laura, Author at Your Mind Matters

Coping with the Stress of Year 12’s Final Semester with Strategies for Success

laura on 20/09/2023

The final year of high school, Year 12, is a crucial period in a student’s academic journey. It’s a time filled with academic pressures, applications for further study for some, and the looming sense of transition into adulthood. Coping with the stress of the year 12’s final semester is essential for both academic success and overall well-being. As psychologists and counsellors, we often encounter young people who present with high anxiety in relation to their final semester at high school. As a parent / caregiver, witnessing your young person navigate the stress of Year 12’s final semester can also be a challenging experience. Your support and guidance play a crucial role in helping your young person to succeed during this pivotal time in their academic journey. In this blog entry, we’ll explore ways students can cope at this time, and how parents / caregivers can effectively support and encourage their young person while also managing their own stress.

For Students

Time Management and Organization / Study Techniques

One of the first steps in dealing with Year 12 stress is effective time management. Create a study schedule that allows you to allocate sufficient time for each subject, breaks, and relaxation. Use tools like calendars and task lists to keep yourself organized and on track. Experiment with different study techniques to find what works best for you. This might include creating study guides, flashcards, whilst participating in study groups can also help. Don’t forget to take regular, longer breaks to prevent burnout. The Pomodoro technique (https://www.verywellmind.com/pomodoro-technique-history-steps-benefits-and-drawbacks-6892111) can help to focus time and attention, whilst scheduling breaks to maintain your commitment to the task.

Set Realistic Goals

While high expectations can be motivating, setting overly ambitious goals can lead to unnecessary stress. Establish realistic academic and personal goals that are achievable within your capacity. Using SMART goal setting techniques can help to break overall goals down into smaller, manageable tasks to avoid feeling overwhelmed.

Seek Support

Don’t hesitate to seek help from teachers, tutors, or classmates if you’re struggling with coursework. Communication is key, and educators are usually more than willing to offer guidance and support. Additionally, confiding in friends and family about your stress can provide emotional relief.

Practice Self-Care

Your mental and physical well-being should be a top priority. Make time for self-care activities such as exercise, meditation, hobbies, and spending time with friends and loved ones. Getting enough sleep and eating a balanced diet are essential for maintaining your energy and focus.

Mindfulness and Stress Reduction

Mindfulness techniques, such as deep breathing and meditation, can help manage stress and anxiety. Incorporate these practices into your daily routine to stay grounded and calm, especially during exam periods.

Manage Exam Anxiety

It’s normal to feel anxious before exams, but excessive anxiety can hinder your performance. Practice relaxation techniques, visualize success, and use positive self-talk to boost your confidence. Grounding techniques (https://www.healthline.com/health/grounding-techniques#soothing-techniques) can be helpful to manage your anxiety.

Stay Informed About Uni / TAFE Applications

If further education applications are part of your Year 12 journey, stay informed about deadlines, requirements, and other financial assistance opportunities. Start the application process early to avoid last-minute stress.

Celebrate Achievements

Acknowledge and celebrate your accomplishments, no matter how small they may seem. Positive reinforcement can boost your motivation and reduce stress.

Keep Perspective

Remember that Year 12 is just one phase of your life. While it’s important, it doesn’t define your entire future or who you are as a person. Keep perspective on your long-term goals and aspirations and be kind to yourself along the way.

For Parents / Caregivers / Carers

Introduction

As a parent / caregiver, witnessing your young person navigate the stress of Year 12’s final semester can be a challenging experience. Your support and guidance play a crucial role in helping them to succeed during this pivotal time in their academic journey. Read on for ways you can effectively support and encourage your young person while also managing your own stress.

Open and Non-Judgmental Communication

Create an open and non-judgmental environment where your young person feels comfortable discussing their concerns, fears, and achievements. Listen actively to their thoughts and feelings and avoid imposing undue pressure.

Understand Their Needs

Recognise that each person in your care is unique. Understand your young person’s learning style, strengths, and challenges. This knowledge can help you provide tailored support.

