This is a video of Erica Van Zuidam. She is a quad amputee and she is incredibly inspirational with her kind spirit and happy disposition. What an example to all of us.
This week we talked about making facilities and programs fully accessible to anyone in our community, including those individuals with physical disabilities.
This lesson was difficult for me. I had a hard time feeling connected to what we are learning which isn't typical for me. Usually I find I have a personal and emotional connection but this week it seemed to be missing.
We had a case study this week that put us in charge of building a facility that was fully accessible. I will post what I learned below.
How will all outside areas and entrances be fully
accessible? The parking lot will
need to have spaces close exclusively for people who have disabilities. These
spaces will need to be larger to accommodate wheelchairs and other
helpers. There will also need to be flat opening on the curb, and a ramp
up to the door. This ramp will need to have a gradual enough incline to
easily go up and down and will need to have hand rails. The doors to the
entrance will need to be wide enough and will need to have an automatic
option.
How will each level and all rooms be fully accessible? Our facility will need to have an
elevator option for those who cannot use stairs. All of the rooms will
need to have doors that are wide enough. Another option is having helpers
assigned to each level to assist with any transportation needs. The rooms
will be labeled with signs that are easy to read along with a brail sign.
How will services and service areas be fully
accessible? Our service desk
counter personal will all be trained to know how to communicate
respectfully and efficiently with all people with or without disabilities.
If funds allow, we will have some devices that will allow us to type back
and forth with those people who are hard of hearing or deaf, and if not we
will always have a pen and a piece of paper handy and ready to use. Brail
copies of our programs will be available.
How will the personal facilities (drinking fountains,
restrooms, etc.) be fully accessible? Our
locker rooms, restrooms, and drinking fountains will all be accessible to
those with disabilities. Locker rooms will have wide entrances as well as
personal that are able to direct and help anyone in need. The restrooms
will have stalls exclusively for those with disabilities that will have
hand rails, will be extra long and wide, and have dispensers close enough
to reach but not in the way of moving. Our drinking fountains will be wall
mounted with space underneath them so that wheelchairs can easily reach.
They will also be multi-leveled to accommodate all heights and
preferences.
How will activities and activity areas be fully
accessible? We will have screens in
all of the rooms so that instructions can be written as well as heard over
the speaker system. Instructors will be able to upload PowerPoint’s to
assist their classes to the screens for all to see. We will also ask those
who attend our classes if they have any input on how we can improve our
classes. We will take that feedback and include it in our coming classes.
How will emergency devices and exits be fully
accessible? There will be signs,
lights, and a speaker system in our facility. In times of emergency we
will incorporate all three of them.
How will you balance each of these needs within the
allowable budget? How will you balance what you really would like to do
with what will suffice? This is a
big concern. We will use the budget we can to build the best facility as
possible. The things that we cannot afford will need to be less high-tech.
For example, I mentioned earlier that instead of having a fancy typing
device at our front desk, a pen and paper would do. Instead ofhaving automatic doors, you could just
have the front desk person who will be able to open the door for those who
need assistance. We could get the community involved to raise funds or cut
costs. I would talk to contractors and builders and see if they would be
willing to give us a small discount because we are trying to make our
facilities as accessible as possible.Ultimately, we will be creative, ask for help from those who have
disabilities to give us advice, and do the best we can with what we have.
What types of individuals and experts will you consult
and involve on your committee? I
would contact those in the community who have disabilities and get them involved
from the get go. I would also contact The American National Standards
Institute, Uniform Federal Accessibility Standards, and Americans with
Disabilities Act accessibility guidelines for further help.
I know that was a long and slightly obnoxious blog title, but I hope you really think about the last sentence. I heard this is a TED talk video given by Shawn Anchor (it will be posted below). The absence of disease does not mean someone is healthy. We are in this life to have joy, and that is not achieved by doing everything we can to avoid pain. Again, the absence of sickness isn't health, the absence of pain isn't joy, and the absence of bad things happening in our lives does not mean good things are happening. The good news is, we can do something about our happiness. This week we learned about Positive Psychology and what how that can play a huge role in our every day lives and in what we bring to the table in our professional lives. I am lucky because I spend all last semester researching and studying this to write my final 10 page paper on happiness. Here are some of the things I have found that have helped me understand happiness in a better way, and why positive psychology is so important.
One of my favorite things I learned this week is the PERMA model. I will post it below.
