Study strategies and coping skills transform attitudes

Photo by Pragyan Bezbaruah on Pexels.com

Writer: Rachel Ehmke

Clinical Experts: Matthew Cruger, PhD , Ken Schuster, PsyD

https://www.youtube.com/watch?v=_3b5VC5mEcY

What You'll Learn

- Why do some kids feel anxious when taking tests?

- What are some ways kids can prepare for a test to feel less anxious?

- How can kids stay calm while taking a test?

- Quick Read

- Full Article

- Why some kids get test anxiety

- Feeling more confident

- Better study strategies

- During the test

- Finding success

Lots of kids get stressed out by taking tests. This is especially true of kids who have anxiety, ADHD or learning disabilities, who may feel less confident in school. Worrying that they won’t do well can make it harder to focus in the moment, but learning strategies to manage anxiety can help. 

Reducing anxiety starts with preparing for the test by using study techniques that will boost their confidence. Reviewing the specific test format and taking practice tests, if they can, will make them feel calmer. So can guessing the questions that might come up and practicing answering them. Looking for big themes in the material is another active way of studying that can help kids remember information. 

It’s important to make a plan of attack for the test itself. Kids can remind themselves that it’s okay to skip questions and come back to them. Avoiding spending too long on one question is usually a good idea too. Calming techniques like using a stress ball or taking deep breaths can also help. If your child has especially bad test anxiety, they may even qualify for accommodations like extra time or taking a break partway through.  

Finally, encourage kids to remember that it’s okay if they don’t know the answer. Sometimes the best way to manage anxiety is to accept when they don’t know something and move on to the next question. 

When athletes are called upon to perform in high-pressure situations, many of them describe having peaked senses that they use to their advantage. They’re able to quiet their minds, zone out the audience, and make the catch. Kids with test anxiety have the opposite reaction.

“Anxiety also has the potential to shut you down,” explains neuropsychologist Ken Schuster, PsyD. “When kids are having test anxiety they can’t think clearly, they can’t judge things the way they could if they weren’t anxious. All of your other abilities get clouded up by anxiety.”

Why some kids get test anxiety

There are a number of different reasons why some kids might be more susceptible to anxiety. Test anxiety often goes hand-in-hand with learning issues. Children who have ADHD or a learning disability are often already feeling anxious about school, and when it’s time to take a test that sense can be heightened. “If I have ADHD and I am prone to inattention, if I start feeling anxious on top of that I’m going to have a lot more difficulty,” notes Dr. Schuster.

Likewise, when a student has a limited amount of time to take a test and knows that they process things slowly, they’re probably going to start feeling anxious.

Kids worried that they won’t do well, for whatever reason, are prone to more anxiety. Kids with an anxious temperament who worry about making mistakes or performing in general — from singing in music class to going up to bat at baseball — tend to feel more test anxiety. Kids who believe that they won’t do as well in a particular subject — like girls influenced by the stereotype that boys are better at math — may also be more prone to test anxiety in that subject.

Feeling more confident

The common denominator is that if you think you aren’t going to do well, you’re going to feel more anxious going in. “What I have seen when I work with kids who have test anxiety is they tend to say, ‘I’m so stupid,’ ” says Matt Cruger, PhD, a clinical psychologist at the Child Mind Institute. “That can’t be a helpful mindset to have when taking tests. In a more general way, I’m really trying to rehabilitate kids’ sense of themselves as competent learners.”

Learning strategies to bolster your confidence going into the test is a good approach. Often that starts with changing how you study. Dr. Cruger says that 90 percent of the students he works with don’t have an effective model of studying. “What they end up doing most often is rely on their memory of what they heard in class, or review their notes by reading them over,” he says. He helps them try other more active methods that give them more mastery over the material.

Better study strategies

Know the test format. “Imagine if you took the SAT but you never did any SAT prep. That could happen to a kid all the time,” says Dr. Cruger. “They studied the content but they didn’t know what the format was going to be, so they don’t feel like they are prepared.” So kids should try to find out what format the test will be. Multiple choice? True or false? Essay? A combination? Just knowing the format will help them feel more prepared and take away the shock they might feel when they are handed the test. And if it is possible to take some practice tests, do it.

Reorganize the material. Try to think about what the main ideas are in what the class has been studying. Outline the big events and issues, and think about the themes that unite them. This is a more active style of studying that helps kids think about what they have been learning in a different way from how it was presented, which will give them a richer understanding of it. And the better you understand something, the harder it will be to stump you.

Think about possible questions. Predicting and answering questions ahead of time helps kids gain more mastery over the material and feel more confident. But try to think flexibly. “We like our tests to require people to solve the problem, but often not in the way we taught them the problem,” warns Dr. Cruger. So if you know you will have some essay questions to answer, try to predict what the topics might be and practice writing your answer ahead of time. If you know there will be some word problems, think about how the things you’ve learned in class might be turned into a word problem. Look at the word problems that already came up on homework assignments.

#James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

During the test

Even after having done all you can to prepare, it’s still good to be armed with some strategies for getting through the test and putting the brakes on any anxiety you might start feeling in the moment.

Have a plan: Dr. Schuster says that kids who learn and use basic test-taking strategies tend to feel more confident. For example, he recommends:

- Don’t spend too much time on any one question.

- If it’s a multiple choice test, read each answer and then cross out the ones you know aren’t right to help yourself narrow it down.

- Pick an answer and stick with it — we all have the tendency to second-guess ourselves and it can lead to wasted time and wrong answers.

Break things up: When you start to feel panicked, look for a way to change the focus. For example, Dr. Cruger says that if he sees a question that really throws him off during a test — the kind of question that makes him think, “Is this written in English?!” — he will sometimes turn to the last page and answer the last question first. “Somehow breaking up the routine seems to be helpful for getting things done,” he says. “Other people have told me they do this, too.”

Practice calming techniques: Sometimes kids like to bring things like worry stones into tests that they can use almost like a stress ball. Practicing deep breathing and using mindfulness techniques can also be effective.

Accept when you don’t know something. Sometimes the best way to manage your anxiety is to accept that you don’t know the answer to a question and move on. If you feel like the test was unfair and didn’t give you a chance to show your knowledge, you can advocate with the teacher later.