Set Realistic Expectations

While you want the best for your young person, it’s essential to hold realistic expectations. Encourage them to do their best without placing undue pressure to achieve perfection.

Provide a Structured Environment

Help your young person establish a structured daily routine that includes study time, breaks, and relaxation. Ensure they have a quiet and comfortable place to study.

Offer Emotional Support

Year 12’s final semester can be emotionally taxing. Be a source of emotional support, offering encouragement, understanding, and reassurance. Let them know that you believe in their abilities and recognise their efforts.

Encourage Self-Care

Emphasize the importance of self-care. Encourage your young person to maintain a healthy diet, get enough sleep, and engage in physical activities or hobbies they enjoy.

Help with Time Management

Teach your young person time management skills. Assist them in creating a study schedule, setting achievable goals, and prioritising tasks if they are happy to accept your help.

Celebrate Achievements

Celebrate your young person’s achievements, both big and small. Positive reinforcement can boost their confidence and motivation.

Connect with Educators

Maintain open lines of communication with your young person’s teachers and other school supports. Stay informed about their academic progress and address any concerns promptly.

Manage Your Own Stress

Managing your own stress is essential. Take time to relax, practice self-care, and seek support from friends, family, or professionals if needed. Your own well-being is crucial in providing effective support to your young person.

Be Flexible

Understand that there may be setbacks or challenging moments. Be flexible and adapt your approach as needed. Sometimes, a temporary change in study strategies or routines can make a big difference.

Discuss Future Plans

Have open discussions about your young person’s post-Year 12 plans. This can include university / TAFE applications, career aspirations, and any additional support they may need.

Supporting your young person through the stress of Year 12’s final semester requires patience, empathy, and effective communication. By offering encouragement, creating a supportive environment, and ensuring their well-being, you can help them to navigate this challenging phase with greater ease. Remember that your unwavering support can make a significant difference in their academic success and overall well-being.

Here are three popular book references that discuss coping with supporting a young person through high school:

“The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed” by Jessica Lahey

This book explores the importance of allowing young people to experience failure and learn from their mistakes. It provides insights into how parents / caregivers can support their young person’s growth and development by not putting excessive pressure on them, which is especially relevant during the stressful Year 12 period.

“Mindset: The New Psychology of Success” by Carol S. Dweck

This book delves into the concept of fixed and growth mindsets and how they influence learning and achievement. It offers valuable guidance on how parents / caregivers can foster a growth mindset in their young person, helping them approach challenges, including Year 12 stress, with resilience and a positive attitude.

“Mindfulness for Teen Anxiety: A Workbook for Overcoming Anxiety at Home, at School, and Everywhere Else” by Christopher Willard

This workbook is tailored specifically for adolescents and offers practical mindfulness-based strategies for managing anxiety and stress.

NB: Remember that your young person is so much more than their final ATAR score and support them to understand / believe this too.

This blog was written by Ian Clark – Clinical Psychologist at YMM.

Ian is a Clinical Psychologist with over 10 years experience in private practice. He enjoys working with adolescents and adults presenting with a range of difficulties, including mood disorders, anxiety, and stress related to school or work. Ian believes it is essential to the therapeutic process to provide a welcoming, safe, and non-judgemental environment in which to carefully explore ways to help people to make positive changes in their lives.

To learn more about Ian, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

Understanding the function of an eating disorder (Infographic)

laura on 10/08/2023

The Craving Cycle: A CBT Concept for Managing Addiction

laura on 16/06/2023

Photo by Külli Kittus on Unsplash

In psychological therapy, we’re almost always looking to make progress. This often comes back to behaviour change – i.e., how we’ll behave differently in the face of difficult situations and feelings. In therapy targeting addiction, our behavioural goal is basic but difficult – we want to cease the addictive behaviour causing us harm.