Before I go, I want to challenge you to choose to be happy. It is why we are here on earth.
The PERMA Model was developed by respected positive psychologist,
Martin Seligman, and was widely published in his influential 2011 book,
“Flourish.” “PERMA” stands for the five essential elements that should
be in place for us to experience lasting well-being. These are:
Positive Emotion (P)
For us to experience well-being, we need positive emotion in our lives.
Any positive emotion such as peace, gratitude, satisfaction, pleasure,
inspiration, hope, curiosity, or love falls into this category; and the
message is that it’s really important to enjoy yourself in the here and
now, just as long as the other elements of PERMA are in place.
Engagement (E)
When we’re truly engaged in a situation, task, or project, we
experience a state of flow : time seems to stop, we lose our sense of
self, and we concentrate intensely on the present. This feels really good! The more we experience this type of engagement, the more likely we are to experience well-being.
Positive Relationships (R)
As humans, we are “social beings,” and good relationships are core to
our well-being. Time and again, we see that people who have meaningful,
positive relationships with others are happier than those who do not.
Relationships really do matter!
Meaning (M) Meaning
comes from serving a cause bigger than ourselves. Whether this is a
specific deity or religion, or a cause that helps humanity in some way,
we all need meaning in our lives to have a sense of well-being.
Accomplishment/Achievement (A)
Many of us strive to better ourselves in some way, whether we’re
seeking to master a skill, achieve a valuable goal, or win in some
competitive event. As such, accomplishment is another important thing
that contributes to our ability to flourish.
This week we spent more time learning about the different kinds of disabilities. The more I learn the more fiercely I feel love for these people with disabilities. There has always been something inside of me that has been drawn to those people who have mental disabilities. Children with autism and down syndrome especially. I think it is something about their innocence and sweet disposition that draws others to them. Below I will post two videos that bring joy to my heart.
As I watched the second video I had the thought that this message applies to so many more aspects of our life than just people with down syndrome. Despite all of our differences, political, religious, income, we are all more alike than different. We are all children of our Heavenly Father and in that way we all have a divine nature. Can we not focus on the ways we are alike and treat others the way we would want to be treated?
Here are some of the great sources I learned from this weeks lesson. I'm sure people do not want to read them, but I do not want to lose this information so I will continue to post them at the end of my blog each week.
Developmental Disabilities
A developmental disability is defined as a severe, chronic disability that is:
Attributable to a mental or physical impairment or combination of the two
Manifested before the person reaches age 22
Likely to continue indefinitely
Classified by substantial functional limitations
Classified
by a person’s need for interdisciplinary or generic care, treatment, or
other services that are of lifelong or extended duration.
It
is estimated that some 764,000 children and adults in the United States
manifest one or more of the symptoms of cerebral palsy. Currently,
about 8,000 infants are diagnosed with the condition each year; And
1,200 to 1,500 preschool-age children are recognized each year to have
cerebral palsy.
(United Cerebral Palsy Research and Educational Foundation)
Disabilities
such as brain injury, autism, cerebral palsy, and other neurological
impairments may be considered developmental disabilities as well. For
example, autism is a complex developmental disability that typically
appears during the first three years of life. Autism is the result of a
neurological disorder that affects the functioning of the brain.
Children and adults with autism typically have difficulties in verbal
and non-verbal communication, social interactions, and leisure or play
activities. Persons with autism may exhibit repeated body movements
(hand flapping, rocking), unusual responses to people or attachments to
objects, and resistance to changes in routines
Cerebral palsy is a
condition caused by damage to the brain, usually occurring before,
during, or shortly after birth. Cerebral palsy is characterized by an
inability to fully control motor functions. This may include stiff and
difficult movements, involuntary and uncontrolled movements, or a
disturbed sense of balance and depth perception. People with cerebral
palsy may exhibit spasms, mobility impairments in sight, hearing, or
speech, or mental retardation.
The American Association of Mental
Retardation states that mental retardation is a disability characterized
by significant limitations both in intellectual functioning and in
adaptive behavior as expressed in conceptual, social, and practical
adaptive skills. The disability, originating before the age of 18, is
thought to be present if the individual has an intellectual functioning
(IQ) of 70 or below. Causes of mental retardation range from genetic
disorders to lead poisoning, but The Arc, a nonprofit organization
devoted to promoting and improving supports and services for people with
mental retardation and their families, states that the three major
causes are Down syndrome, fetal alcohol syndrome, and fragile-X.
