can often be difficult to relax in a building with 200-500 other people. So when you have the chance, familiarise yourself with spots on campus where there is a little less happening. At the ANU we are fortunate, our campus is generally a calm and secluded place. When you’re looking to escape for a while, it is a great idea to grab a good book and lounge around in one of the tree-lined avenues on campus.
Get to know your campus coffee spots You will find that as a University student a great deal of your time will be spent in these spots. Not only are these great places to socialise but they are great places to study. Many people prefer to avoid the silence of the libraries when they need to study. The abundance of coffee shops on campus allow for an environment which isn’t absolutely silent, but is still calm enough to study effectively. Take a little time and indulge in a few cups of coffee to see where you feel most comfortable. After all, even if you don’t like to study in public places, these spots will be great escapes for study breaks or when you need to get away from the hustle and bustle of campus life but aren’t quite ready to be entirely alone.
Find places
ay early o n
nd get aw
to relax a
A Good Start Market Day
As great as the parties are in O-Week, it is really valuable to make use of Market Day which is held on the Wednesday of O-Week. It is a great chance to get to know ANUSA’s Clubs and Societies and sign up to their mailing and membership lists. There are a vast variety of Clubs and Societies which affiliate to ANUSA each year. Each society hosts a wwide range of events which provide a great opportunity to meet people with similar interests.
A Good Start Exercise Make sure you eat well and get enough exercise, burnout is common and having a healthy routine will help you feel and study better.
Get your body
Aerobic exercise is proven to be especially effective while studying
off to a good start
as it increases the flow of blood to the brain, which in turn influences controls mood and motivation (the Hypothalamic-Pituitary-Adrenal (HPA) Axis) and fear (the amygdala) . In layman’s terms, this translates to benefits to mood and wellbeing. This means that exercise during exam preparation isn’t procrastination, it’s building yourself up for the study to come. The average person over 18 should be aiming to get 30 minutes of physical exercise each day. Exercise affects the amount of Serotonin and Dopamine released by the brain and reduces several harsh chemical reactions caused by stress. A simple 30 minutes – like walking from Burgmann College to UNIpub - is fairly easy to find. Exercise is also a great way to make new friends: Most gyms, including the ANU Sport and Recreation Association, offer a wide range of group classes. The class schedule for the ANU Sport and Recreation is available here: //anu-sport.com.au/fitness-centre/
A Good Start Diet
Studies are beginning to show that a healthy diet is integral to maintaining mental health and wellbeing. The British Mental Health Foundation states that two thirds of the population who do not suffer from mental illness eat fresh fruit or consume fruit juices every day.
the vast majority of people reporting symptoms of mental illness eat fewer healthy foods such as vegetables and grains and greater amounts of unhealthy preserved foods The foundation also notes that
(such as takeaway items). This is something to watch out for while at university when late-night Macdonalds can be very tempting. Food is generally expensive, particularly if you are eating out. Exam period is notoriously a flurry of Mi Goreng and Red Bull, but this isn’t a healthy habit and will take a toll on your body and your mental stamina. This diet, paired with the increased stress levels induced by your assessment and exams will only exacerbate mental and emotional distress, so it is best to eat healthy food as much as possible. If you don’t have the time to make it yourself be savvy with the food you order. If you happen to be stopping by the ANU Refectory on your break from the library, feel free to ask
about the food you’re purchasing. Questions such as ‘is this made with fresh vegetables?’ or ‘how many preservatives do you use?’ will give you great insight into what you’re eating.
Make sure you know your food groups and what to look out for. This may be the first time you are buying groceries and cooking for yourself, which means it’s easy to purchase foods purely because they are cheap, rather than because they may be healthy. Grocery shopping is
really an investment in your physical and mental wellbeing and healthier food works out to much cheaper in the long run. Make a conscious effort to look for complex carbohydrates rather than simple sugars - foods with a low Glycaemic Index (Low GI) are less likely to be processed into fats. Fruits, vegetables, legumes, pastas and brown rice are low GI. Simple decisions like switching from White Rice or bread to Brown Rice or bread can deliver large benefits for relatively little effort. It’s no secret. University can be hard. There are times when it seems anything that can go wrong, does go wrong and it’s important to remember that there are many periods during the term when you’ll feel busy, and quite possibly overwhelmed. BUT The best part of university is that most misadventures are fixable and everything is manageable.
For more information on what you should be eating to maintain high levels of mental health and wellbeing visit //www.anusa.com.au/eating-well/
Managing university work Life Balance// Time Management // Avoiding Procrastination // Academic Life // exam anxiety
Managing Uni work Life Balance A fact Sheet from the ANU Academic Skills and Learning Centre
Time Management at University: The University academic year generally lasts for 26 weeks, plus exam periods. The first week of each semester is usually spent introducing the course/discipline, sorting out tutorials and labs etc. This leaves 12 weeks during which most courses will cover the required material. Don’t be lulled into a false sense of security by the leisurely pace of the first two weeks. You’ll need to keep up with lectures and reading from the very beginning otherwise, when you need to add assignments and preparation for exams, you’re likely to be overwhelmed. Of course, you will need to manage your time differently if you are engaged in research only. This means that you will need to manage your time at a number of levels: the semester level, the weekly level and the daily level. You also need to consider the best places for you to work as well as strategies for overcoming procrastination. Time management is ultimately an individual activity that we all approach differently, but it helps to know your own strengths and weaknesses in this area.
Analyse when, where and how you study most effectively and efficiently. When do you study best (morning, daytime, evening)? notes...
Where do you study best (library, university, home)? notes...
How do you study best (length of study, types of task, timing)? notes...
Complete the following time management questionnaire. Based on your responses above, list some strategies for areas that need work.
Are your always trying to catch up? strategy...
Do you make a written To Do list everyday? strategy...
Do you strive for perfection on tasks that don’t require it? strategy...
Do you make time for yourself? strategy...
Do you group similar projects together? strategy...
Do you set realistic deadlines for youself? strategy...
Do you break large projects into smaller, more manageable tasks? strategy...
Do you leave for appointments 10 minutes early? strategy...
Do you schedule disagreeable jobs between agreeable ones? strategy...
Do you carry books or small projects with you so you can do something productive while you wait? strategy...
Do you take advantage of time that becomes available during the day? strategy...
Do you reward yourself when you have managed your time well? strategy...
Have you started a lot of projects that you can’t seem to complete? strategy...
It may help to think of yourself as a university employee… A good way to approach your university studies is to think of yourself as a university worker, with a worker’s sense of responsibility and accountability to work.
40 hours
semester plans
The typical full-time workload in Australia is The Semester Plan 40 hours a week. So transfer this principle to your studies (or if you are studying part-time, the appropriate portion of that full-time load.) A weekly plan that has you ‘at work’ from 9am to 5pm (or an equivalent to match your preferences, for example working better in the evenings) will provide you with a strong basis for structuring your study time.
There will almost certainly be times through the semester when you will have to stretch your 40-hour schedule to ensure you keep up with all your study commitments: assignments, exam preparation, etc. By drawing a line around your ‘study life’, you will find that this schedule will free you (and your conscience!) most evenings and weekends to do other things with your time. Of course, if you are working while studying full-time, you will need to factor that in too.
should include all your assessment commitments for the semester, e.g. assignment deadlines, tests, exams, etc. This allows you to see them all at a glance and plan ahead for busy periods when many things are due at once. The ANU Wall Planner already notes in the teaching breaks, public holidays and exam periods, so to this you need to add the specifics for your own courses. It might be useful to start by listing all of the assessment for each subject (you should be able to get this from your course outlines) and then use some kind of colour code (pens, stickers etc) to distinguish between your different subjects when marking them on the Wall Planner. Work backwards from your deadlines. Schedule to finish study tasks at least a week before they are due.
Weekly Schedules
Daily ‘to-do’ Lists
The weekly schedule should be a whole-of-life plan rather than just a study plan. You will need to include your regular university commitments (lectures, tutorials, labs, meetings, etc.) as well as any other commitments you may have (paid work, clubs, sport, fitness classes, language classes etc). You should also allow times for housekeeping, shopping, socialising and leisure. Everyone has unique commitments that may be influenced by family obligations and health issues. Your weekly schedule should reflect your particular life needs and circumstances, not what you wish they were.
A Daily ‘to-do’ list outlines what you need to accomplish during the course of the day. Follow these steps:
Step 1. Mark in all of your set class times for uni. Step 2. Mark in anything else that you have to do at a particular time. Step 3. Assess where the gaps are in your schedule and decided what is the best activity to do in that space. To do Step 3 effectively you need to have a list of all the thinks you need to fit in to your week, and a good sense of all the individual activities that go into ‘studying’ for university.
1.Write a list of activities that you want or need to accomplish during the day. 2.Break down larger tasks into smaller ones. 3.Prioritise and list the most important tasks first. 4.Check to see if there are any activities that you can accomplish at the same time. People often find they have a long ‘wish-list’ of things to do – more things than can realistically be done in a day. Because it is impossible to achieve all of them in a day you can start to feel like you’re not getting anywhere. Keep a list of all the things you wish to do if you like, but this is not the purpose of the daily to do list. The purpose is to keep track of the most important things you need to get done today. Consider limiting your list to only 5 items so you are forced to prioritise! Remember, just like your weekly schedule, this should take a whole-of-life approach, so if the most important thing to do today is go grocery shopping so you have food for tomorrow, this goes at the top of the list.
List
the activities you need to ensure you include time for in your weekly schedule...
Once you have a list you can start allocating activities to spaces in your weekly schedule...
remember to: 1 2
Consider what times of day you are most alert. Try planning your time so that you do the more difficult tasks when you are most alert (for example reading and notetaking), and do less demanding tasks when you are tired (for example re-writing notes). Make sure you take a short break every hour to refresh you mind and body.
Leave time for food and exercise. Regular physical activity — a walk, a visit to the gym, a game of tennis, whatever you enjoy—helps you clear ‘the cobwebs’ and to think and work better. Similarly, ensuring you eat a good balanced breakfast, lunch and dinner—rather than skipping meals for lack of time—also helps your body and mind work more efficiently through the day.
3
Be realistic about how long things actually take. Consider travel time and down time to relax once you get home. How long will certain study activities (reading, finding sources, writing your essay) actually take? Your first few plans may turn out to be unrealistic because of misjudging these things. Don’t be disheartened – learn from them to make a more realistic schedule for the following week, it can take time to get the balance right. Be realistic about your goals and your ability to meet them. Setting goals that are either unlikely or impossible for you to meet will only undermine your confidence in your ability to manage your studies. Manage your study and research time not for the ideal you, but the real you.
4
Allow room for the unexpected (illness, sudden visitors, friends in need, homesickness etc.). You are not programming a machine when you timetable, you are setting out a realistic as well as flexible plan of work for the coming week. The best timetable is the one that gives you sufficient padding for when the unexpected happens. So don’t schedule every minute of every day or schedule time to do nothing!
5
Consider the flow of the university week. You are required to complete the assigned reading before the tutorial, so make sure you schedule your time to read accordingly. Also ensure you have time to answer any tutorial questions before the tutorial – not only will you get more out of the class and be able to contribute better but you will have the opportunity to ask your tutor about any questions you were unsure of. If you don’t prepare fully for the tutorial you may miss your opportunity for clarification, and next week’s work will probably build upon the current week – if you get behind it’s difficult to catch up.
6 7 8 9
Be as specific as possible about the task you are trying to achieve in the allotted time. Don’t just write ‘study’ because, as you saw in the activity above, there are many different activities that make up study. You don’t want to waste time working out what to do once you sit down at your desk. It’s better to write ‘read 3 allotted articles for economics’.
Keep track of activities you don’t finish. You will need to come back to them in some of your spare time.
Prioritise. If assignments are due, you may have to allocate more time to completing them than revising for exams this week. You schedule should not be the same every week – it should reflect the changing priorities of the semester.
Start revising for exams from day 1. It’s a good idea to allocate some time every week to revising your notes for each subject so that you identify problem areas and have plenty of time to learn the material. As the semester goes along you will need to allocate increasingly more time for this as you have more material to revise and the exams are getting closer.
Avoiding Procrastination
Procrastination is the avoidance of doing a task that needs to be accomplished.
This can lead to feelings of guilt, inadequacy, depression and self-doubt among students. Procrastination interferes with the academic and personal success of students.
Why do Students Procrastinate? Poor time management. Procrastination means not managing time wisely. You may be uncertain of your priorities, goals and objectives. You may also be overwhelmed with the task. As a result, you keep putting off your academic assignments for a later date, or spending a great deal of time with your friends and social activities, or worrying about your upcoming examination, class project and essays rather than completing them.
1
Difficulty concentrating. When you sit at your desk you find yourself daydreaming, staring into space, etc., instead of doing the task. Your environment is distracting and noisy. You keep running back and forth for equipment such as pencils, erasers, dictionary, etc. Your desk is cluttered and disorganized and sometimes you lay on your bed to study or do your assignments.
2 3 4 5 6 7
Fear and anxiety. You may be overwhelmed with the task and afraid of getting a failing grade. As a result, you spend more time worrying about things than completing them. Negative beliefs such as: “I always do poorly in exams” or “I don’t know how to write a lab report” may allow you to stop yourself from getting work done. Personal, family and relationship stress.
Finding the task boring.