If you’re someone who struggles with addiction, Cognitive Behavioural Therapy (CBT) is one of a host of different treatments that can help you recover. CBT aims to a) provide education about the various thoughts, feelings, and behaviours that maintain addiction, b) devise tailored strategies for encountering addiction-related thoughts and feelings, and c) making meaningful changes to behaviour to reduce or cease the cycle of addiction.

This blog will be talking about The Craving Cycle – one of the most fundamental concepts in CBT for addiction. As it applies to a whole range of different addictions – including drugs, alcohol, gambling and food – we’ll refer to all of things generically as the ‘addictive object’.

What is craving?

Craving is the physiological and psychological response to our addiction-related triggers. Triggers can be external (e.g., people, places, things, situations) or internal (e.g., thoughts, memories, images, feelings).

In CBT, we consider a craving any response that increases your motivation to engage in addictive behaviour. It could be an overwhelming sense of stress, intolerable anxiety, or just an irresistible pull towards whatever we’re craving. Understandably, we become motivated to ‘dampen’ these feelings by using the addictive object.

For better or worse, our choice to engage in the addictive object has consequences. The Craving Cycle is called a ‘Cycle’ for a reason – the more we use an addictive object to dampen our cravings, the more frequent and intense our cravings will become in response to our triggers. If we pull into the McDonald’s drive-thru every night after work, we’re only going to become more and more stimulated when we see those golden arches!

We often think of craving as a ‘wave’ – and on a graph of time vs. intensity, it literally looks like one.

Image source: https://www.greatergeelongpsychologyclinic.com.au/blogs/surfing-your-way-to-new-habits

The fact a craving looks like a wave – i.e., reaches its intensity slowly and then dissipates quickly – leads us to call a key CBT strategy ‘urge surfing’. In urge surfing, we are up-skilling ourselves in the ability to handle difficult craving-related feelings.

What is the Craving Cycle?

The Craving Cycle is understood as having four component parts – 1) the trigger, 2) the addiction-related thought/s (i.e., thoughts that justify using the addictive object), 3) the craving itself, and 4) the choice to use.

Trigger Thought/s Craving Choice to Use

How can I better manage these cravings?

The first and most basic step is to, as much as possible, eliminate both a) triggers, and b) access to the addictive stimulus. Eliminating triggers can be easy in some cases (e.g., not driving past an outlet for the object) but harder for others (e.g., inevitable thoughts, memories, and feelings). This is why eliminating access is so critical – if we have access to the addictive object in our household, we’re vulnerable to lapsing if/when a craving arises.

When most people think about eliminating triggers and/or access, they can become pretty overwhelmed. Sometimes, it’s near-impossible to totally eliminate triggers or access. In those cases, it becomes critical to learn how to ‘urge surf’ and deal with the difficult thoughts and feelings associated with this. Once we have a tried-and-true strategy to manage these, the urge to use becomes less daunting. In CBT, urge surfing is one of the most important strategies you’ll learn.

The good news is that the more we crave without using the addictive object, the less intense and frequent our cravings become. Cravings are a ‘use it or lose it’ response – the less we give in to them, the less likely they are to return. For this progress to be consistent, though, our behaviour also needs to be consistent. Lapses and relapses, no matter how short, can bring our cravings roaring back.

If you’re looking for some individualised and structured support, and want to start beating your cravings, the team at Your Mind Matters can help. Give us a call to book in an initial consult, and make mention if addiction is a particular concern for you.

There are also support groups available in the community (such as SMART Recovery and various Twelve Step programs) that can make recovery a less lonely experience. Lots of self-help resources can be found online, and online/telephone support services are listed below:

Alcohol and Drug Counselling Online: https://www.counsellingonline.org.au/

Positive Choices (Drug and Alcohol Information): https://positivechoices.org.au/

Family Drug Support: 1300 368 186

Gambling Help Line: 1800 858 858

Lived Experience Telephone Support Service (LETSS): 1800 013 755

References

Centre for Addiction and Mental Health. (2020). Cognitive behavioural therapy (CBT) for problem gambling. Centre for Addiction and Mental Health. https://kmb.camh.ca/ggtu/knowledge-translation/cognitive-behavioural-therapy

Fong, T. W. (2006). Understanding and managing compulsive sexual behaviours. Psychiatry (Edgmont), 3(11), 51-58.