One
in every 800 to 1,000 children is born with Down syndrome. Over 350,000
people in the United States alone have Down syndrome.
(National Down Syndrome Society)
Down Syndrome
Down syndrome, the most common cause of mental retardation, is a
condition caused by a chromosome abnormality in which cell development
inexplicably results in 47 instead of 46 chromosomes. The extra
chromosome affects the orderly development of the brain and body. The
level of mental retardation for persons with Down syndrome may range
from mild to severe, with the majority functioning in the mild to
moderate range. Fetal Alcohol Syndrome (FAS) Fetal
alcohol syndrome is the name given to a group of physical and mental
birth defects that are the result of a woman’s alcohol consumption
during pregnancy. These mental and physical birth defects can include
mental retardation, growth deficiencies, central nervous system
dysfunction, craniofacial abnormalities, and behavioral maladjustments.
Not all women who drink alcohol during pregnancy have babies with FAS.
Variables affecting outcome include genetics, cigarette smoking, drug
use, nutrition, and time of use during pregnancy. Fragile-X
In 1991, scientists discovered the gene (called FMR1) that causes
fragile-X. In individuals who have fragile-X syndrome, a defect in FMR1
shuts the gene down, preventing it from manufacturing proteins.
According to the National Institute of Child Health and Human
Development, fragile-X syndrome is the most common inherited cause of
mental retardation, affecting approximately 1 in 4,000 to 6,000 males
and 1 in 8,000 to 9,000 females. Symptoms of fragile-X syndrome include
mental impairment ranging from learning disabilities to mental
retardation, attention deficit and hyperactivity, anxiety and unstable
mood, autistic behaviors, long face, large ears, flat feet, and hyper
extensible joints. Suggestions to Improve Access and Positive Interactions
Interact with the person with a developmental disability as a person first.
Avoid talking about a person with a developmental disability when that person is present.
Break down concepts into small, easy-to-understand components.
If necessary, involve an advocate when communicating with a person with a developmental disability.
Mobility Impairments
According to the National Center for
Medical Rehabilitation Research, an estimated 25 million people have
mobility impairments. Mobility impairments include a broad range of
disabilities that affect a person’s independent movement and cause
limited mobility. Mobility impairments may result from cerebral palsy,
spinal chord injury, stroke, arthritis, muscular dystrophy, amputations,
or polio. Mobility impairments may take the form of paralysis, muscle
weakness, nerve damage, stiffness of the joints, or lack of balance or
coordination. Only people whose mobility impairments substantially limit
a major life activity are covered by the ADA.
The conditions that
cause mobility impairments each have their own distinct
characteristics. Some mobility impairments are acquired at birth, while
others are caused by accidents, illnesses, or the natural process of
aging.
Every year approximately 185,000 people undergo amputation surgery and 1.6 million amputees live in the United States.
Amputation
Amputation is the removal of all or part of a limb. An amputation may
occur as a result of an accident or as a surgical intervention for a
medical condition. Prior to this century, amputation was commonly
performed to prevent gangrene in a limb. When antibiotics came into use,
wounds could be more effectively treated and many limbs were spared.
Today, most amputations are for those patients who have wounds that do
not heal properly due to vascular disease, atherosclerosis, and blood
clots. Amputation may also be carried out to prevent the spread of
cancer to another part of the body.
Phantom pain is a sensation
felt by a person who has had a limb amputated. According to information
collected by the National Amputation Foundation, the sensation may be
one of a crushing, cramping or twisted feeling in the absent body part.
Some individuals may also feel an aching or burning pain where the
extremity was. The sensation is caused by stimulation along a nerve
pathway, where the sensory ending has been severed in the amputated body
part. The pain generally lasts between two and three months after the
amputation, although some individuals have been noted to have the
sensation for years. Muscular Dystrophy A definition
provided by the Muscular Dystrophy Family Foundation describes muscular
dystrophy (MD) as the common name for many progressive hereditary
diseases that cause muscles to weaken and degenerate. According to the
Foundation, there are 43 different neuromuscular diseases. The term
muscular dystrophy is kind of a misnomer as it is a category of
diseases, but not a disease itself. MD is caused by altered genes, which
prevent the body from manufacturing essential substances in adequate
amounts to maintain and fuel the muscles. Each type of MD has its own
hereditary pattern, age of onset, and rate of muscle loss. In cases
where heredity does not seem to be a factor, MD occurs because of a new
gene mutation in the affected person or the parent(s) of that person. Multiple Sclerosis
Multiple Sclerosis Central, a Web site dedicated to providing
information on multiple sclerosis (MS), defines it as a disease of the
brain and spinal chord (central nervous system) in which the covering of
the nerves is destroyed. This situation causes messages from the brain
and spinal chord to interpret signals ineffectively, creating a
multitude of different symptoms. Each case of MS is unique and typical
symptoms include balance and coordination problems, bowel and bladder
problems, fatigue, tremors and spasms, pain, weakness, cognitive
problems, numbness, tingling, and communication disorders related to
vision, speech, and hearing.