Unrealistic expectations and perfectionism. You may believe that you MUST read everything ever written on a subject before you can begin to write your paper. You may think that you haven’t done the best you possibly could do, so it’s not good enough to hand in. Fear of failure. You may think that if you don’t get a High Distinction, you have failed. Or that if you actually do fail an exam, you, as a person, are a failure, rather than that you are a perfectly ok person who has failed an exam.
Dartmouth on Time Management
1 2 3 4 5 6 7
Count all your time as time to be used and make every attempt to get satisfaction out of every moment. Find something to enjoy in whatever you do.
Try to be an optimist and seek out the good in your life.
Find ways to build on your successes.
Stop regretting your failures and start learning from your mistakes. Remind yourself, “There is always enough time for the important things.� If it is important, you should be able to make time to do it.
Continually look at ways of freeing up your time.
8 9 10 11 12 13 14 15 16 17
Examine your old habits and search for ways to change or eliminate them.
Try to use waiting time - review notes or do practice problems. Look ahead in your month and try and anticipate what is going to happen so you can better schedule your time. on a daily basis.
Put up reminders in your home or office about your goals.
Always keep those long term goals in mind. Try rewarding yourself when you get things done as you had planned, especially the important ones.ones done as soon in the day as you can. Evaluate your progress at the end of the day briefly. Do first things first. Have confidence in yourself and in your judgement of priorities and stick to them no matter what.
When you catch yourself procrastinating-ask yourself, “What am I avoiding?� Start with the most difficult parts of projects, then either the worst is done or you may find you don’t have to do all the other small tasks.
18 19 20 21 22 23 24 25 26
Catch yourself when you are involved in unproductive projects and stop as soon as you can.
Find time to concentrate on high priority items or activities.
Concentrate on one thing at a time.
Put your efforts in areas that provide long term benefits. Push yourself and be persistent, especially when you know you are doing well. Think on paper when possible-it makes it easier to review and revise.
Be sure and set deadlines for yourself whenever possible.
Delegate responsibilities whenever possible.
Ask for advice when needed.
Adapted from A. Lakein. How to Get Control of Your Time And Your Life Sourced from Academic Skills Center, Dartmouth College //www.dartmouth.edu/~acskills/success/time.html
Procrastination Busters
1 2
Make sure that this is a task that you actually want to do, ie. that there are real benefits for you in carrying out this task and that it accords with your priorities and goals.
3 4
The Swiss Cheese approach – Make holes in a task that appears overwhelming. Do anything related to the task.
5 6 7
Ten-minute plan - work on a large task for a minimum of 10 minutes a day.
Think about procrastination as a primitive problem solving technique. Diagnose the problem that you’ve been trying to solve and focus on alternative solutions (eg. Exactly what worries me about this task? How can I manage these concerns?)
The Salami Technique - List all the different steps you have to take to complete a job. Concentrate on taking the first step, then the next, etc. Keep your attention on the individual sections rather than allowing yourself to be daunted by the fuller picture. (This approach is called the salami technique because a slice of salami at a time is considered more appetising than eating the whole sausage.)
Plan tasks in advance and make sure that you have the equipment and information you need in order to proceed. (Hint: visualising yourself carrying out the task may help.) Spend a few minutes in advance thinking what you want to achieve next time you sit down to work and how you will get started. You can do this while lying in bed, doing the washing up, having your early morning walk, going home on the bus etc.
8 9
Set ‘warm up’ tasks to get started eg. brainstorming exercise, re-reading notes, organising your material.
10
When you are tempted to give up work take a minute to check what has caused you to lose energy. If you are avoiding an aspect of the task, problem solve to find a way of approaching it. You could take a few minutes to review your progress so far and set a new goal. You could tell yourself to spend at least another five minutes before taking a break. This may be enough to get you past your stuck spot.
11 12 13 14
Arrange your work environment to be attractive and inviting.
Set time limits - List the tasks you plan to do at a single sitting and how long you expect to take to complete each of them. (Helps prevent you from doing a ‘Go Slow’ – but make sure you’re being realistic)
Go to a different place to work where your usual distractions are not present.
Make a contract with a friend, letting them know specifically what you plan to achieve and by when. Then contact them to let them know how you went. Arrange to work alongside somebody who works well.
15 16 17 18 19 20 21 22
Get somebody to help you, eg. act as a sounding board for you to work out a decision, or clarify ideas.
Think about what you actually like about the task (eg. finding out new information, solving a problem). Make sure you’re not exaggerating the negative aspects. If the task itself has no enjoyable aspects, find ways to make the process more enjoyable (eg. music, flowers by the desk, rewards, noting achievements, contests etc) Find friends who are active and who get things done.
Set a reward for completing your goal or sub-goals.
Make a contract with yourself to put off something you want to do until you have completed a specific task.
Schedule time off that is pleasurable
Focus on giving encouraging messages to yourself rather than bullying, self-criticizing or despairing messages.
Critically evaluate any excuses not to go ahead with the task.
Be assertive with people who want to distract you.
23 24 25
Write a dialogue with the part of you that doesn’t want to do the task so that you bring your inner conflicts into awareness.
26
Adopt a positive attitude to decision making. Stop envisaging it as a choice between getting it right or getting it wrong. Most decisions will have positive aspects to each option.
27 28
Visualise yourself successfully carrying out your task and enjoying the benefits.
29
Make a wall chart on which you demonstrate your progress/achievements.
Consciously change your language patterns from language that suggests lack of control and failure to language that emphasises personal choice and power (eg. “I will do it” instead of “I’ll try to do it”, “I won’t do it” or “I can do it” instead of “I can’t do it”) Make a poster displaying a pertinent affirmation or inspiring statements
Tap into the personal resources that have helped you overcome obstacles in other situations (eg. determination, courage, creativity, perseverance). Recall examples of when you have pushed through resistance and accomplished things in the past.
Academic Life
Dealing with the Academic culture of University
When you come to ANU you’ll be entering the ‘ANU culture’ which is recognisable as such. But less recognisable, and often very confusing for new students, is the fact that there are many academic cultures which comprise ‘ANU culture’. For a start, there are seven ANU Colleges. You may be enrolled in a Science degree in the ANU College of Physical and Mathematical Sciences. For example think about the following first year subjects - Maths, Chemistry, Physics and Biology - your different lecturers will regard you variously as a potential mathematician, chemist, physicist or biologist. So you need to learn how to be a physicist, as opposed to being a biologist as you shift from lecture to lecture, assignment to assignment.
In the first year of an Arts degree you could potentially be an anthropologist, philosopher, political scientist or sociologist. In Law, you might be regarded as a potential legal historian, criminal lawyer or an expert in contracts. In a combined degree, the situation is more complex: you could be regarded as both a budding anthropologist and a criminal law specialist.
What complicates the matter is that in each academic culture there are certain academic ways of being. Becher (1989) makes the point that it helps if you think of different academic areas as ‘academic tribes’ which have different ‘knowledge territories’. Within these territories fundamentally different questions are asked, and the ways ‘arguments are generated, developed, expressed and reported’ are also different (Becher 1989, p.23). This can be confusing for students who expect that at uni we all go about study in the same way. You’ll find, for example, that if you’re working in two different disciplinary areas, you’ll use different referencing conventions: in Psychology, you use the APA referencing style, but in Law, you use the Australian Guide to Legal Citation. So, you’ll be on a steep learning curve, not only in terms of getting used to the ANU and new academic knowledge, but also in terms of getting used to ANU’s different academic tribes and knowledge territories. Source: Becher, T. 1989. Academic Tribes and Territories: intellectual inquiry across the disciplines. Society for Research in to Higher Education: Open University Press.
In preparation for consultations: Interacting with Tutors, Lecturers and Supervisors Intellectual engagement is a key part of your university experience and one way of achieving this is to consult your tutor, lecturer, or supervisor on academic issues as they relate to your course/program of study. Yes, they do look busy, but they are expected to make consultation times available to you (see the ANU Code of Practice for Teaching and Learning). Some favour email contact, but it is preferable to be able to clarify face to face things you do not understand. Take advantage of this resource! We at the ASLC are often told that students never turn up for consultation times – please prove those academics wrong! Academics really do love talking about their field of study. If you are keen, interested and prepared for your chat they will be just as keen. However, they are also busy and unlikely to suffer students who are late, unprepared or hoping that they will get ‘the’ answer.
1
Know and use your tutor/lecturer/supervisor’s name - he/she may not remember your name, but you need to remember theirs. Check your course outline, course web page, or look on WATTLE.
2 3 4 5
Find out their preferred consultation times and methods (individual appointment? email?).
Find out how to make (and change) appointments.
Find out where their offices are. Make and keep appointments – they are likely to be disappointed if you don’t turn up at the appointed time, and you will be disappointed if you just drop by on the off chance and find your tutor/lecturer is not there.
6
Introduce yourself on arrival and explain which course and tutorial/lab you are in. Lecturers/tutors may be responsible for hundreds of students across several courses every semester. While they may remember you, it is polite to gently remind them where you are coming from. (Hi, I’m..., I am in your Wednesday 3 pm class for Intro to IR and...)
7
Have a prepared list of course-related questions for the consultation – focus on concepts/questions that you don’t understand. This will keep the discussion focused on your specific issues.
8
Discuss your ideas or the difficulties you are having with your academic work. You may even want to tell them how much you are enjoying the course.
9
Persist – the first contact can be extremely nerve wracking for you and you may not feel at ease. But as you gain confidence, and persist, such meetings will become easier.
10
Remember, your tutor/lecturer/supervisor is there to help you learn – take advantage of the opportunity to engage with them.
Preparation Don’t wait until you get to the lecture, tute or lab - or even when you get out into the bush - to find out what’s what, why you’re there and what you’re looking for. As any good professional knows, don’t turn up to a meeting/session without a clue: anticipate what the session/meeting will be about.
Prepare for lectures
Prepare for tutorials
Before you go to the lecture: • check out the lecture topic – imagine it is on the Australian Constitution • if you are in first year, note your lecturer must cover some essential facts. So pre-read and take notes: o What is the Australian Constitution?
• Check out the tutorial readings: how do they connect with the lecture focus? • If you are having trouble with managing all the reading, check the ASLC online reading materials and/or attend the ASLC StudySmart class on managing all the reading. • As you do the readings keep in mind the kinds of tutorial questions you are being asked. The tutorial questions will focus on areas of ambiguity, uncertainty, controversy, debate – the grey areas. So most likely you will focus on questions such as:
o Why does it exist (for what purpose?) o How is it used? o When does it operate? (or not)
In this way when you get to the lecture you’ll at least: • have a stronger understanding of what is being talked about • confirm what you know • feel more confident – less ‘behind’ or ‘lost’ or confused • identify where you need to do more research/reading.
After both your lectures and tutorial: o do some follow up reading to fill in any gaps in your understanding o consult with your lecturer/tutor about areas of difficulty o start pre-reading for the next lecture.
o What are the strengths of the Constitution in the context of the Australian Political System (your course/discipline)? o Does it achieve its purpose? o To what extent does it protect the Australian public’s democratic interests? o To what extent was the Constitution responsible for the 1975 political crisis? o Is it a satisfactory document? If not, how should it be amended? And so on.
• There are no necessarily ‘clear cut’ straightforward answers to these questions. (That’s why we are still debating the 1975 crisis 30 years later!) So your need to think about how you would argue the case for a particular answer. • Actively participate in tutorials
Prepare for laboratory sessions
Location
Safety
Find out which lab group you are in and its location (this may be allocated to you or you may select a particular lab group) - check your course outline, WebCT or course website for information.
Safety in the lab is paramount. There are safety rules that must be followed, including footwear and clothing requirements. Find out the safety rules and follow them as you may be working with dangerous chemicals. Always follow the directions of your demonstrator.
Preparation Come prepared with the right material (logbook, safety, clothing etc) and with your required reading or pre-lab problems completed. Some courses have lab manuals that provide an outline of course experiments. Find out how to obtain this manual and read it carefully.
Performance Appreciate that the purpose of labs is to learn how to use scientific equipment, complete experiments, and record and interpret the results. Completing your logbook is important as a record of your experiments and will form part of your assessment for the course in some way. Learning how to keep scientific records takes time: seek out examples and follow the advice of your demonstrator.
Prepare for field trips Field trips and reports are variable in purpose and format, but will usually be about the spatial relationships among data. Time relationships, such as geological processes or cultural history, may also be important. -Read, think and imagine before the trip – could you make up a checklist of features to look for at each site? -Prepare to look, listen, think and take notes, photographs, make sketch maps/diagrams, while there. -Prepare by clarifying the purpose of the field trip, reading preparatory material, and identifying the assessment task (report, group presentation etc). -Prepare by developing questions you might ask: -What has been done? Why was it done? -Has it succeeded? How do you know? -What else could have been done? Why was it not done? -What are the long-term prospects for the site? -What constraints are identifiable? -What principles emerge?
Exams: Being Streetwise A fact sheet from the ANU Academic Skills and Learning Centre
Research the kind of exam format you will have
Review the course aims
-Look up old exam papers for the courses you are doing (ANU Library website). -Check whether the exam format is the same/changed. -Check what percentage of assessment the exam is worth. -Consider what result you need to aim for on the basis of your current progress in assignments and tests. -If you have already done exams in a particular course (eg midsemester exams), discuss your perfomance with your marker to identify your strengths and weaknesses. Did you lack knowledge of content, focus, reasoning, style, presentation, etc, or was it a problem with time management in the exams?
-Review what the course is trying to teach you (look up the course description in your course outline). -Review what the lecturer has highlighted/stressed - what big questions and themes were addressed?