Gonzales, M. (2020, February 27). What is Cognitive Behavioral Therapy (CBT)? DrugRehab. https://www.drugrehab.com/treatment/types-of-therapy/cognitive-behavioral-therapy/

McHugh, R. K. (2010). Cognitive-Behavioral Therapy for Substance Use Disorders. Psychiatry Clinics of North America, 33(3), 511-525.

Naqvi, N. H. (2015). Cognitive regulation of craving in alcohol dependent and social drinkers. Alcohol: Clinical and Experimental Research, 39(2), 343-349.

National Institute of Clinical Excellence. (2011, February 23). Alcohol-use disorders: Diagnosis, assessment and management of harmful drinking (high-risk drinking) and alcohol dependence. National Institute of Clinical Excellence. https://www.nice.org.uk/guidance/cg115

This blog was written by Patrick (Paddy) Carey – Clinical Psychologist at YMM.

Paddy works with adults presenting with anxiety disorders, mood disorders, trauma and stressor-related disorders, obsessive-compulsive disorders, substance and gambling issues, psychosis spectrum disorders, and grief and loss. He is trained in Cognitive Behaviour Therapy (CBT), Acceptance and Commitment Therapy (ACT), Cognitive Processing Therapy (CPT), Metacognitive Training (MCT), and mindfulness approaches.

Paddy is focused on developing warm, trusting, and strengths-based relationships with clients. He recognises that his clients are the foremost experts in the room, and unearthing their own expertise is crucial to applying his skills. Most importantly, he’s invested in moving towards a client’s own definition of recovery – i.e., what will be the most meaningful and fulfilling life for them beyond their current struggles.

To learn more about Paddy, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

How to Succeed in Achieving Your Goals: A Quick Guide to Changeology

laura on 10/05/2023

Photo by Annick Saminaden

“What you get by achieving your goals is not as important as what you become by achieving your goals.”

Henry David Thoreau

Change is a Process not a Single Event or Action

Humans are capable of impressive personal accomplishments even in the midst of deep suffering. The backbone of all goals is embracing self-change. Whether making a new habit stick (e.g., going to the gym) or making a permanent transformative life change (e.g., ending long-term addiction), navigating the process of change can be daunting.

The science of behaviour change (Changeology) outlines a more efficient and effective path to successful change and goal achievement, based on 40 years of extensive psychological research (Norcross, 2013).

“If you want to live a happy life, tie it to a goal, not to people or things.”

Albert Einstein

SMART Intrinsic Goals Provide Effective Direction to the New You

Define SMART goals to maximise your chances of success (Moore, 2019; Sutton 2020). Make your goals relevant to you and your life priorities. Intrinsic goals have deeply rooted personal meaning and align with our core values and need for growth and fulfilment. Meaning provides a sense of direction, purpose and satisfaction in life.

Specify realistic goals (and subgoals), differentiating between short-term and long-term goals. Ensure goals are within your control and are expressed in a healthy/positive direction. Measure your goals (e.g. number of cigarettes smoked) to track progress. Successful self-changers teach us that it takes 90 days to create lasting behaviour change (Norcross, 2013).

“ A goal without a plan is just a wish.”

Antoine de Saint-Exupéry

Stage of Change Predicts the Probability of Long-term Success

People’s journey of change typically unfolds over time across 5 sequential Stages:

Precontemplation (deny/minimise problem; no intention to change),

Contemplation (recognise problem; ambivalent about change; no commitment to act),

Preparation (intend to take action/ take “baby steps”),

Action (modify behaviour, experiences and/or environment to overcome problem),

Maintenance (prevent relapse and stabilise behaviour change over time).