According to the
Spina Bifida Association of America, an estimated 70,000 people in the
United States are currently living with spina bifida. There are 60
million women at risk of having a baby born with spina bifida. Every
day, an average of 8 babies are affected by spina bifida or a similar
birth defect of the brain and spine; and each year, about 3,000
pregnancies are affected by these birth defects.
Polio
The Polio Society defines polio, short for poliomyelitis, as a disease
that can damage the nervous system and cause paralysis. The polio virus
lives in the throat and intestinal tract of infected persons. The virus
attacks the nerve cells that control muscle movements. Many people
infected with the virus have few or no symptoms, and others only have
short-term symptoms such as headache, tiredness, fever, stiff neck and
back, and muscle pain. More serious problems occur when the virus
invades nerves in the brain and causes paralysis of the muscles used in
swallowing and breathing. Invasion of the nerves in the spinal cord can
cause paralysis of the arms, legs, and trunk. Polio is most common in
infants and young children, but complications occur most often in older
persons. Post-polio is a name given to new symptoms of increased
weakness, fatigue, and muscle deterioration that occur in people who
previously contracted polio after many years of relatively stable
physical condition. This syndrome typically shows up in middle age or
later Spina Bifida Spina bifida is the most common
neural tube defect (NTD) a serious birth defect that involves incomplete
development of the brain, spinal cord and/or protective coverings for
these organs. It results from the failure of the spine to close properly
during the first month of pregnancy. In severe cases, the spinal cord
protrudes through the back and may be covered by skin or a thin
membrane. Surgery to close a newborn’s back is generally performed
within 24 hours after birth to minimize the risk of infection and to
preserve existing function in the spinal cord. Because of the paralysis
resulting from the damage to the spinal cord, people with spinia bifida
may need surgeries and other extensive medical care.
The
National Spinal Cord Association estimates that 250,000 to 400,000
individuals are living with spinal cord injury or spinal dysfunction,
with 7,800 to 12,660 new injuries each year.
Spinal Cord Injury
Spinal Cord Injury is damage to the spinal cord that results in a loss
of function, such as mobility. Cases include motor vehicle accidents,
falls, sports injuries (including diving accidents), and diseases such
as polio and spina bifida. Suggestions to Improve Access and Positive Interactions
If a person appears to have little grasping ability, do not be afraid to shake hands.
Do
not hold on to a person’s wheelchair. It is a part of the person’s body
space and touching it or leaning on it are both inappropriate and
dangerous.
Talk directly to a person using a wheelchair, not to an attendant or third party.
During a conversation with a person using a wheelchair, consider sitting down in order to share eye level.
Avoid
inappropriate terms such as “cripple,” “confined to a
wheelchair,” “bed-ridden,” “wheelchair-bound,” “deformed,” and
“suffering from a disability.” Instead, use terms such as “person with a
physical disability” or “person who uses a wheelchair.”
Invite people with disabilities to serve on program boards and planning committees.
Create an access policy to demonstrate your commitment to comply with the ADA and to include people with disabilities.
Implement changes, if necessary, to make your pro¬grams and facilities accessible and compliant with the ADA.
Acquired Brain Injuries
According
to the Centers for Disease Control, 1.4 million people sustain a
traumatic brain injury each year in the United States. That means a
person receives a traumatic brain injury every 22 seconds. Of those 1.4
million, 50,000 die, 235,000 are hospitalized, and 1.1 million are
treated and released from an emergency department.
Acquired
brain injuries are caused by external forces applied to the head that
occur suddenly in the course of normal development. The most common
causes of acquired brain injuries are automobile accidents, falls,
assaults, and sports injuries.