Allocate your time effectively -Budget time for each section of the paper, as well as for planning and proofreading your answers. -Rehearse the time allocated for different parts of exams, that is, write out ‘mock’ answers in the time available. Too often students go into the exam ‘knowing’ the content, but not knowing how to apply the content.
Focus your revision on the process as well as the product -It’s impossible to learn by heart everything you need to know. -Learn the principles of the content you are learning. -Study the content principles, but also how questions are asked in exams.
Make summaries -Revise your notes, summarising the main points and including necessary information. -Use diagrams, mind maps, flow charts, tables, etc, to help you ‘see’ answers.
Don’t rely on your textbook -Identify the principles of content - and practice applying them.
Anticipate the amount of information you are required to provide -If the answer is worth 4 marks, then quite possibly, you will need to provide 4 key points. -Lack of good time management is a key factor in poor exam performance. Consider how much you can write within the allocated exam time frames.
Work with a study group -Articulating/discussing/explaining answers alerts you to the fact that you may need to improve the way in which you express yourself, or organise your answer. -A study group can help you realise that you are not the only person worried about the exams, and help you tackle some of the things you do not understand.
Rehearse within the time limit
Listen to podcasts of ANU lecturers talking about exam strategies
-Set yourself questions on the material likely to be covered, and then answer them. -Rehearse your timing such that you perform evenly across all parts of the exam paper. -Get into the practice of writing by hand. -Ensure your writing is legible and well set out.
-https://academicskills.anu.edu.au/resources/listing/151
Start a discipline-specific vocabulary list -Identify terms you may need to use correctly/accurately - there’s no spell check in exam rooms, and you may lose time trying to think of how to spell discipline-specific terms.
Seek feedback after the exam Exams are valuable learning experiences, so even if you did well: -Ask to see your exam paper and go through it with your tutor/lecturer -Identify the stengths and weaknesses in your exam performance -Take action to address your weaknesses so that you can improve your performance for next time.
Overcoming Exam Anxiety A fact sheet from the ANU Academic Skills and Learning Centre
What is exam anxiety? Most people naturally feel some anxiety before an exam. Some anxiety before and during an exam actually helps to enhance your performance. The extra adrenalin that stress releases can assist you in responding to demanding situations. Sometimes, however, too much adrenalin is released and you may begin to feel distress. Then anxiety can get in the way of performing well. It is most useful to keep your anxiety about exams at a level that allows your best performance - not so low that you lack motivation to study and not so high that it gets in the way of you performing well. The goal is to find ways of managing your anxiety so it promotes alertness and performance.
Do you have exam anxiety?
When you have an exam, do you:
1 Feel like you “go blank” 2 Find yourself thinking “I can’t do this” or “I’m stupid” 3 Feel like the room is closing in on you 4 Feel your heart racing or find it difficult to breathe 5 Suddenly “know” the answers after turning in the exam 6 Score much lower than on homework or papers 7 Feel overwhelmed or become distracted 8 Miss important cues from your surroundings
If you have a number of these reactions, read on...
4
Principles
for Managing exam anxiety:
1
Be healthy: If you are physically and emotionally exhausted, your body and mind are less able to tolerate stress and anxiety. Aim to: • get adequate rest • eat well and drink sufficient water • exercise • give yourself ‘guilt-free’ time for social, enjoyable and relaxing activities.
2
Be prepared: Over-prepare by studying earlier and more than is absolutely essential. If you over-prepare, your responses become more automatic, and performance is less affected by anxiety. Prepare by: • • •
• • •
using the Academic Learning and Study Skills Centre (ph:6125 2972) attending class regularly and completing assignments doing practice tests or exams from previous years approaching your lecturers to clarify the exam format confirming the location of the exam and leaving sufficient travel time learning and practicing the following anxiety management techniques.
3
Regulate your arousal level: Aim to lower your level of arousal. Effective ways involve altering your physical responses like breathing and muscle tension: Diaphragm breathing: Shallow breathing happens when you are anxious. Breathing deeply into the diaphragm reduces blood pressure and heart rate with a corresponding drop in arousal. To learn diaphragm breathing, try the following:
1. lie down with the Telephone Directory (yellow pages) on your abdomen 2. breathe in through the nose filling first the lower lung, then the upper lung 3. pause for one to three seconds, then breathe out through the mouth 4. pause again and repeat the process. The idea is to lift the yellow pages with your breathing. By practicing this way you will be training the diaphragm muscle, so you can then do it properly in any situation.
Progressive muscle relaxation: Consciously relaxing your muscles will help you relax. Practice muscle relaxation during deep breathing. Focus on a particular muscle group (e.g., shoulders) and alternatively tensing and relaxing the muscle. Then, focus on releasing all of the tension in the muscle, repeating ‘relax’ in your mind.
4
Stand Up To Catastrophic Thinking: Thoughts have a direct link to anxiety levels. Negative or catastrophic thinking will increase anxiety. Try some of the following: -Become aware of your negative or catastrophic thinking -Look for the evidence for the negative thought. Challenge it. -Try turning the volume down on the negative thought. -Give the negative thought a Daffy Duck voice or cartoon character voice of your -choice (which is hard to take seriously) -Acknowledge the thought and let it slide past without buying into it or following -it to its natural conclusion.
Diaphragm Breathing & Self-Talk: When anxiety levels are high, link some form of relaxation strategy with thought management. For example, a few minutes of diaphragm breathing while you challenge the negative thought generally has more impact.
University Counselling Service: If you have difficulty with any of these techniques, contact the University Counselling Centre for additional assistance. Phone:6125 2442 to make an appointment. Exam Anxiety Management Seminars are run each semester and explore these strategies in more depth
UNIVERSITY LIFE WORK AND UNIVERSITY
Many students combine part time employment with studying. Here are a few things to consider‌ The Pros...
and Cons Additional income
Loss of interaction time with other students on
A means of meeting people
campus
Work experience
Difficulty managing work schedule and
Development of generic work skills (eg.
timetable
communication, teamwork, problem solving)
Less time on campus to consult with lecturers,
Job satisfaction
tutors, advisers etc
Increased self confidence
Fatigue, especially with shift work
Structure and routine can assist study habits
Prolonged periods without a holiday if working
An alternate interest
through non-teaching periods
Time out from the intensity of study
Increased psychological stress
Increased future employability
FIRST YEARS… If possible, take time to get used to university before seeking work. It takes additional time in first semester to find your way around the system and to get an understanding of expectations and your particular study needs. It’s good to be able to spend as much time as possible on campus, particularly during first semester. A full time study load is seen as the equivalent of a full time job irrespective of the number of direct contact hours. If you have to work for financial reasons, try
to choose a part time position that won’t clash with your lecture times. Hospitality and restaurant work
can be useful, as they often involve night work, but try and remember that you still need time to study.
Remember: Some courses have compulsory attendance requirements. Even if not compulsory, students are seriously disadvantaged if they miss lectures, tutorials or ‘pracs.’
HOW MUCH IS TOO MUCH? While it’s difficult to lay down guidelines, here are some factors to be considered: -Your familiarity with university study -The newness or complexity of the particular courses you are taking -Health, level of fatigue, psychological stress levels -Other commitments -The nature of the work
It is ideal to have the financial flexibility to stop work to allow for a concentrated period of study or to reduce stress.
IS THIS THE RIGHT JOB? Factors to be considered include:
1.
Flexibility around shifts (timing, no. of hours, ability to drop shifts during peak periods)
2. Security of employment 3. Amount of travel time 4. Relevance to future career goals 5. The quality of the workplace, eg. good working relationships with supervisors and staff.
Remember that you must be available to attend examinations.
WHERE TO FIND WORK A lot of jobs aren’t advertised so be prepared to canvass for work. When canvassing, follow-up a few days later. Many jobs are found through word of mouth; so let friends know you’re seeking employment. Hospitality, retail, supermarket packing, call centre work and tutoring are common areas of employment. Some students find work in areas related to their career interests. Check with the Careers Centre for more information about this (see below). Positions are advertised through ANU Careers Centre and newspapers. If you have specific skills, you may wish to register with an Employment Agency.
CENTRELINK REQUIREMENTS If you are getting Income Support from Centrelink, earnings above a certain amount will affect your payment. The Welfare Officer (see below) can help you work out the financial implications. Students seeking information about Independent Youth Allowance should also consult the Welfare Officer.
INTERNATIONAL STUDENTS
YOUR RIGHTS
International Students must obtain permission to work in Australia. Maximum allowable hours of employment: 20 hours per week during semester, unlimited hours during semester breaks. You can apply using the methods below:
Listed below are information resources regarding wages and conditions.
For online applications, send an e-mail to compliance. ieo@anu.edu.au asking for IEO to confirm course commencement for permission to work. Or visit the IEO reception and complete a ‘permission to work’ form.
For advice regarding awards: Wageline tel. 1300 363 264 http://www.wagenet.gov.au If working in NSW, http://www.industrialrelations.nsw.gov.au or Tel. 13 16 28 For legal advice: Youth Law Centre ACT. Tel. 6262 7077 http://www.youthlawact.org.au/ Welfare Rights and Legal Centre. Tel. 6247 2177 http://www.welfarerightsact.org/
Dealing with Financial Pressure Part-time work is good - it provides you with a non-study environment, professional skills, social contact and so on. But if you’re casually employed and dependent on part-time work in order to study, it can be difficult to refuse extra shifts, or refuse to accept shifts that are not ‘study friendly’. This can mean that you end up working very long hours at the expense of your academic study. And then you are in a perpetual state of anxiety because if you drive, you can’t find a park when you get back to uni, you haven’t had time for lunch, you’re late for class, you’re behind with all the reading, etc.
Think ahead - work back from due dates. Don’t leave assignments, readings, etc, until the last minute. Think now about what time you need, whether you need to consider changing your work place, and when you may need time off work (eg, around exam time, major assignment time). Start planning now.
What to do?
1. Approach the Careers Centre for advice on study-friendly work opportunities (eg, on, or close to campus). 2. Read the ‘Work and Study Too’ brochure from the University Counselling Centre’s online help page. 3. Discuss your financial options with the ANU Students’ Association (ANUSA), in particular with the Student Assistance Unit 4. Work out an effective - and realistic - time management schedule. 5. Make an appointment with an ASLC adviser to talk about how you might best manage your time.
receives over 1000 student jobs per year. Students can visit the Centre and register on Career Hub, the Centre’s on line vacancy system. The Centre can also help with job seeking and interview skills. Tel. 61253593.
Academic Skills and Learning Centre Tel. 6125 2972 and the Counselling Centre Tel. 6125 2442
help on
The Student Assistance Officers with the Students’ Association can advise you on Centrelink issues and other forms of financial support including loans, scholarships and food aid. Tel. 6125 4093
campus
The ANU Careers Centre runs a part time employment service and currently
can discuss time management and stress management concerns. Counsellors can also help you prepare to negotiate with your employer.
Mental Health at Uni Tips for Staying Mentally and Emotionally Healthy While You Study The following are important in maintaining and improving your mental and emotional health. There are five main areas to look at – Social, Physical, Cognitive, Emotional and Motivational.
Social Strategies People who are connected to others tend to have better mental health so: -Stay in touch with friends and family – particularly in those early weeks of coming to university. -Make contact with other people in your course or who live in your hall. Suggest or participate in activities such as having a coffee in a group or going for a walk at lunchtime. -Remember to speak to someone from student support services (like the Counselling Centre) if you are feeling socially isolated.
Physical Strategies
Emotional Strategies
Caring for your body helps your mind work better so:
Strong emotions will always arise at some point. Finding ways to manage these is hugely beneficial so:
-Get into a good sleep routine -Make sure you get regular exercise -Eat a good diet -Attend to illness as soon as you notice yourself not feeling well -Avoid activities you know are problematic such as gambling, binge drinking, drug use and excessive procrastination. -If there is a problem speak to someone at the Counselling Centre or your doctor.
-Learn breathing exercises, meditation or being in the present (mindfulness). Nearly all our anxiety is about something in the past or future. -Use distractions such as going for a walk, listening to music or (if you are stuck in a lecture) count the bricks on the wall! You may also find ‘channelling’ your feelings helpful e.g. if you are angry about something go for a run or sing loudly or try writing your feelings down. -Notice the good times! -If you continue to be distressed please go and talk to the staff at the Counselling Centre.
Cognitive Strategies
Motivation Strategies
How you think about things is important in maintaining optimum mental and emotional health so:
We all lose our motivation for our study from time to time so:
-Think positively. Remind yourself of your skills and abilities. -Avoid catastrophic thinking e.g. instead of “it’s a disaster that I got that mark”, think “it is unfortunate that I got that mark, what can I do about it?” -Avoid absolute thinking e.g. instead of thinking “I always mess things up” think “I didn’t do so well that time, what can I do to improve?” -Avoid comparing yourself with others. You usually end up feeling bad about yourself. -If you are having troubles talk to someone at Academic Skills and Learning Centre (ASLC) or the Counselling Centre.
-Visualize success. Imagine yourself getting your degree, or going out to celebrate. Find an image that demonstrates your success and keep that image in your mind or find an object which represents success. -Remind yourself of why you are here and what you hoped for when you started. -Set small, specific, realistic goals. -Keep good work practices. Balance work with fun! -Talk to others about what you are doing. -Ask for help from your teachers, ASLC or the Counselling Centre if you are struggling.
Sleep
Getting Enough Sleep
14 15. 16. 18. 19. 20. 21.