Accommodations Some kids who really struggle with test anxiety may also be eligible for accommodations during test time. For example, some kids might need to get up and take a break during a test if they are really starting to panic and need to calm themselves down. Sometimes kids get more time because they aren’t working at an optimal speed because they’re experiencing low grade panic throughout the test. Kids may even be eligible for a modified version of the test.

Finding success

Sometimes it can be hard to convince kids to start using new study or test-taking strategies. “You always need to sort of sell kids on the idea of trying something different,” warns Dr. Cruger. This can be frustrating for parents and teachers, who only want to help, but Dr. Cruger points out that “Kids are being asked to learn lots and lots of stuff from very well-intentioned adults all the time.”

If they don’t understand the rationale behind a new study method, they probably aren’t going to adopt it, so parents and professionals working with kids should be explicit about how a new technique might be helpful.

But when kids start feeling like they’ve studied well and they know the material and they have strategies to fall back on if they need them, their attitudes going into a test will transform. And having the right attitude is important. “I think the best test-taking mindset is something along the lines of ‘I’m a monster, I’m going to kill this test. There’s no way I can be fooled or do badly,’ ” says Dr. Cruger.

Frequently Asked Questions

What are some tips to help with test anxiety?

The best ways to cope with test anxiety include planning and practice. Reviewing the specific test format and taking practice tests will make kids feel calmer. So can guessing questions that might come up and practicing answering them.

What are some strategies to help with test anxiety?

What can parents do to help kids with bad test anxiety?

Photo by Pragyan Bezbaruah on Pexels.com https://standingabovethecrowd.com/?p=16285

James Donaldson on Mental Health - Why Do Kids Act Out?

Knowing the function of the problem behavior is the key to changing it

Writer: Gia Miller

Clinical Experts: Stephanie A. Lee, PsyD , Stephanie Ruggiero, PsyD

https://www.youtube.com/watch?v=-10S4z3sKck

What You'll Learn

- Why is it important to understand the function of problem behavior in order to change it?
- What are the four functions of problem behavior, according to Functional Behavior Analysis?
- How can parents use the techniques of Functional Behavior Analysis to help reduce problem behavior at home?
- Quick Read
- Full Article
- The four functions of behavior
- 1. Escape or delay
- 2. Access to tangibles
- 3. Need for Attention
- 4. Sensory stimulation
- Collect data to determine the function

When kids develop problem behaviors like tantrums, whining and hitting, it can be hard to for parents to get them to stop. But it can help to use strategies devised by behavior experts. An approach called Functional Behavior Analysis is based on the idea that to change any behavior the first thing you need to do is understand what function it serves. Once you know the function of the problem behavior, you can more easily change that pattern of behavior.

The FBA experts have broken down all behavior into the following four functions:

1. Escape or delay. The child wants to get away from a situation they don’t like or avoid a task they don’t want to do (homework).

2. Access to tangibles. The child wants a specific item (candy or a toy) or activity (access to an iPad).

3. Need for attention. The child wants attention, usually from a parent or teacher, any attention will do, whether it’s positive or negative.

4. Sensory stimulation. The child does something because it feels good, provides comfort, relieves pain, helps them expend energy, or calms them down. The behavior could be aimed at getting desirable stimulation, or to stop stimulation that feels bad.

Figuring out which of the four functions is driving a particular behavior can takes some detective work — for instance, it might not be obvious why a child does something even though they know that they won’t get the thing they’re begging for, or even that they will be punished. And sometimes there is more than one function. But once you have figured it out, there are specific techniques designed to reduce the behaviors associated with each different function.

For examples of each function and the techniques used to reduce the problem behaviors associated with it, see the full story below.

Tantrums, whining, hitting…all kids act out sometimes. And when they do, parents are left wondering how to get them to just stop it and behave!

The key to helping kids change problem behaviors is understanding what’s driving them in the first place. To do that, some experts use a strategy called Functional Behavior Analysis. FBA is used in therapy for kids on the autism spectrum, and to help kids whose behavior problems in school are interfering with learning. But with a little preparation, parents can use it to help kids at home, too.

#James Donaldson notes:
Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.
Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.
Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticle
Find out more about the work I do on my 501c3 non-profit foundation
website www.yourgiftoflife.org Order your copy of James Donaldson's latest book,
#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

The four functions of behavior

In Functional Behavior Analysis, the function refers to the motivation or purpose behind a child’s behavior. But that function isn’t always obvious, and behaviors can have more than one function, explains Stephanie Lee, PsyD, a clinical psychologist. Parents, she says, often have to do some detective work, by thinking through what happened before and after the tantrum or outburst, to figure out what’s actually driving the behavior.

There are four functions of behavior in FBA:

- Escape or delay
- Access to tangibles
- Need for attention
- Sensory stimulation

Understanding them — and how they inform the techniques experts use to change difficult behaviors — can help you help your child curb problem behaviors more effectively.

1. Escape or delay

The child wants to get away from a situation they don’t like or avoid a task they don’t want to do.

Escape and delay is a big motivator of behavior. Kids have to do A LOT of things they don’t want to do (see eating vegetables, cleaning up, doing homework…). And, when kids don’t want to do something, they’re likely to behave poorly to get out of it, especially if acting up has worked for them in the past.

For example, Dr. Lee says, “I once observed a boy who regularly kicked a girl at school. Eventually I recognized that every time a math lesson began, he’d kick the girl next to him then look at the door.” The boy, she explains, was getting in trouble intentionally. “He was waiting for the principal to come get him, and by the time he went back to class, math was over.”

How to change escape or delay behaviors:

- Reward kids for appropriate behavior by reducing the demands. For example, if they immediately come to the table without complaint, they only have to eat half of their Brussels sprouts. Offering rewards that allow them do less of the thing they’re trying to avoid can help reduce stress and incentivize good behaviors.
- Let them know that escape is not an option. Give your child advanced warning of when something must be done. You can even set a timer. When it’s time to do the thing, there is no arguing or negotiating — it will happen, even if you need to assist them in the task. For example, if they refuse to put on their coat, you’ll put it on for them.  
- Praise them when they do what they’re asked without a fuss. Positive attention for even small, simple tasks like putting away their shoes or turning the TV off the first time they’re asked will encourage that behavior.