Acquired brain injuries typically
result in total or partial brain damage that is diffuse or widespread;
it is not usually confined to one area of the brain. Thus, impairments
are multiple and can affect both cognitive abilities and physical
functioning.
People who sustain acquired brain injuries may
experience physical symptoms, such as persistent head-aches, fatigue,
seizures, lack of motor coordination, and sleeping disorders; cognitive
symptoms, such as short and long-term memory loss, limited attention
span, inability to make decisions, and communication impairments; or
behavioral/emotional symptoms, such as mood swings, depression,
irritability, impulsivity, and denial of the disability.
There
are 5.3 million Americans living with a brain injury. The two age
groups at highest risk for traumatic brain injury are 0 to 4-years-old
and 15 to 19-years-old. Males are about 1.5 times as likely as females
to sustain this type of injury.
Suggestions to Improve Access and Positive Interactions
Repeat important information about the purpose, duration and guidelines for a workshop, class, or meeting.
Keep the environment distraction-free.
Be aware that impulsiveness, irritability, or egocentric behavior are possible from a person with an acquired brain injury.
Accentuate positive gains using frequent praise.
Additional Information: Visit the Church Disabilities Website and the the List of Disabilities Brain Injury Association of America 8201 Greensboro Drive, Suite 611 McLean, VA 22102 (703) 761-0750 (v) 800-444-6443 (family helpline) (703) 761-0755 (fax) Web: www.biausa.org
Another week and so many cool lessons! I'll copy and paste some of the cool material I learned at the end, but I'd like to first share a few personal stories that have to do with this week's objective which is: learning about the different kinds of disabilities.
My sister Sawyer is 15. She is beautiful, talented, funny, great with babies, and she also suffers from severe hearing loss in both ears. She has been wearing hearing aids from the time she was 4, but her hearing continues to get worse as time goes on. There is a good chance she could lose her hearing completely.
Regardless of this fear, Sawyer lives life with joy. Obviously having this disability changes the way she has to do things. She has grown up reading lips and the biggest way to understand people. Even with hearing aids, if she can't see our lips she has a hard time understanding. She also has to sit in the front of all of her classrooms which can sometimes lead to uncomfortable interactions. She recently cut her hair pixie cut style which makes her hearing aids much more noticeable. This year in school on the first day one of her teachers spotted them and spoke very loudly and slowly in front of the class "Are you deaf?" She takes all of this in stride. She even makes jokes about it! Sawyer is one of my heroes :)
This is me with my sisters. Sawyer is the middle right.
This week I spent some time with Lily, an little 3 year old girl adopted recently from China. She had to have open heart surgery when she was very young which left her with a huge scar. She also had some developmental issues which make the right side of her face sag a bit and causes some speech issues. She has deafness in her left ear which is shriveled. These physical disabilities are minimal compared to the emotional ones she suffered growing up in an orphanage. Lily saw that the babies in the orphanage got the attention and so she mimic their behavior. She is very needy and does not like to do things herself. Despite all of this Lily is a happy little girl with an excitement for life! Today we fed some horses, pet a pig, and tried to catch chickens. Her adoptive brother who is also 3 is her playmate and best friend. I have learned that I need to be stern with her and teach her that she can do things on her own. It is a joy to see her pride as she accomplishes things she never has before.
In addition to physical disabilities this week we learned about mental illnesses like depression, OCD, and learning disabilities. Below is a video from an Apostle of the Lord teaching how to treat those who suffer from these.
If you are looking for more academic informational ways to act and treat others, here are some of the highlights of our lesson this week:
Learning Disabilities
Learning disabilities are
manifested by significant difficulties in listening, speaking, reading,
writing, reasoning, and/or mathematical ability. The primary problems do
not involve collecting information (as in sensory disabilities), but in
interpreting, translating, or recalling information. Learning
disabilities are intrinsic to the person, presumed to be due to central
nervous system dysfunction, and may occur throughout a person’s
lifespan. Learning disabilities range from mild to very severe.
People
with learning disabilities often have trouble learning sequences of
tasks. This difficulty is some-times mistaken for carelessness or lower
intelligence. However, learning disabilities do not denote inferior
intelligence. In fact, a majority of individuals with learning
disabilities have normal intelligence and are fully capable of
performing complex tasks that are not impeded by their disabilities.
Alternative teaching strategies can help people with learning
disabilities learn to adapt and perform at academic levels com¬parable
to their peers.