. Hints for people with sleep deprivation/ shift work If possible, get at least 5 hours sleep in one block
1. 2. 3. 4. 5. 6 7. 8. 9. 10. 11. 12. 13.
Don’t nap or sleep in Keep bed times consistent
Develop a ‘sleep preparation’ routine Get up after 30 minutes if not sleeping
Be ready to go straight to bed when feeling sleepy
. Avoid alcohol, tobacco and caffeine before bed
Try and have one block of sleep at the same time each day Take extra sleep in advance
Take naps (long and short) Have a dark room
Create dark environment for daytime naps (Early morning people and people over 50 seem to have more difficulty adapting to shift work)
Do exercise (but only up to 3 hours before bed) Avoid mental/emotional stimulation before bed
Have a comfortable bed and environment Don’t use bed for thinking or worrying
Practice sleep inductions (see below) Relax during the day Where possible, reduce stressful life circumstances
Hints for Snoring -No alcohol within 5 hours of bed -Avoid sleeping medication/sedatives -Stop smoking and lose weight (if overweight) -Sleep on your side -Raise head of the bed, this will improve your ability to breathe through your nose
Try these sleep aids
Hints for people with non-refreshing sleep
-Light blockers (blinds, aluminium foil, eye masks)
-If possible, get feedback on what is happening while you are sleeping
-Exercise
-snoring or sleep apnea
-Spending some day time in daylight and time before bed in dim light
-breathing difficulties -repetitive leg movements
-Ear plugs -Ensure a good quality sleeping environment -Hypoallergenic pillows and bedding -Practice relaxation -Good bed -Monitor use of alcohol or drugs -Ovaltine -Check side-effects of medication -Warm milk -Warm baths or showers -Light eating before bed -Breathing aids
Sleep Inductions Start by paying attention to your breathing. Focus on the in-breath and the out-breath. You don’t need to force your breathing to change, but as you focus on it, you may find that gradually your breathing shifts by itself, slowing down or becoming more even. Simply focus on the ebb and flow of the breath. You may like to count the breaths – or to repeat a relaxing word to yourself in time to the breath – such as Relax, or a relaxing phrase such as:
Floating away Completely relaxed Slipping into Sleep ... (Repeat)
Help your mind to relax by: -Using relaxing images – for example: -Imagine drifting off to sleep while lying under the shade of a tree on a warm day – imagine the sounds, the smells, the texture of the grass or blanket, the temperature etc. and imagine a beautiful object such as a flower or a well-loved possession -Using repetition - for example: -Imagine writing numbers on a blackboard and then erasing them. Imagine walking down a long staircase. Imagine tracing the lines of the Union Jack. Imagine different hues of a colour. Imagine singing a piece of music to yourself over and over.
Help your body to relax by either simply focusing on different parts of the body while you repeat to yourself
‘right arm relaxing’ ‘right arm resting’ ‘right arm heavy and warm’, etc. Sometimes you may
like to assist the muscles to relax by firstly tensing the muscle for about a count of 5 and then releasing the tension while repeating a ‘relax’ message.
Stanford on Sleep What’s Enough?
Some students:
If you feel sleepy during the day, whether in a “boring” lecture or in front of the TV, you probably need more sleep. Without enough sleep, your attention span is shortened and you can become increasingly irritable.
-Need as little as 7 hours of sleep; others need 10 (most need 8 to 10)
Sleep needs are highly individual. We all have an internal clock that sets bodily functions, including when we are most alert and when we sleep best during a 24-hour period (our circadian rhythm).
-Can sleep through anything; others are awakened easily by sound, light, or temperature change -Are most alert in the evening; others in the morning (this characteristic is genetically determined)
Is Sleep a Waste of Time?
Sleepiness
No. Your brain never rests, even when you’re asleep. It remains electrically and metabolically active, tending to its night-time tasks as you snooze away. Recordings of electrical impulses from the brain show two distinct kinds of sleep: REM (Rapid Eye Movement) or “dream sleep,” and NREM (Non-Rapid Eye Movement).Each type of sleep performs a different (but vital) function. NREM sleep helps you to attend and concentrate during the day. REM sleep consolidates short-term memory (such as the new concepts, facts, and skills you learn in a day) into long term memory, enabling you to retain it.
Here are causes and cures for most daytime sleepiness: Sleep Debt: Do you deprive yourself of sleep, then later crash? If so, you’ve created a “sleep debt,” and lost much of the benefits of the REM and NREM sleep that you’ve missed. As long as you don’t get an adequate amount of sleep, the debt grows larger. When this debt is large enough, it can take at least two weeks of getting the right amount every night to catch up. Naps can help pay off sleep debt. Even a 10 or 20 minute nap can make a difference. If you wake up from a short nap feeling crummy, don’t worry. In an hour or so you’ll have renewed energy.
If you have difficulty sleeping at night, don’t nap.
Phase Delay
Sleep Disorders
You can override your natural tendency of being a morning or an evening person by establishing a different sleep wake cycle. Switching over to another pattern creates a “phase delay” which can cause daytime sleepiness, even if you are getting enough total hours of sleep. To correct this, reset your internal clock by going to sleep and getting up at roughly the same time every day. Do this consistently, and be sure to include weekends.
If you sleep 8 to 9 hours a night and are still sleepy during the day, you could have a sleep disorder, especially if you snore loudly while asleep. There can be serious health consequences, so discuss the situation with a medical practitioner.
Jet Lag
Trouble Sleeping?
When you fly across time zones, your circadian rhythm is out of synch with the day-night cycle of your new environment. It’s best to try to switch over to your new location’s schedule immediately.
-Avoid caffeine, nicotine, and heavy use of alcohol -Sleep in a comfortable and quiet place (earplugs can help)
Resource drawn from the Vaden Health Centre: Stanford University http://vaden.stanford.edu/health_library/sleep.html
Best ever anxiety management techniques A fact Sheet from the ANU Academic Skills and Learning Centre
These techniques fall into three typical clusters:
1.The physical arousal that constitutes the terror of panic 2.The ‘wired’ feelings of tension that correlated with being ‘stressed out’ 3.The mental anguish of rumination – a brain that won’t stop thinking distressing thoughts
1
Physical Arousal Distressing Physical Arousal – sympathetic arousal causes the heart thumping, pulse- racing, dizzy, tingly, shortness of breath physical symptoms which are intolerable when not understood. Even high levels of anxiety can cause physical tension in the jaw, neck and back as well as an emotional somatic feeling of doom or dread in the pit of the stomach, which will set off a mental search for what might be causing it.
Method 1: Manage the body.
Method 3: Mindful Awareness
Eat right; avoid alcohol, nicotine, sugar and caffeine; exercise; ongoing self-care; sleep; understand hormonal changes.
Close your eyes and breathe, noticing the body, how the intake of air feels, how the heart beats, what sensations you can feel in the gut etc. With eyes still closed, purposefully shift your awareness away from your body to everything you can hear or smell or feel through your skin. Shift awareness back and forth from your body to what’s going on around you. You will learn to control what aspects of the world – internal or external –you’ll notice, giving you an internal locus of control and learning that when you can ignore physical sensations, you can stop prevent panic or worry. It allows you to feel more in control and mindful of the present.
Method 2: Breathe. Breathing will slow or stop the stress response. Perform conscious, deep breathing for about 1 minute at a time, 1015 times per day every time you are waiting for something e.g. the phone to ring, an appointment, the kettle to boil, waiting in a line etc.
2
Tension, Stress and Dread Many people with anxiety search frantically for the reasons behind their symptoms in the hope that they can ‘solve’ whatever problem it is. However as much of their tension isn’t derived from a real problem, they are wasting their time running around an inner maze of worry. Even if the tension stems from psychological or other causes, there are ways to eliminate the symptoms of worry. These methods are most helpful for reducing chronic tension.
Method 4: Don’t listen when worry calls your name
Method 5: Knowing, Not Showing, Anger
This feeling of dread and tension comprises a state of low grade fear, which can cause physical symptoms, like headache and ulcers. The feeling of dread is the emotional manifestation of physical tension.
When you fear anger because of past experience, the very feeling of anger, even though it remains unconscious, can produce anxiety. To know you’re angry doesn’t require you to show you’re angry.
You must learn that worry is a habit with a neurobiological underpinning. This ‘Don’t Listen’ method decreases the tension by combining a decision to ignore the voice of worry with a cue for the relaxation state. To stop listening to the command to worry, you can say to yourself: “It’s just my anxious brain firing wrongly.” This is the cue to begin relaxed breathing which will stop physical sensations of dread.
A simple technique: Next time you feel stricken with anxiety, you should sit down and write as many answers as possible to this question, “If I were angry, what might I be angry about?” Restrict answers to single words or brief phrases. This may open the door to get some insight into the connection between your anger and your anxiety.
Method 6: Have a Little Fun Laughing is a great way to increase positivity and reduce tension. For people who feel particularly tense, try to relearn what you had fun doing in the past and prescribe yourself some fun!
3
The Mental Anguish of Rumination These methods deal with the difficult problem of a brain that won’t stop thinking distressing thoughts or where worry fills your mental and emotional life. These worries hum along in the background, generating tension or sick feelings, destroying concentration and diminishing the capacity to enjoy the good things in life. Therapy does not need to focus on any specific worry, but rather on the act of worrying itself – the following methods are the most effective in eliminating rumination.
Method 7: Turning it Off
Method 8: Persistent Interruption of Rumination
If a ruminating brain is like an engine stuck in gear and overheating, slowing or stopping allows it to cool down. The goal of ‘turning it off’ is to give the ruminative mind a chance to rest and calm down. Sit quietly with eyes closed and focus on an image of an open container ready to receive every issue on your mind. See and name each issue and imagine putting it into the container. When no more issues come to mind, ‘put a lid’ on the container and place it on a shelf or somewhere out of the way place until you need to go back to it. Once you have the container on the shelf, you invite into the space more important and current thoughts. At night, right before sleep, invite a peaceful thought to focus on while drifting off.
Ruminative worry has a life of its own, consistently interfering with other thoughts. The key to changing this pattern is to be persistent with your attempts to use thought stopping and thought replacement. It’s important to attempt to interrupt the pattern every time you catch yourself ruminating – you’ve spent a long time establishing this pattern and it will take persistence to wear it down. Thought stopping: Try to use the command “Stop” and/or a visual image to remind yourself that you are going into an old habit. The command serves as a punishment and a distractor. Thought replacement: Substitute a reassuring, assertive or self-accepting statement after you have managed to stop the thought. You may need to develop a set of these statements that you can look at or recall from memory.
Method 9: Worry Well, but Only Once
Method 10: Learn to Plan Instead of Worry
Some worries just have to be faced head-on, and worrying about them the right way can help eliminate secondary, unnecessary worrying. When you feel that your worries are out of control try this method: -Worry through all the issues within a time limit of 1020 minutes and cover all bases -Do anything that must be done at the present time. Set a time when it’ll be necessary to think about the worry again -Write that time on a calendar -Whenever the thought pops up again say, “Stop! I already worried” and divert your thoughts as quickly as possible to another activity. You may need to make a list of these possible diversions beforehand.
A big difference between planning and worrying is that a good plan doesn’t need constant review. An anxious brain, however, will reconsider a plan over and over to be sure it’s the right plan. This is all just ruminating worry disguising itself as making a plan and then seeking constant reassurance. It is important to learn the fundamentals of planning as it can make a big difference in calming a ruminative mind. These include:
1. Concretely identifying the problem 2. Listing the problem solving options 3. Picking one of the options 4. Writing out a plan of action To be successful in this approach, you must also have learned to apply the thought- stopping/thought-replacing tools or you can turn planning into endless cycles of replanning.
Once a plan has been made you can use the fact that you have the plan as a concrete reassurance to prevent the round-robin of ruminative re-planning. The plan becomes part of the thought-stopping statement, “Stop! I have a plan!” It also helps the endless reassurance-seeking, because it provides written solutions even to problems the ruminator considers hopelessly complex.
These skills do require patience and determination. However, once learnt, people gain a lasting sense of their own power and competence in working actively with their own symptoms to conquer anxiety through their own efforts.
Recommended websites: http://anxieties.com/ www.ecouch.anu.edu.au www.betterhealth.vic.gov.au http://www.psybersquare.com/anxiety/anxiety
Dealing With Crises and Trauma Focusing on Study When Preoccupied with a crisis A fact Sheet from the ANU Academic Skills and Learning Centre
It’s not that a crisis is unimportant, and it can be very compelling, but there are very few crises that require 24 hour a day attention. In the meantime, other areas of your life and your goals are also important, such as staying healthy, maintaining your relationships, and completing your degree. In fact, turning your attention to those goals, and limiting the time and energy for the problem can actually help in managing the crisis.
Here are some tips specifically for focusing back on study, to help you through whatever situation has captured your time, energy and mental space.
These techniques fall into three typical clusters:
1
Shorten study periods, but keep at it until the period is finished. Your concentration span may not be what it used to be, but keep gently bringing your mind back to the study until the time is over. It helps train the mind to go where you want it to go.
2andHave specific goals for each period, the more specific do-able, the better: get the introduction written, read that article and make a summary, listen to a tape, photocopy some material etc.
3
Be active: write notes as you read, interact with the material consciously, discuss the issues with your colleagues
6
Study with someone. Just having someone in the room, even if they are studying something else, can help you keep focus.
7yourself Schedule time for the crisis. Knowing that you will give time to process the crisis will help you to focus on your study now. Really contain the crisis to the scheduled times.
