Wednesday, May 14, 2025

James Donaldson on Mental Health - How to Recognize and Address Emotional Eating

James Donaldson on Mental Health - How to Recognize and Address Emotional Eating

Emotional eating is something many of us face, often without even realizing it. Whether it’s reaching for a tub of ice cream after a stressful day or munching on chips when feeling bored, emotional eating can sneak into our lives and impact our health. But worry not! In this guide, we’ll explore how to identify emotional eating and practical ways to address it.


Table of Contents


1. Introduction to Emotional Eating
2. Recognizing Emotional Eating
3. Causes of Emotional Eating
4. Strategies to Address Emotional Eating
5. Conclusion
6. FAQ


Introduction to Emotional Eating


We've all been there: that moment when a bad day at work leads to a craving for your favorite comfort food. Emotional eating is when we use food to cope with feelings instead of hunger. It’s a common behavior that can lead to unwanted weight gain and negative emotional patterns. But understanding it is the first step to taking control. Let’s dive deeper!


Recognizing Emotional Eating


Recognizing emotional eating means understanding the cues and reasons why we turn to food. Here are some signs to look out for:


1. Eating Without Hunger

If you find yourself eating even when you’re not physically hungry, it might be a sign of emotional eating. Pay attention to your body’s signals. Are you eating just because it's "time" or because of an emotional trigger?


2. Craving Specific Foods

Craving foods high in sugar or fat often points to emotional eating. These foods can provide a quick feel-good sensation, which is why they're so tempting when emotions run high.


3. Guilt After Eating

Feeling guilty or ashamed after eating is a strong indicator of emotional eating. Food should nourish and energize, not leave you feeling worse than before.


Causes of Emotional Eating


Understanding the root causes of emotional eating can help in finding solutions:


Stress

When the body is stressed, it releases cortisol, a hormone that can increase appetite. This often leads to cravings for "comfort foods".


Boredom

Eating can be a way to fill time or escape feelings of emptiness. If you're eating out of boredom, try engaging in a new hobby instead.


Emotional Triggers

Emotions like sadness, loneliness, or anger can drive us to seek comfort in food. Recognizing these emotions and addressing them head-on is crucial.


Strategies to Address Emotional Eating


Now that we’ve identified emotional eating, let’s explore some strategies to tackle it:


1. Mindful Eating

Practice being present when you eat. Pay attention to the flavors, textures, and sensations of your meal. This can help differentiate between physical hunger and emotional hunger.


2. Keep a Food Journal

Track what you eat and how you feel when you eat. This can help identify patterns and triggers, allowing you to make informed choices.


3. Find Alternatives

Instead of reaching for snacks, find other activities that bring joy and relaxation. This could be reading, taking a walk, or engaging in a creative hobby.


4. Seek Support

Talking to a therapist or joining a support group can provide valuable insights and encouragement as you work through emotional eating patterns.


Conclusion


Emotional eating is a challenge many of us face, but with awareness and the right strategies, it’s possible to take control. Recognize the signs, understand the causes, and implement strategies that work for you. Remember, you’re not alone in this journey, and every step forward is a step toward a healthier relationship with food.


#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




FAQ


What is the difference between emotional hunger and physical hunger?

Emotional hunger often comes on suddenly and craves specific comfort foods, while physical hunger builds gradually and can be satisfied with a variety of foods.


How can I tell if I’m eating out of boredom?

Ask yourself if you’re truly hungry or if you’re eating to pass time. Engaging in a different activity can help clarify your motivation.


Are there specific foods that can help with emotional eating?

Foods rich in fiber and protein can help you feel fuller longer. Additionally, incorporating fruits and vegetables can boost mood-enhancing nutrients.


Can emotional eating be completely overcome?

While it may not be possible to eliminate emotional eating entirely, understanding and managing it can significantly reduce its occurrence and impact.


How long does it take to change eating habits?

Changing eating habits is a personal journey and can vary for everyone. Consistency and patience are key, and small changes can lead to significant results over time.



https://standingabovethecrowd.com/how-to-recognize-and-address-emotional-eating/


James Donaldson on Mental Health - How to Recognize and Address Emotional Eating
Emotional eating is something many of us face, often without even realizing it. Whether it’s reaching for a tub of ice cream after a stressful day or munching on chips when feeling bored, emotional eating can sneak into our lives and impact our health. But worry not! In this guide, we’ll explore how to identify emotional eating and practical ways to address it.

Table of Contents

1. Introduction to Emotional Eating2. Recognizing Emotional Eating3. Causes of Emotional Eating4. Strategies to Address Emotional Eating5. Conclusion6. FAQ

Introduction to Emotional Eating

We've all been there: that moment when a bad day at work leads to a craving for your favorite comfort food. Emotional eating is when we use food to cope with feelings instead of hunger. It’s a common behavior that can lead to unwanted weight gain and negative emotional patterns. But understanding it is the first step to taking control. Let’s dive deeper!

Recognizing Emotional Eating

Recognizing emotional eating means understanding the cues and reasons why we turn to food. Here are some signs to look out for:

1. Eating Without Hunger

If you find yourself eating even when you’re not physically hungry, it might be a sign of emotional eating. Pay attention to your body’s signals. Are you eating just because it's "time" or because of an emotional trigger?

2. Craving Specific Foods

Craving foods high in sugar or fat often points to emotional eating. These foods can provide a quick feel-good sensation, which is why they're so tempting when emotions run high.

3. Guilt After Eating

Feeling guilty or ashamed after eating is a strong indicator of emotional eating. Food should nourish and energize, not leave you feeling worse than before.

Causes of Emotional Eating

Understanding the root causes of emotional eating can help in finding solutions:

Stress

When the body is stressed, it releases cortisol, a hormone that can increase appetite. This often leads to cravings for "comfort foods".

Boredom

Eating can be a way to fill time or escape feelings of emptiness. If you're eating out of boredom, try engaging in a new hobby instead.

Emotional Triggers

Emotions like sadness, loneliness, or anger can drive us to seek comfort in food. Recognizing these emotions and addressing them head-on is crucial.

Strategies to Address Emotional Eating

Now that we’ve identified emotional eating, let’s explore some strategies to tackle it:

1. Mindful Eating

Practice being present when you eat. Pay attention to the flavors, textures, and sensations of your meal. This can help differentiate between physical hunger and emotional hunger.

2. Keep a Food Journal

Track what you eat and how you feel when you eat. This can help identify patterns and triggers, allowing you to make informed choices.

3. Find Alternatives

Instead of reaching for snacks, find other activities that bring joy and relaxation. This could be reading, taking a walk, or engaging in a creative hobby.