Suggestions to Improve Access and Positive Interactions
The
Learning Disabilities Association of America states that nearly 2.9
million students are currently receiving special education services for
learning disabilities in the United States.
According to the U.S.
Department of Education, approximately 46.4 percent of students in
special education have learning disabilities.
Be aware
that occasional inattentiveness, distraction, or loss of eye contact by a
person with a learning disability is not unusual.
When communicating with a person with a learning disability, discuss openly the preferred way to communicate.
Be sensitive to the fact that some information processing problems may affect social skills.
Provide structure and clear concrete expectations.
Provide
positive reinforcement. Do not embarrass the participant by asking him
or her to do a task that will draw attention to the disability.
If
the participant has difficulty with coordination, be sure to analyze
activities for any safety issues and to manage any identified risks.
Mental Illness
Mental illnesses are biological brain
disorders that can critically interfere with a person’s ability to
think, feel, and relate to other people and the environment. For many
years, children were not thought to experience mental illness because
they did not have to confront the stresses that adults face. Research
now indicates, however, that children do have depression and anxiety
disorders.
According to America’s Children: Key National Indicators of Well-Being,
the annual report of the Federal Interagency Forum on Child and Family
Statistics, nearly five percent—an estimated 2.7 million children—are
reported by their parents to have definite or severe emotional or
behavioral difficulties. These challenges may interfere with their
family life, their ability to learn, and their formation of friendships.
They may persist throughout a child’s development and lead to lifelong
disability, including more serious illness, more difficult to treat
illness, and co-occurring mental illnesses.
The
National Institute of Mental Health estimates that 22.1 percent of
Americans age 18 and older—about 1 in 5 adults—have a diagnosable mental
disorder.
According to the National Alliance for the Mentally
Ill, mental disorders fall along a continuum of severity. The most
serious and disabling conditions affect 5 to 10 million adults and 3 to 5
million children ages 5 to 17. Mental disorders are the leading cause
of disability in North America, Europe and, increasingly, the world.
The
causes of mental illness are not known, but mental health professionals
believe these disorders are due to a combination of biological,
psychological, and environmental factors.
Mental Illness Facts
About 5% of Americans have a serious mental illness
One in four families has a member who suffers from mental illness
Only
one in five people who has a mental illness seeks the help that he or
she needs due to stigma, lack of awareness or other barriers
Suicide is the third leading cause of death for people between the ages of 15 and 24.
Depression
Depression
is the most commonly diagnosed emotional problem. Almost one-fourth of
all Americans suffer from depression at some point in life, and four
percent of the population have symptoms of depression at any given time.
The term “depression” can be confusing, since it’s often used to
describe a very normal emotion that passes quickly. Everyone feels
“blue” or sad occasionally. But if that emotion continues for long
periods, and if it is accompanied by feelings of guilt and hopelessness,
it could be an indication of depression. The persistence and severity
of such emotions distinguishes the mental disorder of depression from
normal mood changes. People who suffer serious depression say they feel
their lives are pointless. They feel slowed down, “burned out” and
useless. Some even lack the energy to move or to eat. They doubt their
own abilities and often look on sleep as an escape from life. Many think
about suicide, a form of escape from which there is obviously no
return.
Manic Depressive Bipolar Disorder
manic-depressive
(bipolar) disorder, an illness in which sufferers’ mood may swing from
depression to an abnormal elation or mania that is characterized by
hyperactivity, scattered ideas, distractibility, and recklessness. Most
people suffering from bipolar disorder respond remarkably well to the
mineral salt lithium, which seems to even out the disorder’s terrible
highs and lows.
Anxiety Disorders
Fear is a safety valve
that helps us recognize and avoid danger. It increases our reflexive
responses and sharpens awareness. But when a person’s fear becomes an
irrational, pervasive terror or a nagging worry or dread that interferes
with daily life, he or she may be suffering from some form of anxiety
disorder. This affliction affects about30 million Americans, including
11 percent of the population who suffer serious anxiety symptoms related
to physical illness. In fact, anxiety is thought to contribute to or
cause 20 percent of all medical conditions among Americans seeking
general health care. There are many different expressions of excessive
anxiety. Phobic disorders, for example, are irrational, terrifying fears
about a specific object, social situations or public places.
Psychiatrists divide phobic disorders into several different
classifications, most notably specific phobias, social phobias and
agoraphobia.