2. Access to tangibles

The child wants a specific item (candy or a toy) or activity (access to an iPad).

A tangible could be a treat, the toy their sibling is playing with, or time on an iPad. Sometimes the tangible is obvious; other times it’s not. For example, a child who keeps asking for things at the grocery store. “Mom, can we buy this?” “Can we buy that?” The badgering goes on until the frustrated parent offers their phone as a distraction. Sound familiar? It’s obvious the child wants something, but it’s likely the end goal is access to the phone rather than an extra bag of cookies.

Likewise, Dr. Lee recalls a parent telling her that after a tantrum over ice cream, they gave their child peanuts because they didn’t want them to go to bed hungry. In situations like this, she points out that the real tangible may actually be the peanuts, not the ice cream.

How to change behaviors when kids are seeking access to a tangible:

- Create a contract. Prevent poor behaviors tangibles by being proactive, not reactive. For example, before heading into the grocery store, make a deal with your child: If they don’t ask for anything while you’re in the store, you’ll buy them a cookie before you leave.
- Remove the tangible from the environment. Hiding tangibles can help. For example, kids will be more upset about an iPad they’re not allowed to use if it’s sitting right there on the kitchen counter. The same goes for your phone. If your child cannot play with it, then, as much as possible, be careful not use it in front of them.
- Let them know when they can, and can’t, have access to the tangible. If your child is allowed 30 minutes of iPad time when they get home from school, set a timer to let them know how much time they have. When the timer goes off, remind them of the next time they’ll have access to the iPad and for how long. Visual schedules can also help children understand that the item isn’t going away forever, it’s just for right now.

3. Need for Attention

The child wants attention, usually from a parent or teacher — and any attention will do, even getting yelled at.

When kids act out, Dr. Lee says, “they don’t actually care if the attention they get is positive or negative, they just want their attention big, bold, and immediate.” It’s about the duration, proximity, and intensity, she says. Because of this, kids often act in a way that’s likely to get them the most attention, even if that means getting in trouble.

For example, a student who’s quietly working at their desk might receive mild praise from the teacher. The praise probably won’t be for very long or very enthusiastic, and the teacher might be several desks away. But, if that same kid throws their pencil, it’s likely that the teacher will come over immediately and say, excitedly, “What are you doing! We don’t throw things in here. What’s going on?”

Similarly, just when you’re beginning a work call or engaged in cooking dinner, one of your children grabs their sibling’s toy and hits them. Or, they climb on top of the sofa…and jump. They know they’ll get in trouble, but they do it anyway, because they also know it will get your attention.

How to change attention-seeking behavior:

- Set kids up to occupy themselves. If your child often acts up when you need to do something else, being proactive can help. Set your child up with an activity that will last for the duration of your call or dinner prep. And if your child regularly craves physical touch, make sure to give them a hug before you log on to your meeting.
- Planned ignoring. The most powerful way to change a behavior that’s motivated by attention is to refuse to reward the behavior with attention, says Dr. Lee. Children won’t give up their need for attention easily, so be prepared for the behaviors to get worse before they get better — this is called an extinction burst. But eventually, the behaviors will stop. You should only use planned ignoring when you have the time, safe space, and patience to get over the hump with your kid.
- Give regular and specific positive attention for good behavior. Whenever you can, make a point of using labeled praise for behaviors you want to see. For example, “Great job sharing your crayons with your brother.”
- Help kids practice patience. Start by asking kids to be patient for short, predictable periods of time. For example, set a five-minute timer before you go to the bathroom and let them know you’ll be back by the time it goes off. Praise them for waiting patiently. Then gradually increase the time as kids get more comfortable.

4. Sensory stimulation

The child does something because it feels good, provides comfort, relieves pain, helps them expend energy, or calms them down.

Behaviors driven by a need for sensory stimulation — or to stop disturbing stimulation — are commonly seen in kids on the autism spectrum as well as other children with sensory processing issues. “These kids are seeking out sensory input because they like the way it makes them feel,” explains Stephanie Ruggiero, PsyD, a clinical psychologist at the Child Mind Institute Or, she adds,  “they’re behaving in a way that limits their access to certain things because their senses are overstimulated.”

Examples of sensory-seeking behaviors:

- Chewing on objects, like pen caps or clothing
- Spinning in circles, flapping hands, crashing into furniture
- Making repetitive sounds vocally (like clicking or humming noises) or physically (like tapping hands or feet) in places or situations where silence is expected
- Touching or smelling other people or things repeatedly, often without asking
- Self-injury to provide sensory input (such as banging their head because it feels good, skin picking to feel the skin under their nails).

Examples of sensory-avoidant behaviors:

- Refusing to eat certain foods or wear certain clothing
- Covering ears when they believe sounds are too loud
- Avoiding certain people or things due to their scent
- Self-injury to avoid something (such as banging their head to avoid hearing a bothersome sound, skin picking to soothe their anxiety).

How to change sensory-seeking or sensory-avoidant problem behaviors:

- Replace a harmful behavior with a safe alternative. For example, if a child constantly picks at their skin to ease their anxiety, occupying their hands with a fidget toy or something else they can “pick” at, like putty or stickers, can help prevent the behavior.
- Set limits around the behavior. Some behaviors, like making sounds or spinning around are okay in some settings, but problematic in others. Help your child become aware of their behavior, learn when and where it’s appropriate, and work together to find an appropriate replacement behavior for when they need sensory stimulation.
- Find solutions to help your child cope with the loud noise, uncomfortable clothing, bad smell, etc. You can minimize or eliminate your child’s sensory-avoidant behaviors by making accommodations that meet their needs. For example, purchase noise-cancelling headphones, prioritize comfort over style when it comes clothing or suggest a family member not wear a certain fragrance when around your child.

Collect data to determine the function

Dr. Ruggiero says the best way to determine the function of the problem behavior is to collect data.

“I’m a big proponent of what we call ABC data, which stands for antecedent, behavior, consequence,” she explains. “That means you should track what’s happening right before the behavior, what the behavior entailed, the duration, and your response to the behavior.” This allows you to find the pattern, leading you to the function.

Ruggerio says that if the behavior happens several times a day, you may be able to see the pattern within a week, but if it occurs only once or twice a week, it could take a month or more.