4. Seek Support

Talking to a therapist or joining a support group can provide valuable insights and encouragement as you work through emotional eating patterns.

Conclusion

Emotional eating is a challenge many of us face, but with awareness and the right strategies, it’s possible to take control. Recognize the signs, understand the causes, and implement strategies that work for you. Remember, you’re not alone in this journey, and every step forward is a step toward a healthier relationship with food.

#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

FAQ

What is the difference between emotional hunger and physical hunger?

Emotional hunger often comes on suddenly and craves specific comfort foods, while physical hunger builds gradually and can be satisfied with a variety of foods.

How can I tell if I’m eating out of boredom?

Ask yourself if you’re truly hungry or if you’re eating to pass time. Engaging in a different activity can help clarify your motivation.

Are there specific foods that can help with emotional eating?

Foods rich in fiber and protein can help you feel fuller longer. Additionally, incorporating fruits and vegetables can boost mood-enhancing nutrients.

Can emotional eating be completely overcome?

While it may not be possible to eliminate emotional eating entirely, understanding and managing it can significantly reduce its occurrence and impact.

How long does it take to change eating habits?

Changing eating habits is a personal journey and can vary for everyone. Consistency and patience are key, and small changes can lead to significant results over time. https://standingabovethecrowd.com/how-to-recognize-and-address-emotional-eating/

Tuesday, May 13, 2025

James Donaldson on Mental Health - Tips for Beating Test Anxiety

James Donaldson on Mental Health - Tips for Beating Test Anxiety

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&ab_channel=ChildMindInstitute

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.


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/james-donaldson-on-mental-health-tips-for-beating-test-anxiety/


James Donaldson on Mental Health - Tips for Beating Test Anxiety
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&ab_channel=ChildMindInstitute

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.

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/james-donaldson-on-mental-health-tips-for-beating-test-anxiety/

Monday, May 12, 2025

James Donaldson on Mental Health - The Importance of Play for Adult Mental Health

James Donaldson on Mental Health - The Importance of Play for Adult Mental Health
close up photography of yellow green red and brown plastic cones on white lined surfacePhoto by Pixabay on Pexels.com

In our fast-paced and often stressful lives, it's easy to overlook the simple joys that can significantly enhance our mental well-being. One such joy is play, a concept we often associate with childhood but forget its immense benefits for adults. Let's dive into why play is crucial for adult mental health and how you can incorporate it into your life.


Table of Contents


1. Introduction to Play for Adults
2. Benefits of Play ?
3. Types of Play for Adults ?
4. How to Incorporate Play into Your Life ?
5. Conclusion
6. FAQ Section


Introduction to Play for Adults


Remember the days when you could lose yourself in a game for hours without a care in the world? As we grow older, responsibilities take over, and the idea of play often gets sidelined. However, play isn't just for kids. For adults, it can be a powerful tool to relieve stress, encourage creativity, and build social connections. It's about engaging in activities that are fun and enjoyable, without any specific purpose or outcome in mind.


#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



Benefits of Play ?


Engaging in regular play has numerous benefits for adult mental health:


1. Stress Reduction: Play is a natural stress reliever. It helps release endorphins, the body's feel-good chemicals, which can improve your mood and decrease stress levels.


2. Creativity Boost: Play sparks creativity and innovation. When you engage in playful activities, you allow your mind to think outside the box, which can lead to new ideas and solutions.


3. Social Connections: Play often involves interacting with others, which can strengthen bonds and improve communication skills. It's a great way to meet new people and develop a supportive social network.


4. Mental Health Improvement: Regular play can help combat anxiety and depression by providing a sense of joy and accomplishment. It also helps in improving cognitive functions like memory and concentration.


Types of Play for Adults ?


There are various types of play that adults can engage in, each offering its own set of benefits:


Games and Sports: Whether it's a game of tennis, a round of golf, or a board game night with friends, games and sports are a great way to engage in play.


Artistic Activities: Painting, drawing, or crafting can be incredibly therapeutic and allow you to express yourself creatively.


Outdoor Adventures: Hiking, biking, or even a walk in the park can be playful when done with a spirit of exploration and fun.


Improv and Theater: Participating in improv classes or theater can be a fun way to break out of your shell and embrace silliness.


How to Incorporate Play into Your Life ?


Incorporating play into your daily routine doesn't have to be complicated. Here are some simple ways to bring more play into your life:


Schedule Playtime: Just like you schedule meetings and appointments, schedule time for play. It could be as simple as a 15-minute break to play a game on your phone or an hour at the end of the day to unwind with a hobby.


Join a Group: Find local clubs or groups that focus on activities you enjoy. This could be a sports team, a book club, or an art class.


Be Spontaneous: Allow yourself to be spontaneous and open to new experiences. Sometimes the best play happens when you least expect it.


Embrace Your Inner Child: Don't be afraid to act silly or childish. Dance around your living room, build a fort, or have a water balloon fight. Remember, it's all about having fun!


Conclusion


Incorporating play into your life is not just beneficial but essential for maintaining good mental health. It helps reduce stress, boosts creativity, and strengthens social connections. So, why not take a break from adulting and indulge in some play? Your mind and body will thank you for it!


FAQ Section


1. Why is play important for adults?
Play is important for adults because it helps reduce stress, boosts creativity, improves mental health, and strengthens social connections.


2. How can I find time to play as an adult?
Incorporate play into your daily routine by scheduling playtime, joining a group, being spontaneous, and embracing your inner child.


3. What are some examples of playful activities for adults?
Examples include games and sports, artistic activities, outdoor adventures, and improv or theater classes.


4. Can play really help with mental health issues like anxiety and depression?
Yes, regular play can help alleviate symptoms of anxiety and depression by providing joy, reducing stress, and improving cognitive functions.


5. Is it okay to play alone, or should it always involve others?
Both are beneficial! Playing alone can be introspective and relaxing, while playing with others can enhance social connections and communication skills.


close up photography of yellow green red and brown plastic cones on white lined surface https://standingabovethecrowd.com/the-importance-of-play-for-adult-mental-health/

James Donaldson on Mental Health - The Importance of Play for Adult Mental Health

James Donaldson on Mental Health - The Importance of Play for Adult Mental Health
close up photography of yellow green red and brown plastic cones on white lined surfacePhoto by Pixabay on Pexels.com

In our fast-paced and often stressful lives, it's easy to overlook the simple joys that can significantly enhance our mental well-being. One such joy is play, a concept we often associate with childhood but forget its immense benefits for adults. Let's dive into why play is crucial for adult mental health and how you can incorporate it into your life.