8
Limit talking about it. It’s tempting to talk to all and sundry, over and over about the problem. That can keep it alive in your mind past a useful stage. When enough is enough, stop.
4usually Pick the time of day that’s easiest for you to study, 9 Remind yourself of your goals. Your other goals may not the time you are more accustomed to study. seem very compelling in the midst of a crisis, but they were 5
Attend lectures, tutes and labs. That time is structured for you – use it!
once and will be again. Don’t lose sight of them. If it helps, picture what might happen if you neglect your other goals and what might happen when you reach them.
Study is an area of your life that you can control and in doing that you can put yourself into a more resourceful mental state, so that when you return to processing the problem or the crisis, you may see things with a bit more clarity, with a bit more sense that you can get through it.
Moving on from a trauma
There is no “right” or “best” way to respond to Each person is individual and there are many a traumatic event. And not all the effects of trauma ways to move on and get over trauma. One of are necessarily bad. Some people move on relatively quickly from trauma and some seem to take longer. Some people find that the traumatic event brings them closer to others. Some people may feel the need to withdraw and they struggle to come to terms with the event. These are all within the range of human responses and are all valid. Having said that, most people can and do get over trauma.
the first suggestions then is to just let yourself feel what you feel, think what you think, and so on, without trying to judge it, fix it or correct it or be bamboozled by “experts” who think they know more about your trauma experience and recovery than you do. Be discriminating about advice – beware of “miracle cures” and the claims of skeptics. Do what works for you.
Many people resolve trauma not by revisiting The hallmarks of trauma are a loss of a sense of the past, but by connecting to a future with possibilities safety and control, and a difficulty in giving meaning to and meaning. You might try linking the post-trauma the event in the broader context of one’s life. Many of the adverse effects of a traumatic event such as repeatedly thinking about the event, withdrawing from others, or denying that anything significant happened, are actually attempts to deal with these two factors. There can be a range of physical effects as well such as disturbed sleep, headaches, nausea which may require management.
experience to things that help move you into the future. For example, every time you catch yourself recalling the event, you could take one action that might move you a little way toward your preferred future. Find something, a goal, a project, a resolution, something that gets you through the day, the night or the next year by giving you a sense of hope and possibility for the future. Then do one thing associated with that future. Another way of putting yourself in the future is to ask yourself what would you like to be able to say in three years about the way you got through this time.
Some people get stuck in post-traumatic experience as if they are “frozen in time,” that done in the past to connect with yourself or others (get is, they repeat the same feelings, thoughts, actions, interactions, images, and so on, over and over. One way to get unstuck is to change any part of the repeating pattern in any small way you can. Focus on some other image, change one small action, think something different, change your language slightly, and so on, to break yourself out of the “frozen in time” negative state. Typical examples might be changing the order in which you recall the events, or consider them from someone else’s perspective, or changing the way or when you do any practices that have arisen from the traumatic event. Thinking can be changed from “all or nothing” thinking (e.g. “It’s a complete disaster.”) to thinking that puts things more into proportion and includes other elements (“It has been extremely difficult and we are moving on.”). Notice the times when you are doing things that are useful, rather than focusing on those that don’t work. Literally do more of the useful actions.
a massage to reconnect with your body, call a friend and make a lunch date to reconnect with others, and so on). Connecting with those who have had similar experiences seems to be particularly helpful.
Related to the previous section, some people find it useful to contribute to the world or other people in order to move on or deal with traumatic events. Supporting a community response to the trauma event, joining with others who are in the same boat, helping feed and support rescue workers, and the like, may be difficult and upsetting at times, but then people know they are doing something that contributes to their and others healing which can be profoundly uplifting even in the midst of tragedy.
Establishing or reestablishing normal routines and healthy behaviours helps to manage the stress
Some people disconnect in the wake of a associated with a traumatic event. Regular meals and rest traumatic event, disconnect from themselves internally times, moderate exercise, and time for enjoyable activities (from their bodies, their feelings, their memories, and so on) or disconnect from others and the world. If you have the sense that you have disconnected and that is part of the problem for you, you may want to take some small steps to reconnect. You might draw upon what you have
can be important in taking care of yourself and your family physically, emotionally, and psychologically. Avoiding excessive alcohol and drugs is recommended. For some people, a return to work is very stabilizing, but making major life changes such as change of jobs or career will only increase stress.
Children react to traumatic events in many ways ranging from regression to earlier behaviours, to increased tantrums or withdrawal, to poor performance at school. Here are some ideas that may help parents support their children:
1dependent Spend more time with children and let them be more on you during the months following the
Lastly, healing rituals are a time-honored tradition for resolving trauma. Many cultures have used rituals to help people make transitions and give people a sense of tradition and stability. Example of rituals include: writing in a journal regularly, attending some religious or spiritual services or gatherings, meet with fellow survivors to mark formally the passing of the event and affirming the hopes for the future, or burying a symbol of the traumatic event, locating it firmly in the past.
traumatic event - for example, allowing your child to cling to you more often than usual. Physical affection is very comforting to children who have experienced trauma.
2Younger Provide play experiences to help relieve tension. children in particular may find it easier to share their ideas and feelings about the event through nonverbal activities such as drawing.
3oneEncourage older children to speak with you, and with another, about their thoughts and feelings. Respond to questions in terms they can comprehend. Reassure them repeatedly that you care about them and that you understand and take seriously their fears and concerns.
4playing Keep regular schedules for activities such as eating, and going to bed to help restore a sense of security and normalcy.
Adapted from “You say you want some resolution� by Bill O’Hanlon, M.S. LMFT. C/- Possibilities, 551 W. Cordova Rd. #715, Santa Fe, NM 87505, Telephone: 800.381.2374, fax 505.983.2761, website: www.brieftherapy.com Additional material from the APA Helpcentre: helping. apa.org/daily/ptguidelines
Responding to Family and Friends Undergoing Crises
A fact Sheet from the ANU Academic Skills and Learning Centre
A family member, friend or colleague who has A traumatic event may affect a person’s sense been involved in a traumatic event may or may of safety and sense of being in control. Therefore, not be showing signs of distress. People are the more you take control (emergencies excepted) the very different and it is the most helpful way to respond isn’t always obvious. The following ideas represent the conventional wisdom in dealing initially with people who may be experiencing trauma, but you can throw them out if they don’t seem to be helpful in your particular case! The important thing is to do what works out to be actually useful, but you may want to start with the ideas below.
Listen carefully, then listen some more. People may feel the need to go over the event repeatedly. It can be an important way of coming to terms with it. Allowing the person to talk, listening attentively and respectfully, at times reflecting back your understanding of their perspective and their emotions may be what they appreciate most.
harder it may be for them to feel safe and in charge of their lives again. Let them set the pace for what they need to do. Offer assistance but don’t take over. Assistance with practical things of their choosing like minding children, arranging meals, cleaning, etc. are particularly valuable. Encourage the person to adopt routines, structures, and plans in their lives, especially in the coming months, as these help provide that sense of safety and control.
Likewise, some may struggle to make sense, give meaning to what has happened. Avoid trying to provide meaning, especially wellintentioned phrases like, “Lucky it wasn’t worse”, or “It will all work out for the best in the end.” People are rarely consoled by such statements, and they pre-empt the person’s own efforts to gain perspective on the event and their individual response. Offer sympathy, and express your desire to understand, and to help. Use their language in reflecting your understanding. Check out that you are hearing them as they intend. Put that process in their hands.
People respond in different ways: some need more closeness, some need more time to themselves. Respect the person’s preference. You can make the offer of spending time with them, and make sure they are aware of their community and family resources. Connecting with other people who have suffered similar experiences or even in the same event can be very beneficial.
Strong emotion including anger and a sense of injustice are valid reactions to a traumatic event.
-Reassure them repeatedly that you care about them and that you understand and take seriously their fears and concerns.
Try not to take it personally if directed at you – listen and empathise, then possibly turn the interaction to the person’s needs right now and what can be done to meet them. If necessary, take ‘time out’, but reassure the person that you will be there for them if possible.
-Keep regular schedules for activities such as eating, playing and going to bed to help restore a sense of security and normalcy.
Children and Traumatic Events
On the whole, however, children are extremely adaptable, do recover well, and may be more affected by their parents’ anxiety and stress than the actual traumatic event. A calm, reassuring presence may be what they need the most.
The above points are true for children as well. In addition, children may react more overtly in ways ranging from regression to earlier behaviors, to increased tantrums or withdrawal, to poor performance at school. The younger the child the more their distress seems to show up in ‘somatic’, i.e. physical ways such as stomach upsets, aches and pains. Here are some ideas that may help parents and other carers support children: -Spend more time with children and let them be more dependent on you during the months following the traumatic event - for example, allowing your child to cling to you more often than usual. Physical affection is very comforting to children who have experienced trauma. -Provide play experiences to help relieve tension. Younger children in particular may find it easier to share their ideas and feelings about the event through non-verbal activities such as drawing. -Encourage older children to speak with you, and with one another, about their thoughts and feelings. Respond to questions in terms they can comprehend.
Some material has been adapted from the APA Helpcentre: www.helping.apa.org/daily/ptguidelines
where to lp
go for he
Canberra now hosts comprehensive support for sufferers of mental illness. Please contact ANUSA Student Assistance Unit or use the Beyond Blue guide to help you stay on top.
anusa australian national university students’ association
The ANUSA Student Assistance Unit’s qualified welfare officers can help you E: sa.assistance@anu.edu.au
T: 6125 4093
Anxiety disorders
Anxiety disorders
FACT SHEET 21
FACT SHEET 21
An anxiety disorder involves more than just feeling stressed – it’s a serious illness. People with anxiety disorders find it hard to function every day.
HOW COMMON ARE ANXIETY DISORDERS? Anxiety disorders are the most common mental disorders in Australia. Nearly one in seven people will experience some type of anxiety disorder in any one year – around one in six women and one in 10 men. One in four people will experience an anxiety disorder at some stage of their lives.1
Generalised Anxiety Disorder (GAD) GAD involves feeling anxious on most days over a long period of time. A person may have GAD if, for SIX MONTHS or more, on more days than not, they have: s FELT VERY WORRIED
â—? YES â—? NO
s FOUND IT HARD TO STOP WORRYING
â—? YES â—? NO
s FOUND THAT THEIR ANXIETY MADE IT DIFlCULT FOR them to carry out everyday activities (e.g. work, study, seeing friends and family).
â—? YES â—? NO
If the person answered ‘YES’ to ALL of these questions have they also experienced THREE or more of the following: s FELT RESTLESS OR ON EDGE
â—? YES â—? NO
WHAT CAUSES ANXIETY DISORDERS?
s FELT TIRED EASILY
â—? YES â—? NO
Combinations of factors are believed to trigger anxiety disorders. These include:
s HAD DIFlCULTY CONCENTRATING
â—? YES â—? NO
s FELT IRRITABLE
â—? YES â—? NO
s HAD MUSCLE PAIN E G SORE JAW OR BACK
â—? YES â—? NO
s HAD TROUBLE SLEEPING E G DIFlCULTY FALLING or staying asleep or restless sleep).
â—? YES â—? NO
s A FAMILY HISTORY OF MENTAL HEALTH PROBLEMS s STRESSFUL LIFE EVENTS s ONGOING PHYSICAL ILLNESS
Specific Phobia
s PERSONALITY FACTORS
TYPES OF ANXIETY DISORDERS, THEIR SIGNS AND SYMPTOMS There are many types of anxiety disorders with a range of signs and symptoms.
Social Phobia A person with Social Phobia has an intense fear of criticism, being embarrassed or humiliated, even in everyday situations. For example, public speaking, eating in public, being assertive at work or making small talk. A person may have Social Phobia if: s HE SHE HAS A FEAR OF ONE OR MORE SOCIAL or performance situations where they may be criticised s THE SITUATION IS AVOIDED OR ENDURED WITH anxiety and distress s THE ANXIETY INTERFERES WITH NORMAL ROUTINE working life, social functioning, or the person is distressed about the problem s THE FEAR IS IDENTIlED AS UNREASONABLE
1
â—? YES â—? NO â—? YES â—? NO
3PECIlC 0HOBIAS CAUSE A PERSON TO FEEL VERY FEARFUL ABOUT PARTICULAR OBJECTS OR SITUATIONS ! PERSON MAY HAVE A 3PECIlC Phobia if they have: s FELT VERY NERVOUS WHEN FACED WITH A SPECIlC OBJECT or situation e.g.:
â—? YES â—? NO
â—? YES â—? NO
– going near an animal
â—? YES â—? NO
n RECEIVING AN INJECTION
â—? YES â—? NO
s AVOIDED A SITUATION THAT MIGHT CAUSE THE PERSON TO FACE THE 3PECIlC 0HOBIA E G – needed to change work patterns
â—? YES â—? NO
– not getting health check-ups
â—? YES â—? NO
s FOUND IT HARD TO GO ABOUT DAILY LIFE E G WORKING studying or seeing friends and family) because the person is trying to avoid such situations. â—? YES â—? NO
/#$ OCCURS WHEN PEOPLE HAVE ONGOING UNWANTED INTRUSIVE thoughts and fears that cause anxiety – often called obsessions. These obsessions make people feel they need to carry out certain rituals in order to feel less anxious and these are known as compulsions. A person may have OCD if they have:
s PERFORMED THE SAME ACTIVITY REPEATEDLY AND IN A VERY ORDERED precise and similar way each time e.g.:
s BECOME ANGRY OR IRRITATED EASILY
â—? YES â—? NO
s HAD TROUBLE CONCENTRATING
â—? YES â—? NO
s FELT ON GUARD
â—? YES â—? NO
s BEEN EASILY STARTLED
â—? YES â—? NO
– constantly washing hands or clothes, showering or brushing teeth
â—? YES â—? NO
– constantly cleaning, tidying or rearranging in a particular way things at home, at work or in the car
â—? YES â—? NO
– constantly checking that doors and windows ARE LOCKED AND OR APPLIANCES ARE TURNED OFF
â—? YES â—? NO
s FELT RELIEVED IN THE SHORT TERM BY DOING THESE things, but soon felt the need to repeat them
â—? YES â—? NO
s RECOGNISED THAT THESE FEELINGS THOUGHTS and behaviour patterns are unreasonable
â—? YES â—? NO
s FOUND THAT THESE THOUGHTS OR BEHAVIOUR PATTERNS take up more than 1 hour a day AND OR INTERFERED with the person’s normal routine (e.g. working, studying or seeing friends and family). � YES � NO
Post-Traumatic Stress Disorder (PTSD) PTSD involves experiencing bursts of anxiety that occur after a PERSON HAS A MAJOR EMOTIONAL SHOCK FOLLOWING A STRESSFUL EVENT i.e. a trauma.