Once you’ve determined the function of a problem behavior and implement a plan to change it, continue to track the behavior for at least two weeks to see if there’s any improvement. “It can take longer if you need to teach a replacement behavior or a new skill,” says Dr. Ruggerio. “And, it’s also possible that your child may go through an extinction burst where the frequency and intensity increases before you begin to see a change.”

If nothing changes, you might have misidentified their motivation or there is more than one reason for their behavior.

Once you’ve successfully eliminated a behavior, if it returns at a later point, begin the process again. Children do change over time, which means that the function of their behavior can also change.

Frequently Asked Questions

Why do kids act out?

Kids often act out because they want to escape or delay a task they don’t like, because they want a specific item (like a toy, candy, etc.), or because they want attention.

https://standingabovethecrowd.com/james-donaldson-on-mental-health-why-do-kids-act-out/

James Donaldson on Mental Health - When Struggling College Students Come Home

How to spot when something’s wrong and respond with caring confidence.

  By Gary Drevitch

THE BASICS

- Suicide Risk Factors and Signs
- Take our Depression Test
- Find a therapist near me
Key points
- Parents are uniquely positioned to recognize when their young people are in distress.
- Mental Health First Aid offers a model for talking about mental health.
- Parents play a role in encouraging college students to seek mental health support on college campuses.

As winter break approaches, college students are returning home for much-needed rest. Many will retreat to their rooms to recharge, while others may rush to reconnect with friends, even bypassing the open arms of their parents. College life is demanding, and most students develop coping skills to manage the semester’s accumulated stress. For some, however, academic, social, and independent-living pressures can feel overwhelming, triggering new mental health or substance-use concerns or exacerbating existing vulnerabilities. When distress goes unnoticed or unsupported, young people may withdraw, increasing the risk for worsening symptoms and self-harm.

Suicide is the second leading cause of death among young people ages 15–24 (CDC, 2022). Research shows that college students, who often have more access to support systems, are less likely to die by suicide than non-college-attending peers (The National Academies of Sciences, Engineering, and Medicine, 2021). Data from Penn State’s Center for Collegiate Mental Health show that the percentage of students receiving support in college counseling centers with a history of suicidal or self-injurious behavior rose from 26% in 2010–2011 to 30% in 2023–2024. The University of Michigan’s 2023–2024 Healthy Minds Report highlights the prevalence of student mental health challenges and the informal supports they seek: friends (39%) and family (39%) top the list. So loved ones play a powerful role—which underscores the importance of recognizing distress and knowing how to respond.

Findings from Healthy Minds Network Report 2023-2024

Source: The Healthy Minds Network. (2024). 2023-2024 data report.

Many college counseling centers have expanded services as needs have grown, and efforts to strengthen mental health literacy are increasing. One example is Mental Health First Aid (MHFA), a national program of the National Council for Mental Wellbeing that teaches people how to notice warning signs and start supportive conversations. More than 4.5 million individuals have been trained nationwide, with the goal of preparing one in every 15 Americans to respond to mental health or substance-use concerns and ensuring that everyone has at least one nearby friend or family member they can turn to in a time of need. Nearly 1,500 colleges now implement MHFA. At the University of North Carolina, thousands have been trained, leading to increased mental health literacy, higher confidence in responding to distress, and greater intention to use these skills to support others. These efforts go a long way toward addressing the nation’s youth mental health crisis.

Parents can be especially valuable supports for emerging adults returning home, offering stability, guidance, and help navigating resources as students prepare to return to school. Recognizing when a young person is simply recuperating versus experiencing more significant decline is essential. Understanding risk factors, warning signs, and ways to talk about mental health helps promote healthy outcomes.

Recognizing Risk

Suicide risk arises from a complex mix of individual, relational, community, and societal factors. According to NAMI and the CDC, some common risk factors include:

- history of suicidal thoughts
- previous suicide attempt
- history of self-harm
- family history of suicide
- substance misuse
- impulsivity or emotional reactivity
- hopelessness
- isolation
- exposure to violence
- access to lethal means

Concerns about potential harm should prompt immediate professional mental health or crisis-response support. Less urgent and yet important signs such as mood changes, loss of interest in usual activities, and declines in energy, functioning, or self-care should not be overlooked. It can feel uncomfortable to voice concerns, especially if your young person is signaling “leave me alone.” Many parents also worry that asking directly about suicide or self-harm may be overreacting or make things worse. In fact, research consistently shows the opposite: When caring adults approach these concerns with honesty, compassion, and curiosity, rather than avoidance, it communicates care and reduces the likelihood of tragic outcomes.

#James Donaldson notes:
Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.
Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.
Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticle
Find out more about the work I do on my 501c3 non-profit foundation
website www.yourgiftoflife.org Order your copy of James Donaldson's latest book,
#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

Talking About Mental Health

Parents can benefit from the guidance of the Mental Health First Aid model, which teaches a five-step action plan for responding to mental health concerns, summarized below. Reaching out, even imperfectly, is far better than remaining silent when worried about someone’s well-being.

Mental Health First Aid Steps (ALGEE)

Source: Kapil, R. (2025, September 24). Using the 5-Step MHFA Action Plan: How ALGEE Helps in Mental Health and Substance Use Challenges. Mental Health First Aid.

1. A: Approach and assess for risk of suicide or harm

Choose a private moment and ask how the person is doing. Share nonjudgmental observations such as “I’ve noticed you’ve been in your room a lot and haven’t seemed interested in seeing friends. What’s up?”

Regardless of the response, the question shows you care. If they don’t want to talk, encourage them to reach out to someone they trust.

2. L: Listen nonjudgmentally

People in distress need to feel heard. Listen without interrupting. Validate their experience, even if you disagree. Limited perspective is common in depression and mood disorders. For now, simply let them know you hear them.

3. G: Give reassurance and information

Offer hope and supportive facts. When someone struggles to generate hope, they often need to borrow it. Mental health and substance-use challenges are common, rooted in both biology and lived experience, and highly treatable.

4. E: Encourage appropriate professional help

Early intervention improves outcomes. Help them learn about available options, such as primary care providers, local therapists, or directories like Psychology Today's. Familiarize yourself with campus mental health supports so they can continue care when they return to school.