People spend varying time in each stage, but complete specific activities at each stage to progress to the next stage (Transtheoretical Model). The further along you are in the stages, the more likely you are to succeed. Assess My State of Change (Dr John Norcross, https://www.changeologybook.com/) helps identify your readiness for change.

Key to Efficient Change and Goal Achievement: Doing the Right Thing at the Right Time

Dr Norcross’ scientific approach to realising goals involves traversing 5 sequential Steps over a period of 90 days. At every step, goal progression is tracked (e.g., graphing cigarettes smoked). This maintains focus, provides feedback and helps reward your achievement.

People derail at any step. Some remain in Contemplation confronted by unrealistic expectations/self-defeating thoughts. Others rely excessively on motivation/ willpower when needing skills to take Action. Research shows that 15% of individuals who relapse regress to Precontemplation while 85% move back to Contemplation and eventually back into Action. Moving from Contemplation to Action doubles a person’s chances of succeeding (e.g., sobriety).

Successful self-changers typically recycle through the Steps in a spiral path, before reaching their end goals and creating lasting change (e.g., maintaining sobriety). Focus on meaningful goals that place you further along in the 5 Steps process.

The key to success involves identifying your Step (stage) and implementing proven strategies/change catalysts specific to that Step, in order to move to the next Step (Step matching).

Norcross’ 5 Steps and Strategies to Achieving Your Goals:

1. Psych: Get Ready (Stage: Contemplation; Week 1&2)

Outline intrinsic goals and define the New You (without consequences of the problem behaviour). Increase motivation to change.

Catalysts: Raising awareness of problem behaviour/ (un)desirable consequences and (New) You. Harnessing emotions pulling you away from change/towards a better ideal future. Redirecting these emotions (e.g., fear/ guilt/ shame/regret) to propel you forward. Committing- reviewing Pros/Cons of change; declaring your goal to another person.

2. Prep: Prepare Before Leaping (Stage: Preparation; Week 2&3)

Define SMART Goals. Understand the behavioural chain of the problem behaviour (triggers /behaviour/consequences). Build commitment before making your goal public. Choose your start day, identify support people, take “baby steps” and prepare for the launch.

Catalysts: Committing (e.g., practicing healthy alternative behaviour to increase self-efficacy); Finalising Action Plan with your Change Team (1-4 committed/supportive people).

3. Perspire: Take Action (Stage: Action; Week 2-8)

Develop healthy alternatives to the problem and build new behaviours. Create a flourishing environment/Change Team.

Catalysts: Rewarding yourself for keeping on track. Countering (doing healthy opposites of the behavioural problem, e.g., confronting dreaded situations); Controlling your environment (e.g., avoiding high-risk situations/people that can rekindle problem behaviour); Maintaining contact with Change Team (e.g., to keep a positive outlook, cope ahead, practice skills-Saying NO to requests that regress to old behaviour).

4. Persevere: Manage Slips (Stage: Maintenance; Week 8-12)

Minimize exposure to triggers that precipitate a slip; Recognise a slip (lapse; single unwanted event) need not become a fall (relapse; end goal is abandoned /reverting back to old patterns); Forge towards your goal despite unavoidable self-defeating thoughts/feelings/setbacks. Reach out to your Change Team for support.

Catalysts: Responding constructively after a slip; Preparing for the next time you slip (Create My Slip Card; Dr John Norcross, https://www.changeologybook.com/).

5. Persist: Maintain Change (Stage: Maintenance; Week 12 and beyond)

Master relapse prevention skills to maintain the New You. Have backup plans for unavoidable slips. If a rare slip occurs, understand the behaviour/situation, and shift any self-blame to lessons learnt and respond constructively to steer yourself back on track towards your goal.

Catalysts: Sustaining new behaviour (value/intrinsic meaning act as reinforcer); Enhancing self-efficacy across high-risk situations; Understanding process of change; Distinguishing between when to exit or persevere for a lifetime. Exit if temptation to regress/relapse across triggers is very low, self-efficacy to maintain the new behaviour is high across situations and a healthy lifestyle precludes the old problem behaviour.