1 of 4
s HAD DIFlCULTY SLEEPING E G HAD BAD DREAMS OR found it hard to fall or stay asleep) â—? YES â—? NO
Panic Disorder Panic Disorder involves having panic attacks frequently. Panic attacks are intense feelings of anxiety that seem like they cannot be brought under control. A person may have Panic Disorder if within a 10 MINUTE PERIOD HE SHE FELT FOUR OR MORE of the following: s SWEATY
â—? YES â—? NO
s SHAKY
â—? YES â—? NO
s INCREASED HEART RATE
â—? YES â—? NO
s SHORT OF BREATH
â—? YES â—? NO
s CHOKED
â—? YES â—? NO
s NAUSEOUS OR PAIN IN THE STOMACH
â—? YES â—? NO
s DIZZY LIGHTHEADED OR FAINT
â—? YES â—? NO
s NUMB OR TINGLY
â—? YES â—? NO
s DETACHED FROM THEMSELVES OR THEIR surroundings
â—? YES â—? NO
s HOT OR COLD mUSHES
â—? YES â—? NO
s AFRAID OF GOING CRAZY
â—? YES â—? NO â—? YES â—? NO
s EXPERIENCED OR SEEN SOMETHING THAT INVOLVED DEATH INJURY TORTURE OR ABUSE AND FELT VERY frightened or helpless
â—? YES â—? NO
s AFRAID OF DYING
s HAD UPSETTING MEMORIES OR DREAMS OF the event for at least ONE month
â—? YES â—? NO
If the person answered ‘YES’ to ALL of these questions, has the person also:
s FOUND IT HARD TO GO ABOUT DAILY LIFE E G DIFlCULTY WORKING STUDYING OR getting along with family and friends).
â—? YES â—? NO
If the answer was ‘YES’ to ALL of these questions and the person has also experienced at least THREE of the following:
s FELT SCARED FOR ONE MONTH OR MORE, of experiencing these feelings again
â—? YES â—? NO
s DISPLAYED CHANGES IN BEHAVIOUR THAT RELATE to Panic Attacks e.g. avoiding exercise
â—? YES â—? NO
s BECOME WORRIED ABOUT CONSEQUENCES OF HAVING Panic Attacks, or their health (e.g. frequent â—? YES â—? NO medical checks).
s AVOIDED ACTIVITIES THAT ARE A REMINDER OF the event
â—? YES â—? NO
s HAD TROUBLE REMEMBERING PARTS OF THE EVENT
â—? YES â—? NO
s FELT LESS INTERESTED IN DOING THINGS THEY USED TO ENJOY
It is important to note that many people with anxiety disorders experience symptoms of more than one type of anxiety disorder.
â—? YES â—? NO
It is also important to note that these checklists provide only a rough guide as to whether someone has an anxiety disorder. For a full diagnosis, it is important to see a doctor.
s HAD TROUBLE FEELING INTENSELY POSITIVE EMOTIONS (e.g. love or excitement) â—? YES â—? NO s THOUGHT LESS ABOUT THE FUTURE (e.g. about career or family goals).
Australian Bureau of Statistics (2008). 2007 National Survey of Mental Health and Wellbeing: Summary of Results (4326.0). Canberra: ABS.
Visit www.beyondblue.org.au Call 1300 22 4636 Email infoline@beyondblue.org.au
AND experienced at least TWO of the following:
4HE PERSON COULD BE EXPERIENCING 043$ IF HE SHE HAS
– flying on an aeroplane
Obsessive Compulsive Disorder (OCD) â—? YES â—? NO
s REPETITIVE THOUGHTS OR CONCERNS THAT ARE NOT ABOUT real life problems (e.g. thoughts that the person or people close to them will be harmed) â—? YES â—? NO
2 of 4
â—? YES â—? NO
Visit www.beyondblue.org.au Call 1300 22 4636 Email infoline@beyondblue.org.au
V
Anxiety disorders FACT SHEET 21
HOW TO HELP SOMEONE WITH AN ANXIETY DISORDER
There are several types of treatment available.
s ,ET THE PERSON KNOW IF YOU VE NOTICED A CHANGE IN THEIR BEHAVIOUR
Psychological treatment Psychological treatment may not only help a person to recover, but can also help to prevent a recurrence of anxiety. Generally, it has been found to be the most effective way of treating anxiety disorders. Psychological treatment can help a person to change their thought patterns and the way they react to certain situations. This can help their recovery and prevent the illness returning. Psychological therapy is usually administered by a psychologist, a psychiatrist or other mental health worker.
Medication 7HILE PSYCHOLOGICAL TREATMENT IS GENERALLY THE lRST CHOICE FOR treating anxiety disorders, medical treatment can also be very helpful. Some types of antidepressants can be helpful for the management of anxiety disorders. For more details on which medications are effective for symptoms of anxiety disorders visit www.beyondblue.org.au or call the beyondblue info line 1300 22 4636 (local call). Benzodiazepines: These anti-anxiety and sedative drugs are commonly used to relieve anxiety and slow down racing thoughts. They are, however, addictive and so are only useful for a short period of time (two or three weeks) or if used intermittently. See www.reconnexion.org.au for more INFORMATION ABOUT "ENZODIAZEPINES OR TALK TO YOUR DOCTOR
HOW TO HELP YOURSELF IF YOU HAVE AN ANXIETY DISORDER s 0OSTPONE MAJOR LIFE CHANGES s 2ESOLVE PERSONAL CONmICTS AS THEY ARISE s 4AKE PART IN ENJOYABLE ACTIVITIES s 3EEK HELP FROM A DOCTOR OR OTHER HEALTH PROFESSIONAL s 0RACTISE BREATHING AND MUSCLE RELAXATION TECHNIQUES s &IND OUT MORE ABOUT ANXIETY DISORDERS s %STABLISH GOOD SLEEPING PATTERNS s %XERCISE REGULARLY s 2EDUCE ALCOHOL AND OTHER DRUGS AS WELL AS AVOID STIMULANTS such as sugar and caffeine.
s 3PEND TIME TALKING ABOUT THE PERSON S EXPERIENCES AND LET THEM KNOW THAT YOU RE THERE TO LISTEN WITHOUT BEING JUDGMENTAL s 3UGGEST THE PERSON SEES A DOCTOR OR HEALTH PROFESSIONAL AND or assist the person to make an appointment with a doctor or health professional. s 'O WITH THE PERSON TO THE DOCTOR OR HEALTH PROFESSIONAL s (ELP THE PERSON TO lND INFORMATION ABOUT ANXIETY s %NCOURAGE THE PERSON TO TRY TO GET ENOUGH SLEEP EXERCISE EAT well and use self-help strategies. s )NVITE THE PERSON OUT AND KEEP IN TOUCH !LSO ENCOURAGE FRIENDS and family members to do the same, but don’t pressure the person to participate. s %NCOURAGE THE PERSON TO FACE THEIR FEARS WITH SUPPORT FROM THEIR DOCTOR PSYCHOLOGIST s #ONTACT A DOCTOR OR HOSPITAL IF THE PERSON BECOMES A THREAT TO themselves or others.
WHERE TO GET HELP A General Practitioner (GP) is a good person with whom TO DISCUSS YOUR CONCERNS IN THE lRST INSTANCE 9OUR '0 WILL be able to conduct or arrange any necessary medical tests, provide treatment or refer you to a mental health professional. It is recommended that you go to your regular GP or another GP in the same clinic as they will have access to your medical lLE )F YOU DON T HAVE A REGULAR '0 OR CLINIC A LIST OF '0S WITH expertise in treating common mental health problems is available at www.beyondblue.org.au – click Find a Doctor or other -ENTAL (EALTH 0RACTITIONER or call the beyondblue info line on 1300 22 4636 (local call cost from a landline). Psychologists CAN ASSIST PEOPLE WHO ARE HAVING DIFlCULTY controlling their emotions, thinking and behaviour. Clinical psychologists are specialists in the assessment, diagnosis and treatment of mental illness such as depression, anxiety and related disorders. Psychiatrists are doctors who have undergone specialist training to treat all mental disorders. They can make medical and psychological assessments, conduct medical tests and prescribe medication. Depending on their expertise and type of practice, they can also provide psychological treatments such as Cognitive Behaviour Therapy (CBT) and Interpersonal Therapy (IPT). Some have particular areas of speciality. If you would like a consultation with a psychiatrist, you will need a referral from your GP.
Visit www.beyondblue.org.au Call 1300 22 4636 Email infoline@beyondblue.org.au
3 of 4
Mental health nurses are specially trained to care for people with mental health problems such a depression, anxiety and related disorders. They work with psychiatrists and General Practitioners to review a person’s mental health, monitor medication and provide information about mental health problems and treatment. Some have training in psychological therapies. If you would like a referral to a mental health nurse who works in a general practice, ask your GP. Social workers in mental health are specially trained to WORK WITH PEOPLE WHO ARE EXPERIENCING DIFlCULTIES IN LIFE 3OCIAL workers can support people with depression, anxiety and related DISORDERS BY HELPING THEM lND WAYS TO MANAGE MORE EFFECTIVELY some of the situations that trigger these disorders such as family ISSUES lNANCIAL PROBLEMS WORK STRESS AND LIVING ARRANGEMENTS Mental health social workers can also provide focused psychological self-help strategies. Occupational therapists in mental health help people who HAVE DIFlCULTIES FUNCTIONING BECAUSE OF A MENTAL HEALTH PROBLEMS (such as anxiety or depression) to participate in normal, everyday activities. Mental health occupational therapists can also provide focused psychological self-help strategies. For a list of psychologists, psychiatrists, social workers and occupational therapists with expertise in treating mental health problems, visit www.beyondblue.org.au and click Find a $OCTOR OR OTHER -ENTAL (EALTH 0RACTITIONER or call the beyondblue info line on 1300 22 4636 (local call cost from a landline).
MORE INFORMATION beyondblue: the national depression initiative www.beyondblue.org.au beyondblue info line 1300 22 4636 Information on depression, anxiety and related disorders, available treatments and where to get help www.youthbeyondblue.com beyondblue’s website for young people – information on depression, anxiety and how to help a friend
Lifeline 13 11 14 Counselling, information and referral (local call)
Anxiety Recovery Centre Victoria www.arcvic.com.au Information about anxiety disorders, their management and links to other services
ADAVIC (The Anxiety Disorders Association of Victoria) www.adavic.org.au Information about Panic Disorder, Social Phobia, Agoraphobia, Generalised Anxiety and Depression, and support services
CRUfAD www.crufad.org Information and internet-based education and treatment programs for people with depression or anxiety
RECONNEXION www.reconnexion.org.au Psychology services for people experiencing anxiety or depression and tranquilliser dependency
E-couch www.ecouch.anu.edu.au Evidence-based information and strategies for dealing with anxiety disorders
FearDrop www.feardrop.com /NLINE EXPOSURE THERAPY FOR PEOPLE WITH 3PECIlC 0HOBIAS
Moodgym www.moodgym.anu.edu.au Online psychological therapy
Virtual Clinic www.virtualclinic.org.au Internet-based education and treatment programs for people with anxiety and depression
Anxiety Online www.anxietyonline.org.au Information and virtual treatment clinic for people with anxiety disorders
Other beyondblue anxiety fact sheets available: beyondblue Fact sheet 31 – Post-Traumatic Stress Disorder beyondblue Fact sheet 35 – Generalised Anxiety Disorder beyondblue Fact sheet 36 – Panic Disorder beyondblue Fact sheet 37 – Obsessive Compulsive Disorder
beyondblue: the national depression initiative Info line 1300 22 4636 or infoline@beyondblue.org.au www.beyondblue.org.au ÂĽ "EYOND "LUE ,TD
4 of 4
beyondblue &ACT SHEET n 3PECIlC 0HOBIAS beyondblue Fact sheet 39 – Social Phobia beyondblue Booklet – A Guide to What Works for Anxiety Disorders
Visit www.beyondblue.org.au Call 1300 22 4636 Email infoline@beyondblue.org.au
",
HOW ARE ANXIETY DISORDERS TREATED?