Schizophrenia
Like depression, schizophrenia
afflicts persons of all ages, races and economic levels. It effects up
to two million Americans during any given year. Its symptoms frighten
patients and their loved ones, and those with the disorder may begin to
feel isolated as they cope with it. The term schizophrenia refers to a
group of disorders that have common characteristics, though their causes
may differ. The hallmark of schizophrenia is a distorted thought
pattern. The thoughts of people with Schizophrenia often seem to dart
from subject to subject, often in an illogical way. Patients may think
others are watching or plotting against them. Often, they lose their
self-esteem or withdraw from those close to them. The disease often
affects the five senses. Persons suffering schizophrenia sometimes hear
nonexistent sounds, voices or music or see nonexistent images. Because
their perceptions do not fit reality, they react inappropriately to the
world. In addition, the illness affects the emotions. Patients react in
an inappropriate manner or without any visible emotion at all. Though
the symptoms of schizophrenia can appear suddenly during times of great
stress, schizophrenia most often develops gradually, and close friends
or family might not notice the change in personality as the illness
takes initial hold.
Substance Abuse/Addictive Behavior
Substance
abuse should be a part of any discussion about mental illnesses.
Substance abuse, the misuse of alcohol, cigarettes and both illegal and
legal drugs, is by far the predominant cause of premature and
preventable illness, disability and death in our society. According to
the National Institute of Mental Health, nearly 17 percent of the U.S.
population 18 years old and over will fulfill criteria for alcohol or
drug abuse in their lifetimes. When the effects on the families of
abusers and people close to those injured or killed by intoxicated
drivers are considered, such abuse affects untold millions more. While
abuse of and/or dependence on substances may in their own right bring
suffering and physical sickness that require psychiatric medical
treatment, they often accompany other seemingly unrelated mental
illnesses as well. Many people who struggle with mental illnesses also
struggle with alcohol or drug habits that may have begun in their
mistaken belief that they can use the substance to “medicate” the
painful feelings that accompany their mental illness. This belief is
mistaken because substance abuse only adds to the suffering, bringing
its own mental and physical anguish. Here, too, psychiatrists can offer
hope with a number of effective treatment programs that can reach the
substance abuser and his or her family.
Suggestions to Improve Access and Positive Interactions
Remember that people with mental illness do not have lower intelligence.
Be aware that people with more severe mental illnesses may have difficulty processing or expressing emotions.
Be sensitive to the fact that some people with mental illness may overreact to emotionally charged topics or conversations.
Learn more about the nature of the person’s diagnosed mental illness.
This week we learned about people first language and inclusion. For those of you who are unfamiliar with people first language (I was one of them until a week ago) let me explain. No, there is too much, let me summarize (Princess Bride). This youtube video does a great job.
https://www.youtube.com/watch?v=QQ0pKPxoyHs
There was also some great resources my teacher posted about inclusion. I'll post those here:
What is Inclusion?
Process nurtured by professionals, families, and friends in recreation and leisure settings.
It is important to understand that inclusion means not only physical inclusion but also social inclusion.
Having the same choices and opportunities in recreation activities that other people have.
Everyone should have the choice to participate.
If a recreation activity is an interest of a participant than the opportunity needs to exist.
Being accepted and appreciated for who you are.
People with disabilities have many strengths.
They will tell you their limitations.
Being with friends who share your interests not your disability.
Being a valued customer and welcome participant in community recreations programs, regardless of ability level.
Having recreation facilities and areas that are accessible and easy for everyone to use.
Providing
the necessary individual adaptations, accommodations, and supports so
every person can benefit equally from a recreation experience in the
community with friends.
Things to Avoid When Planning for Inclusion
Avoid putting large groups of people with disabilities in one program.
Inclusions is not special segregated programs.
Avoid disrupting the natural proportion of individuals with and without disabilities in the community.
Avoid special, labeled programs such as “Handicapped Gym Program” or “Bowling for the Mentally Handicapped”.
Avoid
“caring for” or “looking after” people with disabilities instead of
facilitating equal opportunities for equal participation that include
risk and challenge.
Why Promote Inclusion?
Inclusions includes people with and without disabilities.
Improved quality of life of all participants.
Provision of appropriate role models.
Increased social interaction among participants.
Increased positive attitudes toward people with disabilities and a better understanding of specific disabilities.
Staff is trained.
Increased independence among participants.
The have the opportunity to make their own choices.
As I used these resources I felt myself becoming better. I suggest you doing the same.