5. E: Encourage self-help and support strategies

Help identify their support network, community programs, and small, manageable self-care steps like regular meals, hygiene, movement, enjoyable activities, and connecting with others to reduce isolation.

In non-crisis situations, not every step is needed. What matters most is showing care, curiosity, and consistent presence.

When Concerns Escalate

When someone feels hopeless, they may say things like, “I don’t want to feel like this anymore,” “People would be better off without me,” or “I can’t do this.”

Instead of dismissing these statements, ask, “Are you thinking about hurting yourself?”

If the response is yes, follow with, “Have you thought about acting on these thoughts?”

Explore whether plans exist or steps have been taken. If the person is not in imminent danger and already has mental health supports, consult their treating therapist or psychiatrist. You can also dial 988 for the 988 Suicide & Crisis Lifeline to access help 24/7. If they are in imminent danger, have begun acting on a plan, or are behaving erratically, take them to the nearest emergency department or crisis center when it is safe and they are willing. Otherwise, call 911 and request responders trained in mental health or crisis de-escalation.

Offering Steady Support

Staying calm is essential. Your role is not to diagnose or solve the problem but to offer grounding, support, and information. More broadly, hold your young adults close. Offer love, care, and the comforts of home so you can share the holidays together and look toward a new year of growth, resilience, and meaning born from the struggles they have faced.

https://standingabovethecrowd.com/james-donaldson-on-mental-health-when-struggling-college-students-come-home/

How to spot when something’s wrong and respond with caring confidence.

  By Gary Drevitch

THE BASICS

- Suicide Risk Factors and Signs

- Take our Depression Test

- Find a therapist near me

Key points

- Parents are uniquely positioned to recognize when their young people are in distress.

- Mental Health First Aid offers a model for talking about mental health.

- Parents play a role in encouraging college students to seek mental health support on college campuses.

As winter break approaches, college students are returning home for much-needed rest. Many will retreat to their rooms to recharge, while others may rush to reconnect with friends, even bypassing the open arms of their parents. College life is demanding, and most students develop coping skills to manage the semester’s accumulated stress. For some, however, academic, social, and independent-living pressures can feel overwhelming, triggering new mental health or substance-use concerns or exacerbating existing vulnerabilities. When distress goes unnoticed or unsupported, young people may withdraw, increasing the risk for worsening symptoms and self-harm.

Suicide is the second leading cause of death among young people ages 15–24 (CDC, 2022). Research shows that college students, who often have more access to support systems, are less likely to die by suicide than non-college-attending peers (The National Academies of Sciences, Engineering, and Medicine, 2021). Data from Penn State’s Center for Collegiate Mental Health show that the percentage of students receiving support in college counseling centers with a history of suicidal or self-injurious behavior rose from 26% in 2010–2011 to 30% in 2023–2024. The University of Michigan’s 2023–2024 Healthy Minds Report highlights the prevalence of student mental health challenges and the informal supports they seek: friends (39%) and family (39%) top the list. So loved ones play a powerful role—which underscores the importance of recognizing distress and knowing how to respond.

Findings from Healthy Minds Network Report 2023-2024

Source: The Healthy Minds Network. (2024). 2023-2024 data report.

Many college counseling centers have expanded services as needs have grown, and efforts to strengthen mental health literacy are increasing. One example is Mental Health First Aid (MHFA), a national program of the National Council for Mental Wellbeing that teaches people how to notice warning signs and start supportive conversations. More than 4.5 million individuals have been trained nationwide, with the goal of preparing one in every 15 Americans to respond to mental health or substance-use concerns and ensuring that everyone has at least one nearby friend or family member they can turn to in a time of need. Nearly 1,500 colleges now implement MHFA. At the University of North Carolina, thousands have been trained, leading to increased mental health literacy, higher confidence in responding to distress, and greater intention to use these skills to support others. These efforts go a long way toward addressing the nation’s youth mental health crisis.

Parents can be especially valuable supports for emerging adults returning home, offering stability, guidance, and help navigating resources as students prepare to return to school. Recognizing when a young person is simply recuperating versus experiencing more significant decline is essential. Understanding risk factors, warning signs, and ways to talk about mental health helps promote healthy outcomes.

Recognizing Risk

Suicide risk arises from a complex mix of individual, relational, community, and societal factors. According to NAMI and the CDC, some common risk factors include:

- history of suicidal thoughts

- previous suicide attempt

- history of self-harm

- family history of suicide

- substance misuse

- impulsivity or emotional reactivity

- hopelessness

- isolation

- exposure to violence

- access to lethal means

Concerns about potential harm should prompt immediate professional mental health or crisis-response support. Less urgent and yet important signs such as mood changes, loss of interest in usual activities, and declines in energy, functioning, or self-care should not be overlooked. It can feel uncomfortable to voice concerns, especially if your young person is signaling “leave me alone.” Many parents also worry that asking directly about suicide or self-harm may be overreacting or make things worse. In fact, research consistently shows the opposite: When caring adults approach these concerns with honesty, compassion, and curiosity, rather than avoidance, it communicates care and reduces the likelihood of tragic outcomes.

#James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

Talking About Mental Health

Parents can benefit from the guidance of the Mental Health First Aid model, which teaches a five-step action plan for responding to mental health concerns, summarized below. Reaching out, even imperfectly, is far better than remaining silent when worried about someone’s well-being.

Mental Health First Aid Steps (ALGEE)

Source: Kapil, R. (2025, September 24). Using the 5-Step MHFA Action Plan: How ALGEE Helps in Mental Health and Substance Use Challenges. Mental Health First Aid.

1. A: Approach and assess for risk of suicide or harm

Choose a private moment and ask how the person is doing. Share nonjudgmental observations such as “I’ve noticed you’ve been in your room a lot and haven’t seemed interested in seeing friends. What’s up?”Regardless of the response, the question shows you care. If they don’t want to talk, encourage them to reach out to someone they trust.

2. L: Listen nonjudgmentally

People in distress need to feel heard. Listen without interrupting. Validate their experience, even if you disagree. Limited perspective is common in depression and mood disorders. For now, simply let them know you hear them.