Understanding depression
Understanding depression
INFORMATION FOR ADULTS
INFORMATION FOR ADULTS
Depression is more than just a low mood – it’s a serious illness. People with depression find it hard to function every day. Depression has serious effects on physical and mental health. HOW DO YOU KNOW IF A PERSON IS DEPRESSED AND NOT JUST SAD? A person may be depressed, if for more than two weeks they have: • felt sad, down or miserable most of the time OR
Physical
PSYCHOLOGICAL TREATMENTS
Sick and run down
Psychological treatments deal with problems that particularly affect people with depression, such as changing negative patterns of thinking or sorting out relationship difficulties.
Tired all the time
Headaches and muscle pains Churning gut
Cognitive Behaviour Therapy (CBT) helps to correct negative thought patterns. CBT is a structured program which recognises that the way people think affects the way they feel.
Sleep problems
Loss or change of appetite
Significant weight loss or gain
Interpersonal Therapy (IPT) is a structured program with a specific focus on improving relationships.
In most cases, depression will go on for weeks or months if left untreated. If it isn’t properly treated, depression is highly likely to recur.
Psychological treatments can help to: • change negative thoughts and feelings
doctor or psychologist. Visit www.beyondblue.org.au and click on Get Help. With the right treatment, most people recover from depression. Delaying treatments may delay recovery.
YOU CAN HELP SOMEONE BY: • assisting them to get information from a website or library • suggesting they go to a doctor or health professional • assisting them to make an appointment • accompanying them to their appointment with a doctor or health professional • following them up after the appointment • encouraging or getting them involved in social activities
WHAT MAKES A PERSON MORE AT RISK OF DEPRESSION?
• encourage the person to get involved in activities
Behaviour
Some events or situations have been linked with depression:
• identify ways to manage the illness and stay well.
IT WOULD BE UNHELPFUL TO:
Not getting things done at work
• • • • • • •
MEDICATIONS
• put pressure on them by telling them to ‘snap out of it’ or ‘get their act together’
People who are depressed often feel physically unwell.
• stay away or avoid them
Antidepressant drug treatments can relieve the physical symptoms of depression as well as the mood symptoms.
• tell them they just need to stay busy or get out more
• lost interest or pleasure in most of their usual activities. AND experienced a number of these symptoms:
Stopping going out
Withdrawing from close family and friends Relying on alcohol and sedatives
No longer doing things they enjoyed Unable to concentrate
Thoughts “I’m a failure.” “It’s my fault.”
“Nothing good ever happens to me.” “I’m worthless.”
“Life’s not worth living.”
Feelings Overwhelmed Guilty
Disappointed Miserable
THE MOST IMPORTANT THING IS TO FIND A TREATMENT THAT WORKS.
Very common. Around one million Australian adults and 160,000 young people live with depression each year. On average, one in five females and one in eight males will experience depression in their lifetime.1
Depression is often not recognised or treated.
Indecisive
Many people worry about the potential side-effects of antidepressant medication. It’s important to know that when depression isn’t treated effectively, physical health often gets worse.
HOW COMMON IS DEPRESSION?
No confidence Unhappy
Drug treatments for depression are not addictive.
It’s important to remember that each person is different and it is often a combination of factors that puts a person at risk of depression.
WHAT ARE THE TREATMENTS FOR DEPRESSION?
There is a range of treatments that are proven to work. Each person needs to find the treatment that’s right for them. Often a combination of treatment approaches is most useful.
WHAT CAN BE DONE TO HELP?
Different types of depression require different types of treatments. This may include physical exercise for preventing and treating mild depression, through to psychological and drug treatments for more severe levels of depression.
Sad
1 Australian Bureau of Statistics (2008). 2007 National Survey of Mental Health and Wellbeing: Summary of Results (4326.0). Canberra: ABS.
For more information
www.beyondblue.org.au or beyondblue info line 1300 22 4636
• discouraging them from treating themselves with alcohol or other drugs.
• prevent depression from recurring
family conflict isolation or loneliness unemployment having a serious medical illness drug and alcohol use changes in the brain having a family member with depression.
Irritable
Frustrated
• speed the person’s recovery
People with depression can often find it difficult to take the first step in seeking help. They may need to get help with the support of their family, friends and/or health professional e.g. a © beyondblue: the national depression initiative, 2009. PO Box 6100, Hawthorn West VIC 3122 T: (03) 9810 6100 beyondblue info line 1300 22 4636 F: (03) 9810 6111 E: bb@beyondblue.org.au W: www.beyondblue.org.au
• pressure them to party more or wipe out how they’re feeling with drugs and alcohol. If you or someone you know needs help, talk to your family doctor or another health professional about getting appropriate treatment.
RECOMMENDED DEPRESSION WEBSITES www.beyondblue.org.au Information on depression, anxiety and related disorders, available treatments and where to get help www.youthbeyondblue.com beyondblue’s website for young people www.crufad.org Information and internet-based education and treatment programs for people with depression or anxiety www.blackdoginstitute.org.au Information about depression and bipolar disorder www.mmha.org.au Mental health information for people from culturally diverse backgrounds www.headspace.org.au Information, support and services for young people aged 12 to 25
1 of 2 For more information
www.beyondblue.org.au or beyondblue info line 1300 22 4636
10/09
2 of 2
Reducing alcohol and other drugs
Reducing alcohol and other drugs
FACT SHEET 9
FACT SHEET 9
Most illegal drugs and alcohol interfere with the effects of prescribed antidepressant drugs. If you’ve been drinking large amounts of alcohol or taking other drugs, tell your doctor so you can get the appropriate treatment. Your doctor can also help you make a plan to stop smoking cigarettes. This is important as cigarette smoking has negative effects on both your physical and mental health.
s )T S IMPORTANT TO CONSULT YOUR DOCTOR IF YOU DEVELOP SYMPTOMS OF DEPRESSION OR ANXIETY WHEN YOU TRY TO QUIT SMOKING
s 4HERE IS LITTLE DIFFERENCE BETWEEN RATES OF SUBSTANCE USE DISORDERS IN RURAL AND METROPOLITAN AREAS
WHAT ELSE CAN YOU DO?
SMOKING MARIJUANA
s !USTRALIANS FROM NON %NGLISH SPEAKING BACKGROUNDS ARE LESS LIKELY TO HAVE A SUBSTANCE USE DISORDER
s $ON T DRINK WHEN YOU KNOW YOU RE DOWN OR ANXIOUS
s -ARIJUANA MAY CAUSE DEPRESSION ACUTE PANIC ATTACKS OR ONGOING ANXIETY EVEN IN PEOPLE WHO HAVE NEVER PREVIOUSLY SHOWN SIGNS OF HAVING THE ILLNESS s 4HERE IS NO KNOWN @SAFE LEVEL OF MARIJUANA USE
THE HARMFUL EFFECTS OF AMPHETAMINES (SPEED), ECSTASY AND OTHER ILLEGAL DRUGS
1. Stop completely
s THE EFFECTS OF THESE DRUGS MAY INCREASE DEPRESSION AND ANXIETY
s YOUR DEPRESSION OR ANXIETY IS SEVERE
DRINKING ALCOHOL s 2ISKY LEVELS OF DRINKING CAN IMPACT ON BOTH PHYSICAL AND MENTAL HEALTH
s ECSTASY AND RELATED DRUGS CAN CAUSE SEVERE MENTAL AND EMOTIONAL DISTURBANCES
s &OR PEOPLE EXPERIENCING DEPRESSION OR ANXIETY A LOW RISK LEVEL OF DRINKING MAY MEAN NOT DRINKING ANY ALCOHOL AT ALL It’s important to discuss with your doctor what your safe drinking levels are.
s THERE ARE GROWING CONCERNS ABOUT DAMAGE TO BRAIN NEURONS FROM HEAVY USE OF AMPHETAMINES AND ECSTASY
s !LCOHOL HAS A BRIEF MOOD LIFTING EFFECT BUT LATER CAUSES FEELINGS OF DEPRESSION !NY SHORT TERM RELIEF ALCOHOL PROVIDES DOESN T LAST AND IT CAN RESULT IN LONG TERM HARM
s THE FEELINGS OF DEPRESSION EXPERIENCED AFTER USE OF AMPHETAMINES OR ECSTASY DO NOT RESPOND TO ANTIDEPRESSANT MEDICATION
s 4HE !USTRALIAN GUIDELINES TO REDUCE HEALTH RISKS FROM DRINKING ALCOHOL1 PROVIDE INFORMATION ON REDUCING RISKS TO HEALTH FROM DRINKING ALCOHOL FOR MEN AND WOMEN 4HIS INCLUDES DRINKING NO MORE THAN TWO STANDARD DRINKS PER DAY TO REDUCE HEALTH RISKS OVER A LIFETIME
CIGARETTE SMOKING s -ANY PEOPLE WITH DEPRESSION OR ANXIETY TAKE UP CIGARETTE SMOKING AND SOON BECOME ADDICTED TO NICOTINE s 3MOKERS ARE TWICE AS LIKELY TO HAVE A MAJOR DEPRESSIVE DISORDER AS THE GENERAL POPULATION s 3MOKERS ARE LIKELY TO INCREASE SMOKING WHEN DEPRESSED s 0EOPLE WHO TRY TO QUIT SMOKING AFTER YEARS OF USE MAY SOMETIMES DEVELOP DEPRESSION ANXIETY OR IRRITABILITY IN THE lRST FEW WEEKS AND OFTEN GO BACK TO SMOKING
0ART OF REDUCING ALCOHOL AND OTHER DRUG USE IS TO BE AWARE OF HOW MUCH ALCOHOL YOU ARE DRINKING AND WHAT DRUGS YOU ARE TAKING 2ECORDING THIS INFORMATION IN A DIARY CAN BE A USEFUL WAY TO KEEP TRACK OF YOUR INTAKE /NCE YOU KNOW THIS THERE ARE SOME WAYS TO HELP YOURSELF
-ANY PEOPLE USE ILLEGAL DRUGS TO DEAL WITH THEIR DEPRESSION OR ANXIETY BUT s A HIGH PROPORTION OF PEOPLE WHO USE AMPHETAMINES AND RELATED DRUGS DEVELOP DEPRESSION ANXIETY PANIC ATTACKS AND PARANOIA
s )NTOXICATION AND DEPRESSION CAN BE A DANGEROUS COMBINATION WHICH PUTS A PERSON AT RISK OF SUICIDE
HOW CAN YOU REDUCE YOUR ALCOHOL AND DRUG USE?
s WITHDRAWAL EFFECTS OF THESE DRUGS USUALLY INCLUDE DEPRESSION ANXIETY IRRITABILITY AND AGITATION
WHAT RESEARCH ON SUBSTANCE-USE IN AUSTRALIA TELLS US
)T S IMPORTANT TO STOP COMPLETELY WHEN
s $RINK LOW ALCOHOL BEERS AND MIXERS s !LTERNATE ALCOHOLIC DRINKS WITH NON ALCOHOLIC DRINKS s $ON T DRINK DURING THE WORKING WEEK s (AVE ALCOHOL FREE DAYS WEEKENDS OR WEEKS s #OUNT YOUR DRINKS AND STOP AT A PRE SET LIMIT E G TWO PER DAY s $RINK SLOWLY n LIMIT YOURSELF TO ONE DRINK PER HOUR
National Drug and Alcohol Research Centre
s YOU VE BECOME DEPENDENT ON ALCOHOL OR ANOTHER DRUG
)NFORMATION AND RESEARCH ABOUT DRUGS AND ALCOHOL IN !USTRALIA
s YOUR LIFE AND HAPPINESS IS AFFECTED
Quitline
s YOU RE TAKING ANTIDEPRESSANTS 2. Moderate or control your use )T S OFTEN VERY HARD TO STOP DRINKING OR TAKING DRUGS COMPLETELY !SKING YOUR FAMILY AND FRIENDS FOR HELP IS A GOOD PLACE TO START 9OUR DOCTOR CAN ALSO DEVELOP A PROGRAM TO HELP YOU TO CHANGE YOUR HABITS )F NECESSARY YOUR DOCTOR MAY PRESCRIBE MEDICATION TO HELP YOU STOP DRINKING ALCOHOL
s HOW MANY ALCOHOL FREE DAYS YOU WILL HAVE EACH WEEK )T IS IDEAL TO HAVE AT LEAST TWO ALCOHOL FREE DAYS EACH WEEK
s 4HE MAJORITY OF CHILDREN UNDER THE AGE OF YEARS HAVE NOT TAKEN ILLEGAL SUBSTANCES
s HOW MANY STANDARD DRINKS YOU WILL HAVE ON ANY ONE DRINKING DAY
s -EN ARE MORE THAN TWICE AS LIKELY AS WOMEN TO HAVE A SUBSTANCE USE DISORDER PER CENT COMPARED WITH PER CENT
s WHAT YOUR MAXIMUM NUMBER OF STANDARD DRINKS IS PER WEEK
Visit www.beyondblue.org.au Call 1300 22 4636 Email infoline@beyondblue.org.au
s ,IMIT DRINKING TO MEAL TIMES
MORE INFORMATION
s /F THE ILLEGAL DRUGS MARIJUANA ACCOUNTS FOR MORE DRUG USE DISORDERS THAN ANY OTHER DRUG
.ATIONAL (EALTH AND -EDICAL 2ESEARCH #OUNCIL Australian guidelines to reduce health risks from drinking alcohol. WWW NHMRC GOV AU PUBLICATIONS
s !VOID SITUATIONS WHERE YOU KNOW YOU WILL DRINK EXCESSIVELY E G BARS PUBS HOTELS
s YOU VE EXPERIENCED PHYSICAL HEALTH PROBLEMS AS A RESULT OF YOUR DRINKING OR DRUG USE
s !LCOHOL USE DISORDERS ARE ABOUT THREE TIMES AS COMMON AS OTHER DRUG USE DISORDERS
s 4HE PREVALENCE OF SUBSTANCE USE DISORDERS ACTUALLY DECLINES WITH AGE &OR EXAMPLE ONE IN SIX !USTRALIANS AGED YEARS HAS A SUBSTANCE USE DISORDER COMPARED WITH JUST ONE IN OVER YEARS OF AGE
s $ON T KEEP ALCOHOL IN THE HOUSE
s YOU HAVE SUICIDAL THOUGHTS
)F YOU HAVE DEVELOPED DRINKING PROBLEMS IN ASSOCIATION WITH DEPRESSION OR ANXIETY IT S IMPORTANT AT LEAST TO CONTROL OR MODERATE YOUR DRINKING ! GOOD WAY TO REDUCE YOUR ALCOHOL OR DRUG INTAKE IS TO SET YOUR OWN PERSONAL GOALS ON HOW YOU PLAN TO CUT BACK 4HIS MAY INCLUDE
s /NE IN !USTRALIAN ADULTS HAS A SUBSTANCE USE DISORDER
s $ON T DRINK ALONE
)F YOU ARE DEPRESSED AND ARE DRINKING ALCOHOL OR TAKING OTHER DRUGS IT IS WORTH REMEMBERING YOU NEED TO SET OUT TO ADDRESS BOTH PROBLEMS 4HE TWO PROBLEMS MAY RELATE CLOSELY TO EACH OTHER BUT ONCE YOUR PATTERN OF SUBSTANCE USE IS HABITUAL YOU WILL NEED TO DO SOMETHING ABOUT IT AS WELL AS THE DEPRESSION IN ORDER TO MAKE A FULL RECOVERY
www.ndarc.med.unsw.edu.au OR 02 9385 0333
www.quitnow.info.au OR 131 848 4HIS PROGRAM CAN HELP YOU QUIT SMOKING OR HELP YOU lND OUT MORE ABOUT HOW SMOKING HARMS YOU
National Cannabis Prevention and Information Centre www.ncpic.org.au OR 1800 30 40 50 %VIDENCE BASED INFORMATION ON CANNABIS AND RELATED HARMS
Australian Drug Information Network www.adin.com.au #ENTRAL POINT OF ACCESS TO ALCOHOL AND DRUG INFORMATION AND SERVICES IN !USTRALIA
DrugInfo Clearinghouse www.druginfo.adf.org.au OR 1300 85 85 84 )NFORMATION ABOUT ALCOHOL AND OTHER DRUGS AND DRUG PREVENTION
",
Sometimes people use alcohol, cigarettes, marijuana and other drugs to deal with their problems and feelings. These substances can cause long-term problems.