Table of Contents


1. Introduction to Play for Adults
2. Benefits of Play ?
3. Types of Play for Adults ?
4. How to Incorporate Play into Your Life ?
5. Conclusion
6. FAQ Section


Introduction to Play for Adults


Remember the days when you could lose yourself in a game for hours without a care in the world? As we grow older, responsibilities take over, and the idea of play often gets sidelined. However, play isn't just for kids. For adults, it can be a powerful tool to relieve stress, encourage creativity, and build social connections. It's about engaging in activities that are fun and enjoyable, without any specific purpose or outcome in mind.


#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



Benefits of Play ?


Engaging in regular play has numerous benefits for adult mental health:


1. Stress Reduction: Play is a natural stress reliever. It helps release endorphins, the body's feel-good chemicals, which can improve your mood and decrease stress levels.


2. Creativity Boost: Play sparks creativity and innovation. When you engage in playful activities, you allow your mind to think outside the box, which can lead to new ideas and solutions.


3. Social Connections: Play often involves interacting with others, which can strengthen bonds and improve communication skills. It's a great way to meet new people and develop a supportive social network.


4. Mental Health Improvement: Regular play can help combat anxiety and depression by providing a sense of joy and accomplishment. It also helps in improving cognitive functions like memory and concentration.


Types of Play for Adults ?


There are various types of play that adults can engage in, each offering its own set of benefits:


Games and Sports: Whether it's a game of tennis, a round of golf, or a board game night with friends, games and sports are a great way to engage in play.


Artistic Activities: Painting, drawing, or crafting can be incredibly therapeutic and allow you to express yourself creatively.


Outdoor Adventures: Hiking, biking, or even a walk in the park can be playful when done with a spirit of exploration and fun.


Improv and Theater: Participating in improv classes or theater can be a fun way to break out of your shell and embrace silliness.


How to Incorporate Play into Your Life ?


Incorporating play into your daily routine doesn't have to be complicated. Here are some simple ways to bring more play into your life:


Schedule Playtime: Just like you schedule meetings and appointments, schedule time for play. It could be as simple as a 15-minute break to play a game on your phone or an hour at the end of the day to unwind with a hobby.


Join a Group: Find local clubs or groups that focus on activities you enjoy. This could be a sports team, a book club, or an art class.


Be Spontaneous: Allow yourself to be spontaneous and open to new experiences. Sometimes the best play happens when you least expect it.


Embrace Your Inner Child: Don't be afraid to act silly or childish. Dance around your living room, build a fort, or have a water balloon fight. Remember, it's all about having fun!


Conclusion


Incorporating play into your life is not just beneficial but essential for maintaining good mental health. It helps reduce stress, boosts creativity, and strengthens social connections. So, why not take a break from adulting and indulge in some play? Your mind and body will thank you for it!


FAQ Section


1. Why is play important for adults?
Play is important for adults because it helps reduce stress, boosts creativity, improves mental health, and strengthens social connections.


2. How can I find time to play as an adult?
Incorporate play into your daily routine by scheduling playtime, joining a group, being spontaneous, and embracing your inner child.


3. What are some examples of playful activities for adults?
Examples include games and sports, artistic activities, outdoor adventures, and improv or theater classes.


4. Can play really help with mental health issues like anxiety and depression?
Yes, regular play can help alleviate symptoms of anxiety and depression by providing joy, reducing stress, and improving cognitive functions.


5. Is it okay to play alone, or should it always involve others?
Both are beneficial! Playing alone can be introspective and relaxing, while playing with others can enhance social connections and communication skills.


close up photography of yellow green red and brown plastic cones on white lined surface https://standingabovethecrowd.com/the-importance-of-play-for-adult-mental-health/


James Donaldson on Mental Health - The Importance of Play for Adult Mental Health
Photo by Pixabay on Pexels.com

In our fast-paced and often stressful lives, it's easy to overlook the simple joys that can significantly enhance our mental well-being. One such joy is play, a concept we often associate with childhood but forget its immense benefits for adults. Let's dive into why play is crucial for adult mental health and how you can incorporate it into your life.

Table of Contents

1. Introduction to Play for Adults2. Benefits of Play ?3. Types of Play for Adults ?4. How to Incorporate Play into Your Life ?5. Conclusion6. FAQ Section

Introduction to Play for Adults

Remember the days when you could lose yourself in a game for hours without a care in the world? As we grow older, responsibilities take over, and the idea of play often gets sidelined. However, play isn't just for kids. For adults, it can be a powerful tool to relieve stress, encourage creativity, and build social connections. It's about engaging in activities that are fun and enjoyable, without any specific purpose or outcome in mind.

#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

Benefits of Play ?

Engaging in regular play has numerous benefits for adult mental health:

1. Stress Reduction: Play is a natural stress reliever. It helps release endorphins, the body's feel-good chemicals, which can improve your mood and decrease stress levels.

2. Creativity Boost: Play sparks creativity and innovation. When you engage in playful activities, you allow your mind to think outside the box, which can lead to new ideas and solutions.

3. Social Connections: Play often involves interacting with others, which can strengthen bonds and improve communication skills. It's a great way to meet new people and develop a supportive social network.

4. Mental Health Improvement: Regular play can help combat anxiety and depression by providing a sense of joy and accomplishment. It also helps in improving cognitive functions like memory and concentration.

Types of Play for Adults ?

There are various types of play that adults can engage in, each offering its own set of benefits:

Games and Sports: Whether it's a game of tennis, a round of golf, or a board game night with friends, games and sports are a great way to engage in play.

Artistic Activities: Painting, drawing, or crafting can be incredibly therapeutic and allow you to express yourself creatively.

Outdoor Adventures: Hiking, biking, or even a walk in the park can be playful when done with a spirit of exploration and fun.

Improv and Theater: Participating in improv classes or theater can be a fun way to break out of your shell and embrace silliness.

How to Incorporate Play into Your Life ?

Incorporating play into your daily routine doesn't have to be complicated. Here are some simple ways to bring more play into your life:

Schedule Playtime: Just like you schedule meetings and appointments, schedule time for play. It could be as simple as a 15-minute break to play a game on your phone or an hour at the end of the day to unwind with a hobby.

Join a Group: Find local clubs or groups that focus on activities you enjoy. This could be a sports team, a book club, or an art class.

Be Spontaneous: Allow yourself to be spontaneous and open to new experiences. Sometimes the best play happens when you least expect it.

Embrace Your Inner Child: Don't be afraid to act silly or childish. Dance around your living room, build a fort, or have a water balloon fight. Remember, it's all about having fun!

Conclusion

Incorporating play into your life is not just beneficial but essential for maintaining good mental health. It helps reduce stress, boosts creativity, and strengthens social connections. So, why not take a break from adulting and indulge in some play? Your mind and body will thank you for it!