3. G: Give reassurance and information

Offer hope and supportive facts. When someone struggles to generate hope, they often need to borrow it. Mental health and substance-use challenges are common, rooted in both biology and lived experience, and highly treatable.

4. E: Encourage appropriate professional help

Early intervention improves outcomes. Help them learn about available options, such as primary care providers, local therapists, or directories like Psychology Today's. Familiarize yourself with campus mental health supports so they can continue care when they return to school.

5. E: Encourage self-help and support strategies

Help identify their support network, community programs, and small, manageable self-care steps like regular meals, hygiene, movement, enjoyable activities, and connecting with others to reduce isolation.

In non-crisis situations, not every step is needed. What matters most is showing care, curiosity, and consistent presence.

When Concerns Escalate

When someone feels hopeless, they may say things like, “I don’t want to feel like this anymore,” “People would be better off without me,” or “I can’t do this.”

Instead of dismissing these statements, ask, “Are you thinking about hurting yourself?”If the response is yes, follow with, “Have you thought about acting on these thoughts?”Explore whether plans exist or steps have been taken. If the person is not in imminent danger and already has mental health supports, consult their treating therapist or psychiatrist. You can also dial 988 for the 988 Suicide & Crisis Lifeline to access help 24/7. If they are in imminent danger, have begun acting on a plan, or are behaving erratically, take them to the nearest emergency department or crisis center when it is safe and they are willing. Otherwise, call 911 and request responders trained in mental health or crisis de-escalation.

Offering Steady Support

Staying calm is essential. Your role is not to diagnose or solve the problem but to offer grounding, support, and information. More broadly, hold your young adults close. Offer love, care, and the comforts of home so you can share the holidays together and look toward a new year of growth, resilience, and meaning born from the struggles they have faced. https://standingabovethecrowd.com/?p=16282

Knowing the function of the problem behavior is the key to changing it

Writer: Gia Miller

Clinical Experts: Stephanie A. Lee, PsyD , Stephanie Ruggiero, PsyD

https://www.youtube.com/watch?v=-10S4z3sKck

What You'll Learn

- Why is it important to understand the function of problem behavior in order to change it?

- What are the four functions of problem behavior, according to Functional Behavior Analysis?

- How can parents use the techniques of Functional Behavior Analysis to help reduce problem behavior at home?

- Quick Read

- Full Article

- The four functions of behavior

- 1. Escape or delay

- 2. Access to tangibles

- 3. Need for Attention

- 4. Sensory stimulation

- Collect data to determine the function

When kids develop problem behaviors like tantrums, whining and hitting, it can be hard to for parents to get them to stop. But it can help to use strategies devised by behavior experts. An approach called Functional Behavior Analysis is based on the idea that to change any behavior the first thing you need to do is understand what function it serves. Once you know the function of the problem behavior, you can more easily change that pattern of behavior.

The FBA experts have broken down all behavior into the following four functions:

1. Escape or delay. The child wants to get away from a situation they don’t like or avoid a task they don’t want to do (homework).

2. Access to tangibles. The child wants a specific item (candy or a toy) or activity (access to an iPad).

3. Need for attention. The child wants attention, usually from a parent or teacher, any attention will do, whether it’s positive or negative.

4. Sensory stimulation. The child does something because it feels good, provides comfort, relieves pain, helps them expend energy, or calms them down. The behavior could be aimed at getting desirable stimulation, or to stop stimulation that feels bad.

Figuring out which of the four functions is driving a particular behavior can takes some detective work — for instance, it might not be obvious why a child does something even though they know that they won’t get the thing they’re begging for, or even that they will be punished. And sometimes there is more than one function. But once you have figured it out, there are specific techniques designed to reduce the behaviors associated with each different function.

For examples of each function and the techniques used to reduce the problem behaviors associated with it, see the full story below.

Tantrums, whining, hitting…all kids act out sometimes. And when they do, parents are left wondering how to get them to just stop it and behave!

The key to helping kids change problem behaviors is understanding what’s driving them in the first place. To do that, some experts use a strategy called Functional Behavior Analysis. FBA is used in therapy for kids on the autism spectrum, and to help kids whose behavior problems in school are interfering with learning. But with a little preparation, parents can use it to help kids at home, too.

#James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

The four functions of behavior

In Functional Behavior Analysis, the function refers to the motivation or purpose behind a child’s behavior. But that function isn’t always obvious, and behaviors can have more than one function, explains Stephanie Lee, PsyD, a clinical psychologist. Parents, she says, often have to do some detective work, by thinking through what happened before and after the tantrum or outburst, to figure out what’s actually driving the behavior.

There are four functions of behavior in FBA:

- Escape or delay

- Access to tangibles

- Need for attention

- Sensory stimulation

Understanding them — and how they inform the techniques experts use to change difficult behaviors — can help you help your child curb problem behaviors more effectively.

1. Escape or delay

The child wants to get away from a situation they don’t like or avoid a task they don’t want to do.

Escape and delay is a big motivator of behavior. Kids have to do A LOT of things they don’t want to do (see eating vegetables, cleaning up, doing homework…). And, when kids don’t want to do something, they’re likely to behave poorly to get out of it, especially if acting up has worked for them in the past.

For example, Dr. Lee says, “I once observed a boy who regularly kicked a girl at school. Eventually I recognized that every time a math lesson began, he’d kick the girl next to him then look at the door.” The boy, she explains, was getting in trouble intentionally. “He was waiting for the principal to come get him, and by the time he went back to class, math was over.”

How to change escape or delay behaviors:

- Reward kids for appropriate behavior by reducing the demands. For example, if they immediately come to the table without complaint, they only have to eat half of their Brussels sprouts. Offering rewards that allow them do less of the thing they’re trying to avoid can help reduce stress and incentivize good behaviors.

- Let them know that escape is not an option. Give your child advanced warning of when something must be done. You can even set a timer. When it’s time to do the thing, there is no arguing or negotiating — it will happen, even if you need to assist them in the task. For example, if they refuse to put on their coat, you’ll put it on for them.  

- Praise them when they do what they’re asked without a fuss. Positive attention for even small, simple tasks like putting away their shoes or turning the TV off the first time they’re asked will encourage that behavior.

2. Access to tangibles

The child wants a specific item (candy or a toy) or activity (access to an iPad).