beyondblue: the national depression initiative )NFO LINE OR INFOLINE BEYONDBLUE ORG AU WWW BEYONDBLUE ORG AU ¥ "EYOND "LUE ,TD
1 of 2
Visit www.beyondblue.org.au Call 1300 22 4636 Email infoline@beyondblue.org.au
2 of 2
Anxiety disorders FACT SHEET 21
An anxiety disorder involves more than just feeling stressed – it’s a serious illness. People with anxiety disorders find it hard to function every day.
HOW COMMON ARE ANXIETY DISORDERS? Anxiety disorders are the most common mental disorders in Australia. Nearly one in seven people will experience some type of anxiety disorder in any one year – around one in six women and one in 10 men. One in four people will experience an anxiety disorder at some stage of their lives.1
Generalised Anxiety Disorder (GAD) GAD involves feeling anxious on most days over a long period of time. A person may have GAD if, for SIX MONTHS or more, on more days than not, they have: s FELT VERY WORRIED
â—? YES â—? NO
s FOUND IT HARD TO STOP WORRYING
â—? YES â—? NO
s FOUND THAT THEIR ANXIETY MADE IT DIFlCULT FOR them to carry out everyday activities (e.g. work, study, seeing friends and family).
â—? YES â—? NO
If the person answered ‘YES’ to ALL of these questions have they also experienced THREE or more of the following: s FELT RESTLESS OR ON EDGE
â—? YES â—? NO
WHAT CAUSES ANXIETY DISORDERS?
s FELT TIRED EASILY
â—? YES â—? NO
Combinations of factors are believed to trigger anxiety disorders. These include:
s HAD DIFlCULTY CONCENTRATING
â—? YES â—? NO
s FELT IRRITABLE
â—? YES â—? NO
s HAD MUSCLE PAIN E G SORE JAW OR BACK
â—? YES â—? NO
s HAD TROUBLE SLEEPING E G DIFlCULTY FALLING or staying asleep or restless sleep).
â—? YES â—? NO
s A FAMILY HISTORY OF MENTAL HEALTH PROBLEMS s STRESSFUL LIFE EVENTS s ONGOING PHYSICAL ILLNESS
Specific Phobia
s PERSONALITY FACTORS
TYPES OF ANXIETY DISORDERS, THEIR SIGNS AND SYMPTOMS There are many types of anxiety disorders with a range of signs and symptoms.
Social Phobia A person with Social Phobia has an intense fear of criticism, being embarrassed or humiliated, even in everyday situations. For example, public speaking, eating in public, being assertive at work or making small talk. A person may have Social Phobia if: s HE SHE HAS A FEAR OF ONE OR MORE SOCIAL or performance situations where they may be criticised
â—? YES â—? NO
s THE SITUATION IS AVOIDED OR ENDURED WITH anxiety and distress
â—? YES â—? NO
s FELT VERY NERVOUS WHEN FACED WITH A SPECIlC OBJECT or situation e.g.: – flying on an aeroplane
â—? YES â—? NO
– going near an animal
â—? YES â—? NO
n RECEIVING AN INJECTION
â—? YES â—? NO
s AVOIDED A SITUATION THAT MIGHT CAUSE THE PERSON TO FACE THE 3PECIlC 0HOBIA E G – needed to change work patterns
â—? YES â—? NO
– not getting health check-ups
â—? YES â—? NO
s FOUND IT HARD TO GO ABOUT DAILY LIFE E G WORKING studying or seeing friends and family) because the person is trying to avoid such situations. â—? YES â—? NO
Obsessive Compulsive Disorder (OCD)
s THE ANXIETY INTERFERES WITH NORMAL ROUTINE working life, social functioning, or the person is distressed about the problem
â—? YES â—? NO
s THE FEAR IS IDENTIlED AS UNREASONABLE
â—? YES â—? NO
1
3PECIlC 0HOBIAS CAUSE A PERSON TO FEEL VERY FEARFUL ABOUT PARTICULAR OBJECTS OR SITUATIONS ! PERSON MAY HAVE A 3PECIlC Phobia if they have:
/#$ OCCURS WHEN PEOPLE HAVE ONGOING UNWANTED INTRUSIVE thoughts and fears that cause anxiety – often called obsessions. These obsessions make people feel they need to carry out certain rituals in order to feel less anxious and these are known as compulsions. A person may have OCD if they have:
Australian Bureau of Statistics (2008). 2007 National Survey of Mental Health and Wellbeing: Summary of Results (4326.0). Canberra: ABS.
Visit www.beyondblue.org.au Call 1300 22 4636 Email infoline@beyondblue.org.au
1 of 4
Address: 43 Hibberson St, Gungahlin ACT 2912 Phone: 6241 0888 Opening Hours: Mon-Fri: 8am-7pm. Sat-Sun: 9am -12pm //gungahlinmedicalcentre.com.au/ Fee: No Bulk Billing Appointment is vital. Approximate distance from ANU: 20 Minute Drive
Gungahlin Health Centre
Address: 33 Colby court, Phillip ACT 2606 Phone: 6112 7000 Opening Hours: Mon-Fri: 7am-10pm. Sat-Sun: 8am-10pm Fee: No Bulk Bill for people over 15 years. No appointment necessary. Approximate distance from ANU: 15 Minute Drive
Phillip Medical and Dental Centre
Address: Corner of Nettlefold St and Coulter Drive, Belconnen ACT 2617 Phone: 6112 7111 Opening Hours: Mon-Fri: 7am-10pm. Sat-Sun: 8am-10pm Fees: Bulk Bill No appointment necessary. Approximate distance from ANU: 16 Minute Drive
Ginninderra Medical and Dental Centre
Address: 3 Garema Place, Canberra ACT 2601 Phone: 6257 1000 Opening Hours: Mon-Fri: 8am-5pm. Closed Weekends //garemaplacesurgery.com.au/ Fees: No Bulk Billing. Fees vary. Appointment is vital. Approximate distance from ANU: 20 Minute Walk
Garema Place Surgery
Address: 11/100 Eastern Valley Way, Bruce ACT 2617 Phone: 6253 5444 Opening Hours: Mon-Fri: 8am - 8pm Sat-Sun/Public Holidays: 10am - 6pm //tristarmedicalgroup.com.au/ Fees: Bulk Bill Making an appointment is advised. Approximate distance from ANU: 15 Minute Drive
Tristar Medical Group
Medical Centres
August 2013
Address: Level One, 28 University Avenue, Canberra City Phone: 6247 3077 Opening Hours: Mon, Tue & Thurs: 9am - 5pm. Wed: 9am - 6pm. Fri: 9am - 4pm //shfpact.org.au/ Fee: Bulk Bill full-time students, Centrelink Health Care card holders and under 22 year olds. Appointment is vital. Approximate distance from ANU: 4 Minute Walk
Sexual Health and Family Planning
Address: Suite 25/175 Strickland Cres, Deakin ACT 2600 Phone: 6162 0463 Opening Hours: Mon – Fri: 9 – 5pm //annielim.com.au/ Fees: No Bulk Billing. Appointment only. Approximate distance from ANU: 12 Minute Drive
Group Family Practice
Address: 5b Chandler St, Belconnen ACT 2616 Phone: 6251 9006 Opening Hours: Mon-Thur:7:30am- 9pm Fri: 7:30am -7pm. Sat: 8am-1pm //northcanberrafamilypractice.com.au/ Fees: Bulk Bill at doctors discretion. Appointment only. Approximate distance from ANU: 15 Minute Drive
North Canberra Family Practice
Address: Florey Shops, Kesteven St, Florey ACT 2615 Phone: 6259 1444 Opening Hours: Mon-Fri: 8:30am-8pm. Sat: 8:30am-5pm Sun: 9am-4pm //floreymedical.com.au/ Fees: No Bulk Billing. Doctors set their own fees. Patients with appointments have priority. Approximate distance from ANU: 20 Minute Drive
Florey Medical Centre
CANBERRA HEALTH SERVICES
• Canberra Hospital: Pre Admission Clinic, Building 12 The Canberra Hospital (Enter through the Emergency Department Entrance and follow the signs) Yamba Drive Garran ACT • Calvary Hospital: Calvary Hospital Day Services Building (Through the double doors that say A&E/Maternity, under the multi-coloured walkway) Mary Potter Circuit, Bruce • Tuggeranong: Greenway Waters Suites, Corner Anketell and Cowlishaw Streets, Tuggeranong ACT Phone: 1300 422 567 Medical Opening Hours: Mon-Fri: 6 pm – 8:30 am Sat-Sun: 24 hours Call Centre Operating Hours: Mon-Fri: 6pm - 8:30am the next morning. Sat-Sun: 6pm- 8:30am the next morning. Public Holidays: All day //calms.net.au
CALMS (Canberra After Hours Locum Medical Service)
Expert over-the-phone health advice and information. Phone: 1800 022 222 Call Centre Operating hours: 24 hours 7 days.
Health Direct
Emergency Department Address: Haydon Drive, Bruce ACT 2617 Phone: 62016111 Priority: 1300 422 567 Opening Hours: Open 24 hours. //calvary-act.com.au/ Approximate distance from ANU: 10 Minute Drive
Calvary Hospital
Nurses only. No Medical Certificates can be given. Address: Located at the Canberra Hospital,Yamba Drive, Garran ACT 2605 Phone: 13 33 81 Opening Hours: 7am - 11pm everyday of the year. //health.act.gov.au/walk-in-centre/home/walk-in-centre No appointment necessary. Approximate distance from ANU: 14 Minute Drive
Walk- In Centre
Emergency Department Address: Building 12, Level 2,Yamba Drive, Garran ACT 2605 Phone: 6244 2222 Opening Hours: Open 24 hours //health.act.gov.au/ Approximate distance from ANU: 14 Minute Drive
Canberra Hospital
TREATMENT/CARE
EMERGENCY
August 2013
Address: Alinga St & Northbourne Ave Jolimont Centre, Canberra City ACT 2601 Phone: 6162 1133 Opening Hours: 8am-11pm everyday of the year. Approximate distance from ANU: 15 Minute Walk.
Chemist on Northbourne
Address: O’Connor Shopping Centre, Sargood Street O’connor ACT 2602 Phone: 6248 7050 Opening Hours: 9am - 11pm everyday of the year. Approximate distance from ANU: 7 Minute Drive
Capital Chemist O’Connor
Address: Coulter Dr, Belconnen ACT 2617 Phone: 6251 5775 Opening Hours: 8am-10pm everyday except Christmas. Approximate distance from ANU: 16 Minute Drive
Ginninderra Pharmacy Belconnen
AFTER HOURS CHEMIST
CANBERRA HEALTH SERVICES
anusa australian national university students’ association