FAQ Section

1. Why is play important for adults?Play is important for adults because it helps reduce stress, boosts creativity, improves mental health, and strengthens social connections.

2. How can I find time to play as an adult?Incorporate play into your daily routine by scheduling playtime, joining a group, being spontaneous, and embracing your inner child.

3. What are some examples of playful activities for adults?Examples include games and sports, artistic activities, outdoor adventures, and improv or theater classes.

4. Can play really help with mental health issues like anxiety and depression?Yes, regular play can help alleviate symptoms of anxiety and depression by providing joy, reducing stress, and improving cognitive functions.

5. Is it okay to play alone, or should it always involve others?Both are beneficial! Playing alone can be introspective and relaxing, while playing with others can enhance social connections and communication skills. https://standingabovethecrowd.com/the-importance-of-play-for-adult-mental-health/

Sunday, May 11, 2025

James Donaldson on Mental Health - How to Create an Inclusive Mental Health Support Group

James Donaldson on Mental Health - How to Create an Inclusive Mental Health Support Group
people in a psychotherapy session with a psychologistPhoto by Antoni Shkraba on Pexels.com

In today's world, fostering an inclusive environment is more important than ever, especially when it comes to mental health. Creating a support group that welcomes everyone, regardless of their background, can make a significant difference in many lives. Let's dive into how you can create a safe and welcoming space for everyone seeking mental health support. ?


Table of Contents


1. Introduction
2. Understanding Inclusivity in Mental Health
3. Steps to Creating an Inclusive Support Group
    a. Define Your Purpose
    b. Choose an Accessible Location
    c. Promote Diversity
    d. Set Ground Rules
4. Conclusion
5. FAQ


Understanding Inclusivity in Mental Health


Inclusivity means more than just opening your doors to everyone. It’s about actively ensuring that every member feels seen, heard, and valued. In mental health, inclusivity is crucial because it helps break down barriers to seeking help and fosters a culture of understanding and empathy. ?


Steps to Creating an Inclusive Support Group


Define Your Purpose ?


The first step in creating an inclusive mental health support group is to clearly define your purpose. Ask yourself: Who are you aiming to help? What is the primary focus of the group? Having a well-defined purpose helps attract like-minded individuals who are committed to creating a supportive community.


Choose an Accessible Location ?


Accessibility is key to inclusivity. When selecting a location, ensure it’s accessible to people with disabilities. Consider transportation options, parking availability, and whether the venue is welcoming and non-intimidating. Virtual meetings can also be an excellent way to include those who might not be able to attend in person.


Promote Diversity ?


Diversity should be at the heart of your support group. Encourage participation from individuals of different ages, ethnicities, gender identities, and socioeconomic backgrounds. Using diverse imagery and language in your promotional materials can help convey your commitment to inclusivity.


Set Ground Rules ?


Creating a safe space means establishing ground rules that protect everyone’s well-being. Encourage respectful communication, confidentiality, and empathy. Clearly communicate that discrimination or harassment of any kind will not be tolerated. This helps build trust and ensures that all participants feel safe to share their experiences.


#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



Conclusion


Creating an inclusive mental health support group is a powerful way to foster community and support those in need. By focusing on accessibility, diversity, and clear communication, you can build a group that truly makes a difference. Remember, the goal is to create a space where everyone feels welcomed and valued. Together, we can create an environment that supports healing and growth for all. ?


FAQ


Q1: How do I start a conversation about inclusivity in my group?


Begin by sharing your commitment to inclusivity with the group and encouraging open dialogue. Use inclusive language and invite members to share their thoughts and suggestions for making the group more welcoming.


Q2: What if someone feels uncomfortable in the group?


Address concerns immediately and respectfully. Provide a safe space for individuals to voice their discomfort and work collaboratively to find solutions that ensure everyone feels safe and included.


Q3: How can I promote my support group to attract a diverse membership?


Utilize social media, community boards, and local events to reach a wider audience. Highlight your group’s commitment to diversity and inclusivity in all promotional materials.


Q4: Can virtual meetings be as effective as in-person ones?


Absolutely! Virtual meetings can increase accessibility and allow individuals who might not be able to attend in person to participate. Ensure your virtual platform is user-friendly and secure.


people in a psychotherapy session with a psychologist https://standingabovethecrowd.com/how-to-create-an-inclusive-mental-health-support-group/


James Donaldson on Mental Health - How to Create an Inclusive Mental Health Support Group
Photo by Antoni Shkraba on Pexels.com

In today's world, fostering an inclusive environment is more important than ever, especially when it comes to mental health. Creating a support group that welcomes everyone, regardless of their background, can make a significant difference in many lives. Let's dive into how you can create a safe and welcoming space for everyone seeking mental health support. ?

Table of Contents

1. Introduction2. Understanding Inclusivity in Mental Health3. Steps to Creating an Inclusive Support Group    a. Define Your Purpose    b. Choose an Accessible Location    c. Promote Diversity    d. Set Ground Rules4. Conclusion5. FAQ

Understanding Inclusivity in Mental Health

Inclusivity means more than just opening your doors to everyone. It’s about actively ensuring that every member feels seen, heard, and valued. In mental health, inclusivity is crucial because it helps break down barriers to seeking help and fosters a culture of understanding and empathy. ?

Steps to Creating an Inclusive Support Group

Define Your Purpose ?

The first step in creating an inclusive mental health support group is to clearly define your purpose. Ask yourself: Who are you aiming to help? What is the primary focus of the group? Having a well-defined purpose helps attract like-minded individuals who are committed to creating a supportive community.

Choose an Accessible Location ?

Accessibility is key to inclusivity. When selecting a location, ensure it’s accessible to people with disabilities. Consider transportation options, parking availability, and whether the venue is welcoming and non-intimidating. Virtual meetings can also be an excellent way to include those who might not be able to attend in person.

Promote Diversity ?

Diversity should be at the heart of your support group. Encourage participation from individuals of different ages, ethnicities, gender identities, and socioeconomic backgrounds. Using diverse imagery and language in your promotional materials can help convey your commitment to inclusivity.

Set Ground Rules ?

Creating a safe space means establishing ground rules that protect everyone’s well-being. Encourage respectful communication, confidentiality, and empathy. Clearly communicate that discrimination or harassment of any kind will not be tolerated. This helps build trust and ensures that all participants feel safe to share their experiences.

#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

Conclusion

Creating an inclusive mental health support group is a powerful way to foster community and support those in need. By focusing on accessibility, diversity, and clear communication, you can build a group that truly makes a difference. Remember, the goal is to create a space where everyone feels welcomed and valued. Together, we can create an environment that supports healing and growth for all. ?