A tangible could be a treat, the toy their sibling is playing with, or time on an iPad. Sometimes the tangible is obvious; other times it’s not. For example, a child who keeps asking for things at the grocery store. “Mom, can we buy this?” “Can we buy that?” The badgering goes on until the frustrated parent offers their phone as a distraction. Sound familiar? It’s obvious the child wants something, but it’s likely the end goal is access to the phone rather than an extra bag of cookies.

Likewise, Dr. Lee recalls a parent telling her that after a tantrum over ice cream, they gave their child peanuts because they didn’t want them to go to bed hungry. In situations like this, she points out that the real tangible may actually be the peanuts, not the ice cream.

How to change behaviors when kids are seeking access to a tangible:

- Create a contract. Prevent poor behaviors tangibles by being proactive, not reactive. For example, before heading into the grocery store, make a deal with your child: If they don’t ask for anything while you’re in the store, you’ll buy them a cookie before you leave.

- Remove the tangible from the environment. Hiding tangibles can help. For example, kids will be more upset about an iPad they’re not allowed to use if it’s sitting right there on the kitchen counter. The same goes for your phone. If your child cannot play with it, then, as much as possible, be careful not use it in front of them.

- Let them know when they can, and can’t, have access to the tangible. If your child is allowed 30 minutes of iPad time when they get home from school, set a timer to let them know how much time they have. When the timer goes off, remind them of the next time they’ll have access to the iPad and for how long. Visual schedules can also help children understand that the item isn’t going away forever, it’s just for right now.

3. Need for Attention

The child wants attention, usually from a parent or teacher — and any attention will do, even getting yelled at.

When kids act out, Dr. Lee says, “they don’t actually care if the attention they get is positive or negative, they just want their attention big, bold, and immediate.” It’s about the duration, proximity, and intensity, she says. Because of this, kids often act in a way that’s likely to get them the most attention, even if that means getting in trouble.

For example, a student who’s quietly working at their desk might receive mild praise from the teacher. The praise probably won’t be for very long or very enthusiastic, and the teacher might be several desks away. But, if that same kid throws their pencil, it’s likely that the teacher will come over immediately and say, excitedly, “What are you doing! We don’t throw things in here. What’s going on?”

Similarly, just when you’re beginning a work call or engaged in cooking dinner, one of your children grabs their sibling’s toy and hits them. Or, they climb on top of the sofa…and jump. They know they’ll get in trouble, but they do it anyway, because they also know it will get your attention.

How to change attention-seeking behavior:

- Set kids up to occupy themselves. If your child often acts up when you need to do something else, being proactive can help. Set your child up with an activity that will last for the duration of your call or dinner prep. And if your child regularly craves physical touch, make sure to give them a hug before you log on to your meeting.

- Planned ignoring. The most powerful way to change a behavior that’s motivated by attention is to refuse to reward the behavior with attention, says Dr. Lee. Children won’t give up their need for attention easily, so be prepared for the behaviors to get worse before they get better — this is called an extinction burst. But eventually, the behaviors will stop. You should only use planned ignoring when you have the time, safe space, and patience to get over the hump with your kid.

- Give regular and specific positive attention for good behavior. Whenever you can, make a point of using labeled praise for behaviors you want to see. For example, “Great job sharing your crayons with your brother.”

- Help kids practice patience. Start by asking kids to be patient for short, predictable periods of time. For example, set a five-minute timer before you go to the bathroom and let them know you’ll be back by the time it goes off. Praise them for waiting patiently. Then gradually increase the time as kids get more comfortable.

4. Sensory stimulation

The child does something because it feels good, provides comfort, relieves pain, helps them expend energy, or calms them down.

Behaviors driven by a need for sensory stimulation — or to stop disturbing stimulation — are commonly seen in kids on the autism spectrum as well as other children with sensory processing issues. “These kids are seeking out sensory input because they like the way it makes them feel,” explains Stephanie Ruggiero, PsyD, a clinical psychologist at the Child Mind Institute Or, she adds,  “they’re behaving in a way that limits their access to certain things because their senses are overstimulated.”

Examples of sensory-seeking behaviors:

- Chewing on objects, like pen caps or clothing

- Spinning in circles, flapping hands, crashing into furniture

- Making repetitive sounds vocally (like clicking or humming noises) or physically (like tapping hands or feet) in places or situations where silence is expected

- Touching or smelling other people or things repeatedly, often without asking

- Self-injury to provide sensory input (such as banging their head because it feels good, skin picking to feel the skin under their nails).

Examples of sensory-avoidant behaviors:

- Refusing to eat certain foods or wear certain clothing

- Covering ears when they believe sounds are too loud

- Avoiding certain people or things due to their scent

- Self-injury to avoid something (such as banging their head to avoid hearing a bothersome sound, skin picking to soothe their anxiety).

How to change sensory-seeking or sensory-avoidant problem behaviors:

- Replace a harmful behavior with a safe alternative. For example, if a child constantly picks at their skin to ease their anxiety, occupying their hands with a fidget toy or something else they can “pick” at, like putty or stickers, can help prevent the behavior.

- Set limits around the behavior. Some behaviors, like making sounds or spinning around are okay in some settings, but problematic in others. Help your child become aware of their behavior, learn when and where it’s appropriate, and work together to find an appropriate replacement behavior for when they need sensory stimulation.

- Find solutions to help your child cope with the loud noise, uncomfortable clothing, bad smell, etc. You can minimize or eliminate your child’s sensory-avoidant behaviors by making accommodations that meet their needs. For example, purchase noise-cancelling headphones, prioritize comfort over style when it comes clothing or suggest a family member not wear a certain fragrance when around your child.

Collect data to determine the function

Dr. Ruggiero says the best way to determine the function of the problem behavior is to collect data.

“I’m a big proponent of what we call ABC data, which stands for antecedent, behavior, consequence,” she explains. “That means you should track what’s happening right before the behavior, what the behavior entailed, the duration, and your response to the behavior.” This allows you to find the pattern, leading you to the function.

Ruggerio says that if the behavior happens several times a day, you may be able to see the pattern within a week, but if it occurs only once or twice a week, it could take a month or more.