FAQ

Q1: How do I start a conversation about inclusivity in my group?

Begin by sharing your commitment to inclusivity with the group and encouraging open dialogue. Use inclusive language and invite members to share their thoughts and suggestions for making the group more welcoming.

Q2: What if someone feels uncomfortable in the group?

Address concerns immediately and respectfully. Provide a safe space for individuals to voice their discomfort and work collaboratively to find solutions that ensure everyone feels safe and included.

Q3: How can I promote my support group to attract a diverse membership?

Utilize social media, community boards, and local events to reach a wider audience. Highlight your group’s commitment to diversity and inclusivity in all promotional materials.

Q4: Can virtual meetings be as effective as in-person ones?

Absolutely! Virtual meetings can increase accessibility and allow individuals who might not be able to attend in person to participate. Ensure your virtual platform is user-friendly and secure. https://standingabovethecrowd.com/how-to-create-an-inclusive-mental-health-support-group/

Saturday, May 10, 2025

James Donaldson on Mental Health - The association between loneliness, suicidal ideation, and psychological distress considering family compositions: a cross-sectional study in a Japanese rural area

James Donaldson on Mental Health - The association between loneliness, suicidal ideation, and psychological distress considering family compositions: a cross-sectional study in a Japanese rural area

- Atsushi Iwasawa
- Fumiya Tanji
- Syohei Miyamoto & 
- Kyoko Nomura 

Abstract


Research on how loneliness, as a subjective experience, affects suicide risk remains insufficient. It also remains unclear whether the effects vary according to family composition. This study aimed to investigate the associations among loneliness, suicidal ideation, and psychological distress in a rural population in Japan. A cross-sectional survey was conducted between August and September 2023 in a rural town in Akita Prefecture. Of the 5,000 surveyed residents, data from 1,842 respondents were analyzed. The exposure variable was loneliness, as assessed by the University of California Los Angeles Loneliness Scale short form. The main outcome was the presence or absence of suicidal ideation, which was measured using a self-reported questionnaire. The secondary outcome was psychological distress, which was measured using the Kessler Psychological Distress Scale (K6). The collected data were analyzed using multivariate logistic regression and stratified analysis based on family composition. Loneliness was strongly associated with suicidal ideation and psychological distress. The loneliness–psychological distress association persisted regardless of family composition. Loneliness independently affected suicidal ideation and psychological distress among rural residents in Japan. To develop effective suicide prevention strategies in rural areas, it is essential to address both social isolation and the subjective experience of loneliness.


Introduction


Suicide is a serious global problem1. Numerous epidemiological studies have identified various risk factors for suicide, including a history of suicide attempts, family history of suicide, depression, social isolation, disasters, physical illness, and economic hardship2,3,4,5,6,7,8. Despite these advances, identifying clear causal pathways for suicide mechanisms remains a significant challenge. This has not prevented, nevertheless, several suicide prevention theoretical models and guidelines being proposed. Among these, the interpersonal theory of suicide, which explains that suicidal ideation arises when individuals simultaneously experience perceived burdensomeness and thwarted belongingness, has gained prominence in recent years9. Suicidal ideation occurs at an early stage of the progression of suicide attempts and completed suicides, is critical for such progression10,11, and reflects the emergence of psychological distress that can escalate if not intervened against. These characteristics render the construct an important indicator of suicide risk. Importantly, suicide results from the complex interplay of multiple factors12, making it such that prevention is key for effectively addressing both the personal and social factors related to suicide13.


Loneliness and social isolation are recognized as global problems and are associated with adverse mental health outcomes, such as depression14,15. They also heighten the risk of morbidity and mortality from chronic diseases16; therefore, they are regarded as critical targets for intervention in mental and public health. In recent years, loneliness and social isolation have also become pressing concerns in Japan. For example, from 2005 to 2020, the number of single-person households increased by six million (accounting for 40% of all households nationally)17, raising concerns about the potential decline in interactions among residents. This becomes even more paramount if we consider the concomitant phenomena in Japan of the shrinking population, falling birthrates, and aging society18. Since the enactment of the Basic Act on Suicide Countermeasures in 2006, the national government has implemented specific suicide prevention policies addressing social issues such as unemployment and economic hardships19. However, loneliness has often been overlooked as a critical factor in this context.


Japan has a higher suicide rate than other countries20, but the national suicide prevention efforts conducted over the past decade have gradually reduced suicide rates. Despite these attempts, suicide rates have recently increased among women and younger populations, indicating a demographic shift in suicidal tendencies at the national level21. One factor contributing to this shift in trends is that, beyond economic factors alone, reduced social interactions have exacerbated feelings of loneliness, leading to an increase in the number of suicides22. Additionally, a large Japanese study suggested loneliness as a significant factor contributing to the increased risk of suicide during the COVID-19 pandemic23.


Although often perceived as synonymous, loneliness and social isolation are distinct concepts. The first refers to a subjective sense of distress that occurs when social connections are perceived as inadequate/unfulfilling, whereas the latter is an objective indicator of estrangement in which social connections are limited or absent24,25,26. Therefore, the two concepts often conflate but do not always co-occur, in that isolated individuals may not feel lonely and those with abundant social connections can still experience loneliness27,28. Furthermore, although living alone has been suggested as a risk factor for suicide in previous studies29,30, there is data from a 2022 Japanese report showing that approximately two-thirds of suicide victims lived with others at the time of death (number of suicides among people not living alone, 14,266 vs. living alone, 7,414)31. In another study, individuals living only with their parents were found to have a higher risk of suicide32.


Previous research on suicide prevention in rural areas has often focused on older adults, who are particularly vulnerable to loss and social isolation33,34. The past literature has also reported on a link between living alone and depression among older adults35, but there is also importance in focusing on loneliness as a key factor in mental health and suicide prevention36. Based on previous studies, we hypothesize that loneliness has an independent influence on suicidal ideation and psychological distress, irrespective of family composition. This study aims to examine the association between loneliness, suicidal ideation, and psychological distress in Japanese rural residents. Rural towns in Japan face unique challenges that make them critical settings for studying loneliness and suicide prevention. These areas are characterized by significant population aging, which may be associated with increased loneliness and social isolation. Additionally, rural towns often have limited resources for mental health care and community support, emphasizing the need for practical and sustainable interventions suited to their specific circumstances. The results of this study have implications for the development of effective measures to address loneliness and social isolation, which may contribute to suicide prevention efforts in rural areas of Japan.


#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



Materials and methods


Study design and data collection

Akita Prefecture is one of the most rapidly aging prefectures in Japan, with a higher proportion of older adult residents compared to other regions. It also had the highest suicide rate among Japan’s 47 prefectures over the past two decades17,37. The suicide mortality rate varies significantly among the 25 municipalities within Akita Prefecture, with rural areas generally exhibiting higher rates than urban areas. Nearly half of the suicide victims in Akita Prefecture, are aged 60 years or older, indicating that addressing older adult suicides is a key concern in these regions37. Suicide prevention measures designed to address the characteristics of rural areas, including aging populations and higher suicide rates, are considered essential for reducing the overall suicide mortality in Akita.


Akita has a history of implementing suicide prevention initiatives, with municipalities organizing mental health lectures and other community-based interventions38,39. Addressing factors such as social isolation and loneliness in rural areas is anticipated to contribute to lowering suicide rates across the prefecture.


This cross-sectional study was based on a mental health survey conducted between August and September 2023 among residents aged 20 to 84 years in a rural town in Akita Prefecture, northern Japan. The town had approximately 14,000 residents at the time of the survey. In Japan, all prefectures and municipalities are required to develop regional suicide prevention plans tailored to the local context. This survey was conducted to develop suicide countermeasures for rural populations based on Japan’s General Principles of Suicide Countermeasures Policy40. The prevalence of suicidal ideation in Akita Prefecture has been estimated to be approximately 3.7%37. To ascertain the prevalence of suicidal ideation with an accuracy of 3.7% and a 1% margin of error, the required sample size was 2028. Assuming a response rate of approximately 40%, the sample size was set to 5000. Using stratified random sampling based on sex and age distribution, 5000 residents aged 20 to 84 were selected from a population of approximately 14,000. Sampling was conducted using the basic resident register managed by the municipality. This register contains information about one’s date of birth, sex, and address.


This survey will serve as a baseline survey for formulating countermeasure plans, with a follow-up survey scheduled for 2025 to assess longitudinal trends. The purpose of the survey was explained in the town’s public newsletter to ensure the smooth distribution of the questionnaires. It was also announced that all personal information necessary for follow-up surveys would be managed by the local government. The extraction of participant addresses and the management of personal information were handled by public health nurses from the municipality, who also led the coordination and announcement process in the town’s public newsletter. We excluded individuals certified as support level 2 or higher under the Japanese Long-Term Care Insurance (LTCI) system, as these individuals had functional disabilities that could hinder independent survey completion.


Anonymous questionnaires were mailed to 5,000 residents between August and September 2023. Returning a completed questionnaire was considered a consent to participate in the study; an explanation of the research purpose was provided alongside the survey. Participants were also informed about a follow-up survey scheduled for 2025 and their right to withdraw consent. Those wishing to withdraw consent by December 2023 could do so by submitting a withdrawal letter or answering a Google Form. Individuals who withdrew consent were excluded from the analysis, and measures were taken to ensure they would not receive the follow-up survey.


The questionnaire included items on demographic characteristics, loneliness, suicidal ideation, and psychological distress. This study followed the STROBE guidelines for reporting observational studies41.


Measures

Sex was classified as male or female. Age was categorized into three groups: 20–39 years, 40–59 years, and ??60 years. Family composition was defined as either living alone or living in a household with multiple occupants. Marital status was grouped into never married, married, separated, widowed, or missing. Subjective economic status was assessed on a five-point scale ranging from good to poor, or missing. Medical history was categorized into four groups: disease-free, having physical health conditions, having mental health conditions, multimorbidity (physical and mental health conditions), or missing.


Self-reported loneliness was the exposure variable. Loneliness was measured using the six-item University of California, Los Angeles (UCLA) Loneliness Scale (ver. 3), a loneliness scale developed by Russel42. We specifically used its six-item short form, which has been validated in Japanese by Toyoshima and Sato43. Items were responded to on a four-point scale, with total scores ranging from 0 to 24 and being calculated by summing the scores of all items. As there was no established cut-off point for this scale, we followed prior studies and distinguished the presence of loneliness based on the upper quartile of the distribution44. That is, a score in the third quartile or above (UCLA score???15) was defined as experiencing loneliness, and a binary variable was created to classify loneliness presence or absence.


The outcome variables were suicidal ideation and psychological distress, both of which were self-reported. Suicidal ideation was measured using the following question, “Did you think about committing suicide in the past month?” To which participants responded with “yes,” “no,” or “unsure,” with a “yes” answer representing that the respondent experienced suicidal ideation. Since suicidal ideation precedes suicide attempts or completion10,11, it can be regarded as a key predictor of suicide risk. This study used only this single-item to measure this construct in an attempt to simultaneously deal with the ethical concerns surrounding studies on suicide and to promote ease of response for participants. We aimed to minimize the number of questions on suicide while focusing on identifying “suicidal ideation,” which is considered essential for implementing effective interventions. The item used in this survey was adapted from the Ministry of Health, Labour and Welfare’s 2021 Survey on Attitudes Toward Suicide Countermeasures45.


Psychological distress was measured using the Kessler Psychological Distress Scale (K6), a six-item questionnaire that evaluates mood and anxiety experienced in the last 30 days46. The total K6 scores ranged from 0 to 24.

https://standingabovethecrowd.com/james-donaldson-on-mental-health-the-association-between-loneliness-suicidal-ideation-and-psychological-distress-considering-family-compositions-a-cross-sectional-study-in-a-japanese-rural-area/


James Donaldson on Mental Health - The association between loneliness, suicidal ideation, and psychological distress considering family compositions: a cross-sectional study in a Japanese rural area
- Atsushi Iwasawa, 

- Fumiya Tanji, 

- Syohei Miyamoto & 

- Kyoko Nomura 

Abstract

Research on how loneliness, as a subjective experience, affects suicide risk remains insufficient. It also remains unclear whether the effects vary according to family composition. This study aimed to investigate the associations among loneliness, suicidal ideation, and psychological distress in a rural population in Japan. A cross-sectional survey was conducted between August and September 2023 in a rural town in Akita Prefecture. Of the 5,000 surveyed residents, data from 1,842 respondents were analyzed. The exposure variable was loneliness, as assessed by the University of California Los Angeles Loneliness Scale short form. The main outcome was the presence or absence of suicidal ideation, which was measured using a self-reported questionnaire. The secondary outcome was psychological distress, which was measured using the Kessler Psychological Distress Scale (K6). The collected data were analyzed using multivariate logistic regression and stratified analysis based on family composition. Loneliness was strongly associated with suicidal ideation and psychological distress. The loneliness–psychological distress association persisted regardless of family composition. Loneliness independently affected suicidal ideation and psychological distress among rural residents in Japan. To develop effective suicide prevention strategies in rural areas, it is essential to address both social isolation and the subjective experience of loneliness.