Once you’ve determined the function of a problem behavior and implement a plan to change it, continue to track the behavior for at least two weeks to see if there’s any improvement. “It can take longer if you need to teach a replacement behavior or a new skill,” says Dr. Ruggerio. “And, it’s also possible that your child may go through an extinction burst where the frequency and intensity increases before you begin to see a change.”

If nothing changes, you might have misidentified their motivation or there is more than one reason for their behavior.

Once you’ve successfully eliminated a behavior, if it returns at a later point, begin the process again. Children do change over time, which means that the function of their behavior can also change.

Frequently Asked Questions

Why do kids act out?

Kids often act out because they want to escape or delay a task they don’t like, because they want a specific item (like a toy, candy, etc.), or because they want attention. Kids with sensory issues might also act out because they need more or less sensory stimulation. https://standingabovethecrowd.com/?p=16279

James Donaldson on Mental Health - People with mental health conditions face higher injury risk

by U. Michigan

People with mental health conditions face a significantly higher risk of physical injuries, according to a new study.

These include unintentional injuries, such as falls and traffic accidents, and also injuries from self-harm and assault.

The newly published findings, which received US federal funding, indicate an urgent need to integrate injury prevention into mental health care.

While previous research has established that individuals with mental health conditions are at greater risk for chronic physical diseases as they age, less attention has been paid to their vulnerability to physical injuries. Existing studies have largely focused on intentional injuries, including self-harm and suicide attempts, and in some cases assault victimization.

Until now, the role of mental health in unintentional injuries—the most common type of injury in the population—has remained poorly understood, says study lead author Leah Richmond-Rakerd, assistant professor of psychology.

Injuries are an important public health concern, she notes. They are a leading cause of premature mortality in the United States and worldwide, and are a major source of pain, disability, and lost productivity. Unintentional injuries account for the majority of injuries, yet they have rarely been examined as a potential consequence of poor mental health.

To address this gap, researchers analyzed population-wide administrative data from nearly 5 million individuals in Norway and New Zealand. Mental health conditions were identified through primary care records and inpatient hospital records. Injuries were identified through primary care records, inpatient hospital records and injury insurance claims. Participants were followed over periods ranging from 14 to 30 years.

Individuals with mental health conditions had an elevated risk of subsequent self-harm injuries and injuries resulting from assault, the study indicated. However, they also had a significantly increased risk of unintentional injuries. These associations were observed across a range of mental health conditions and injury types, with particularly strong links to injuries affecting the brain and head. Importantly, the increased risks could not be explained by preexisting injuries or by socioeconomic background.

#James Donaldson notes:
Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.
Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.
Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticle
Find out more about the work I do on my 501c3 non-profit foundation
website www.yourgiftoflife.org Order your copy of James Donaldson's latest book,
#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

“These findings indicate that individuals with mental health conditions are vulnerable to a broad range of injuries,” the researchers say. “People with mental health conditions are an important and underrecognized population for injury prevention efforts.”

The study reinforces the importance of continued assessment and prevention of self-harm among individuals with mental health conditions, as well as the use of evidence-based strategies to reduce their risk of victimization. At the same time, it points to new directions for health care and policy.

Researchers call for more integrated health care services, such as embedding psychoeducation about injury risk into mental health treatment and identifying opportunities to intervene during acute-care encounters, including mental health-related hospital admissions. The findings also underscore the need for enhanced public health surveillance to better track and prevent injuries among people with mental health conditions.

The research highlights a critical but overlooked intersection between mental health and physical safety—one that could inform more holistic approaches to care and ultimately save lives, the researchers say.

https://standingabovethecrowd.com/james-donaldson-on-mental-health-people-with-mental-health-conditions-face-higher-injury-risk/

by U. Michigan

People with mental health conditions face a significantly higher risk of physical injuries, according to a new study.

These include unintentional injuries, such as falls and traffic accidents, and also injuries from self-harm and assault.

The newly published findings, which received US federal funding, indicate an urgent need to integrate injury prevention into mental health care.

While previous research has established that individuals with mental health conditions are at greater risk for chronic physical diseases as they age, less attention has been paid to their vulnerability to physical injuries. Existing studies have largely focused on intentional injuries, including self-harm and suicide attempts, and in some cases assault victimization.

Until now, the role of mental health in unintentional injuries—the most common type of injury in the population—has remained poorly understood, says study lead author Leah Richmond-Rakerd, assistant professor of psychology.

Injuries are an important public health concern, she notes. They are a leading cause of premature mortality in the United States and worldwide, and are a major source of pain, disability, and lost productivity. Unintentional injuries account for the majority of injuries, yet they have rarely been examined as a potential consequence of poor mental health.

To address this gap, researchers analyzed population-wide administrative data from nearly 5 million individuals in Norway and New Zealand. Mental health conditions were identified through primary care records and inpatient hospital records. Injuries were identified through primary care records, inpatient hospital records and injury insurance claims. Participants were followed over periods ranging from 14 to 30 years.

Individuals with mental health conditions had an elevated risk of subsequent self-harm injuries and injuries resulting from assault, the study indicated. However, they also had a significantly increased risk of unintentional injuries. These associations were observed across a range of mental health conditions and injury types, with particularly strong links to injuries affecting the brain and head. Importantly, the increased risks could not be explained by preexisting injuries or by socioeconomic background.

#James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy

Click Here For More Information About James Donaldson

Click here to follow James Donaldson's Blog

“These findings indicate that individuals with mental health conditions are vulnerable to a broad range of injuries,” the researchers say. “People with mental health conditions are an important and underrecognized population for injury prevention efforts.”

The study reinforces the importance of continued assessment and prevention of self-harm among individuals with mental health conditions, as well as the use of evidence-based strategies to reduce their risk of victimization. At the same time, it points to new directions for health care and policy.

Researchers call for more integrated health care services, such as embedding psychoeducation about injury risk into mental health treatment and identifying opportunities to intervene during acute-care encounters, including mental health-related hospital admissions. The findings also underscore the need for enhanced public health surveillance to better track and prevent injuries among people with mental health conditions.

The research highlights a critical but overlooked intersection between mental health and physical safety—one that could inform more holistic approaches to care and ultimately save lives, the researchers say. https://standingabovethecrowd.com/?p=16276