Introduction

Suicide is a serious global problem1. Numerous epidemiological studies have identified various risk factors for suicide, including a history of suicide attempts, family history of suicide, depression, social isolation, disasters, physical illness, and economic hardship2,3,4,5,6,7,8. Despite these advances, identifying clear causal pathways for suicide mechanisms remains a significant challenge. This has not prevented, nevertheless, several suicide prevention theoretical models and guidelines being proposed. Among these, the interpersonal theory of suicide, which explains that suicidal ideation arises when individuals simultaneously experience perceived burdensomeness and thwarted belongingness, has gained prominence in recent years9. Suicidal ideation occurs at an early stage of the progression of suicide attempts and completed suicides, is critical for such progression10,11, and reflects the emergence of psychological distress that can escalate if not intervened against. These characteristics render the construct an important indicator of suicide risk. Importantly, suicide results from the complex interplay of multiple factors12, making it such that prevention is key for effectively addressing both the personal and social factors related to suicide13.

Loneliness and social isolation are recognized as global problems and are associated with adverse mental health outcomes, such as depression14,15. They also heighten the risk of morbidity and mortality from chronic diseases16; therefore, they are regarded as critical targets for intervention in mental and public health. In recent years, loneliness and social isolation have also become pressing concerns in Japan. For example, from 2005 to 2020, the number of single-person households increased by six million (accounting for 40% of all households nationally)17, raising concerns about the potential decline in interactions among residents. This becomes even more paramount if we consider the concomitant phenomena in Japan of the shrinking population, falling birthrates, and aging society18. Since the enactment of the Basic Act on Suicide Countermeasures in 2006, the national government has implemented specific suicide prevention policies addressing social issues such as unemployment and economic hardships19. However, loneliness has often been overlooked as a critical factor in this context.

Japan has a higher suicide rate than other countries20, but the national suicide prevention efforts conducted over the past decade have gradually reduced suicide rates. Despite these attempts, suicide rates have recently increased among women and younger populations, indicating a demographic shift in suicidal tendencies at the national level21. One factor contributing to this shift in trends is that, beyond economic factors alone, reduced social interactions have exacerbated feelings of loneliness, leading to an increase in the number of suicides22. Additionally, a large Japanese study suggested loneliness as a significant factor contributing to the increased risk of suicide during the COVID-19 pandemic23.

Although often perceived as synonymous, loneliness and social isolation are distinct concepts. The first refers to a subjective sense of distress that occurs when social connections are perceived as inadequate/unfulfilling, whereas the latter is an objective indicator of estrangement in which social connections are limited or absent24,25,26. Therefore, the two concepts often conflate but do not always co-occur, in that isolated individuals may not feel lonely and those with abundant social connections can still experience loneliness27,28. Furthermore, although living alone has been suggested as a risk factor for suicide in previous studies29,30, there is data from a 2022 Japanese report showing that approximately two-thirds of suicide victims lived with others at the time of death (number of suicides among people not living alone, 14,266 vs. living alone, 7,414)31. In another study, individuals living only with their parents were found to have a higher risk of suicide32.

Previous research on suicide prevention in rural areas has often focused on older adults, who are particularly vulnerable to loss and social isolation33,34. The past literature has also reported on a link between living alone and depression among older adults35, but there is also importance in focusing on loneliness as a key factor in mental health and suicide prevention36. Based on previous studies, we hypothesize that loneliness has an independent influence on suicidal ideation and psychological distress, irrespective of family composition. This study aims to examine the association between loneliness, suicidal ideation, and psychological distress in Japanese rural residents. Rural towns in Japan face unique challenges that make them critical settings for studying loneliness and suicide prevention. These areas are characterized by significant population aging, which may be associated with increased loneliness and social isolation. Additionally, rural towns often have limited resources for mental health care and community support, emphasizing the need for practical and sustainable interventions suited to their specific circumstances. The results of this study have implications for the development of effective measures to address loneliness and social isolation, which may contribute to suicide prevention efforts in rural areas of Japan.

#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

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Materials and methods

Study design and data collection

Akita Prefecture is one of the most rapidly aging prefectures in Japan, with a higher proportion of older adult residents compared to other regions. It also had the highest suicide rate among Japan’s 47 prefectures over the past two decades17,37. The suicide mortality rate varies significantly among the 25 municipalities within Akita Prefecture, with rural areas generally exhibiting higher rates than urban areas. Nearly half of the suicide victims in Akita Prefecture, are aged 60 years or older, indicating that addressing older adult suicides is a key concern in these regions37. Suicide prevention measures designed to address the characteristics of rural areas, including aging populations and higher suicide rates, are considered essential for reducing the overall suicide mortality in Akita.

Akita has a history of implementing suicide prevention initiatives, with municipalities organizing mental health lectures and other community-based interventions38,39. Addressing factors such as social isolation and loneliness in rural areas is anticipated to contribute to lowering suicide rates across the prefecture.

This cross-sectional study was based on a mental health survey conducted between August and September 2023 among residents aged 20 to 84 years in a rural town in Akita Prefecture, northern Japan. The town had approximately 14,000 residents at the time of the survey. In Japan, all prefectures and municipalities are required to develop regional suicide prevention plans tailored to the local context. This survey was conducted to develop suicide countermeasures for rural populations based on Japan’s General Principles of Suicide Countermeasures Policy40. The prevalence of suicidal ideation in Akita Prefecture has been estimated to be approximately 3.7%37. To ascertain the prevalence of suicidal ideation with an accuracy of 3.7% and a 1% margin of error, the required sample size was 2028. Assuming a response rate of approximately 40%, the sample size was set to 5000. Using stratified random sampling based on sex and age distribution, 5000 residents aged 20 to 84 were selected from a population of approximately 14,000. Sampling was conducted using the basic resident register managed by the municipality. This register contains information about one’s date of birth, sex, and address.

This survey will serve as a baseline survey for formulating countermeasure plans, with a follow-up survey scheduled for 2025 to assess longitudinal trends. The purpose of the survey was explained in the town’s public newsletter to ensure the smooth distribution of the questionnaires. It was also announced that all personal information necessary for follow-up surveys would be managed by the local government. The extraction of participant addresses and the management of personal information were handled by public health nurses from the municipality, who also led the coordination and announcement process in the town’s public newsletter. We excluded individuals certified as support level 2 or higher under the Japanese Long-Term Care Insurance (LTCI) system, as these individuals had functional disabilities that could hinder independent survey completion.

Anonymous questionnaires were mailed to 5,000 residents between August and September 2023. Returning a completed questionnaire was considered a consent to participate in the study; an explanation of the research purpose was provided alongside the survey. Participants were also informed about a follow-up survey scheduled for 2025 and their right to withdraw consent. Those wishing to withdraw consent by December 2023 could do so by submitting a withdrawal letter or answering a Google Form. Individuals who withdrew consent were excluded from the analysis, and measures were taken to ensure they would not receive the follow-up survey.

The questionnaire included items on demographic characteristics, loneliness, suicidal ideation, and psychological distress. This study followed the STROBE guidelines for reporting observational studies41.

Measures

Sex was classified as male or female. Age was categorized into three groups: 20–39 years, 40–59 years, and ??60 years. Family composition was defined as either living alone or living in a household with multiple occupants. Marital status was grouped into never married, married, separated, widowed, or missing. Subjective economic status was assessed on a five-point scale ranging from good to poor, or missing. Medical history was categorized into four groups: disease-free, having physical health conditions, having mental health conditions, multimorbidity (physical and mental health conditions), or missing.

Self-reported loneliness was the exposure variable. Loneliness was measured using the six-item University of California, Los Angeles (UCLA) Loneliness Scale (ver. 3), a loneliness scale developed by Russel42. We specifically used its six-item short form, which has been validated in Japanese by Toyoshima and Sato43. Items were responded to on a four-point scale, with total scores ranging from 0 to 24 and being calculated by summing the scores of all items. As there was no established cut-off point for this scale, we followed prior studies and distinguished the presence of loneliness based on the upper quartile of the distribution44. That is, a score in the third quartile or above (UCLA score???15) was defined as experiencing loneliness, and a binary variable was created to classify loneliness presence or absence.

The outcome variables were suicidal ideation and psychological distress, both of which were self-reported. Suicidal ideation was measured using the following question, “Did you think about committing suicide in the past month?” To which participants responded with “yes,” “no,” or “unsure,” with a “yes” answer representing that the respondent experienced suicidal ideation. Since suicidal ideation precedes suicide attempts or completion10,11, it can be regarded as a key predictor of suicide risk. This study used only this single-item to measure this construct in an attempt to simultaneously deal with the ethical concerns surrounding studies on suicide and to promote ease of response for participants. We aimed to minimize the number of questions on suicide while focusing on identifying “suicidal ideation,” which is considered essential for implementing effective interventions. The item used in this survey was adapted from the Ministry of Health, Labour and Welfare’s 2021 Survey on Attitudes Toward Suicide Countermeasures45.

Psychological distress was measured using the Kessler Psychological Distress Scale (K6), a six-item questionnaire that evaluates mood and anxiety experienced in the last 30 days46. The total K6 scores ranged from 0 to 24. We used the Japanese version of the K647, adopting a cut-off value of K6???13 to indicate a state of psychological distress47,48. In Japan, the K6 is frequently used as a screening tool for depression49 and was designated as a secondary outcome of this study.

Social isolation was used as a covariate and measured based on responses to two questions, as follows: “How often do you go out, excluding visits to attend a hospital or shopping?” and “Do you have conversations with family or acquaintances?” Respondents who answered “less than once a week” to the first question and “rarely” to the second were identified as socially isolated. In Japan, going out less than once a week is commonly used as a general definition of being homebound. This item was established with reference to the definition of homebound individuals in Japan50 and a previous study23.

Ethical considerations

This study was approved by the Research Ethics Committee of Akita University (approval number: 3008, date: August 14, 2023) and followed the international ethical standards established in the Declaration of Helsinki. All participants were provided with information about consenting to participate in the study. Residents were informed through documents that participation was voluntary and that there would be no disadvantages for not participating. They were also informed that they could withdraw their consent to participate until December 2023 by submitting a withdrawal form, either in writing or through a Google Form, before the commencement of the analysis.

Statistical analysis

To examine the association of suicidal ideation and psychological distress with loneliness, we conducted a multivariate logistic regression analysis, estimating odds ratios (ORs) and 95% confidence intervals (CIs). The reference group for all models was the loneliness absent group (OR?=?1.00), and the following three models were employed: Model 1 was the crude model; Model 2 adjusted for age, sex, marital status, subjective economic status, family composition, and medical history; Model 3 adjusted for all variables in Model 2 along with social isolation. Stratified analyses were conducted to investigate whether family composition (living alone or in a household with multiple occupants) influenced the associations between loneliness, suicidal ideation, and psychological distress. These analyses were stratified by family composition and adjusted for age, sex, subjective economic status, and medical history. All statistical analyses were performed using STATA version 18 (StataCorp LLC, College Station, TX, USA), and two-tailed tests were used to determine significance at the 5% level.

Results

We received 2,213 responses (response rate of 44.3%). Of these, 21 individuals with missing data on age (n?=?5) or sex (n?=?16) were excluded, leaving 2,192 participants. Among the study participants, 928 were male (42.3%) and 1,264 were female (57.7%). For males, 19.5% were aged 20–39 years in the initial allocation and 18.1% among study participants. Those aged 40–59 years accounted for 31.6% and 31.8%, respectively, while those aged 60 years or older accounted for 48.9% and 50.1%. For females, 17.0% were aged 20–39 years in the initial allocation and 18.5% among study participants. Those aged 40–59 years accounted for 29.6% and 27.1%, while those aged 60 years or older accounted for 53.4% and 54.4%. Among the participants, those with missing data on suicidal ideation (n?=?109), K6 scores (n?=?149), loneliness (n?=?82), or family composition (n?=?10) were excluded. Finally, the responses of 1,842 individuals were included in the analysis.

Table 1 shows participants’ demographic characteristics. Among the 1,842 respondents, 188 (10.2%) reported a K6 score of 13 or higher and 41 (2.2%) reported suicidal ideation. The number of participants experiencing loneliness was 541 (29.4%). The prevalence of loneliness was higher among men, but was similar among age groups, family compositions, marital status, history of physical illness, and social isolation. Meanwhile, individuals with a history of psychiatric illness, poor subjective economic condition, psychological distress (K6???13), and suicidal ideation in the past month showed a higher prevalence of loneliness. Table 1 Demographic characteristics (n?=?1842).

Full size table

Table 2 shows the results of the associations between loneliness, suicidal ideation, and psychological distress. In Model 1, the presence of loneliness was significantly positively associated with suicidal ideation (OR?=?12.39, 95% CI?=?5.46–28.14, p? https://standingabovethecrowd.com/james-donaldson-on-mental-health-the-association-between-loneliness-suicidal-ideation-and-psychological-distress-considering-family-compositions-a-cross-sectional-study-in-a-japanese-rural-area/