“ The journey of a thousand miles begins with one step.”

Lao Tzu

Persevere Towards Your Goals with One Small Step at a Time

Through the science of behaviour change, you understand why your efforts derail(ed) and how to steer yourself back on track towards successful goal achievement. You learn to celebrate progress, build self-efficacy and develop self-compassion. You also learn to harness emotions to turn your fears into fuel and feel empowered in your ability to make meaningful, lasting change.

Whatever unique goals or personal change you are seeking, our team of highly skilled mental health professionals at Your Mind Matters is here to support you.

Resources

Changeology Resources – Book, ChangeologyBook.com Free Resources, Podcast, Youtube

Norcross, J. C. (2013). Changeology: 5 Steps to realize your goals and resolutions. New York: Simon & Schuster.

Dr John Norcross- ChangeologyBook.com (e.g., Self-Assessments- Assess My State of Change, Self-Change Exercises-Create My Slip Card).

https://www.changeologybook.com/

Dr John Norcross – Proven Methods to Define Your Goals.

https://www.youtube.com/watch?v=VKaqw_o8OlU

Dr John Norcross – 5 Basic Steps of Change.

https://youtu.be/LVBIQGIPkRY

5 Stages of Change from the Transtheoretical Model.

https://youtu.be/VVyhhMzWkiU

Podcast- Dr John Norcross

How to Make Lasting Changes in Your Life with John Norcross.

https://www.podbean.com/media/share/dir-tj6sn-1637861a?utm_campaign=w_share_ep&utm_medium=dlink&utm_source=w_share

Goal Setting and Achieving Goals -Defining SMART Goals, Free Worksheets

Moore, C. (2019, May 27). How to Set and Achieve Life Goals The Right Way.

https://positivepsychology.com/life-worth-living-setting-life-goals/

Sutton, Jeremy (2020, July 01). Goal-Setting: 20 Templates & Worksheets for Achieving Goals.

https://positivepsychology.com/goal-setting-templates-worksheets/

Science behind Goals, Values, Meaning, Behaviour Change and Flourishing:

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705.

Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370.

Prochaska, J. O., & DiClemente, C. C. (1982). Transtheoretical therapy: Toward a more integrative model of change. Psychotherapy: Theory, research & practice, 19 (3), 276-288.

Norcross, J. C., Mrykalo, M. S., & Blagys, M. D. (2002). Auld Lang Syne: Success predictors, change processes, and self-reported outcomes of New Year’s resolvers and nonresolvers. Journal of Clinical Psychology, 58(4), 397-405.

Norcross, J. C., Krebs, P. M., & Prochaska, J. O. (2011). Stages of change. Journal of Clinical Psychology, 67, 143-154.

Seligman, M. E. (2004). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfilment. Simon and Schuster.

Seligman, M. E. (2012). Flourish: A visionary New Understanding of Happiness and Well-being. Simon and Schuster.

This blog was written by Annick Saminaden – Psychologist at YMM.

Annick is interested in assisting young people and adults presenting with a wide range of issues including mental health, stress, grief/loss, trauma, self-esteem, assertiveness, perfectionism and school/workplace/career.

Annick provides a safe, non-judgmental and collaborative space to empower clients to create meaningful changes in their lives and enhance their overall well-being. She incorporates a number of evidence-based approaches into her psychological practice including Cognitive Behaviour Therapy, Acceptance and Commitment Therapy, Dialectical Behaviour Therapy, Schema Therapy, Motivational Interviewing, Solution-Focused Therapy and relaxation techniques. She tailors these approaches to meet the unique needs of her clients.

To learn more about Annick, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

Treating Obsessive-Compulsive Disorder

laura on 08/05/2023

Image source: helpguide.org

What is Obsessive-Compulsive Disorder (OCD)?

Maybe you’ve heard someone refer to themselves as having “OCD” or being “OCD” about certain things like cleanliness or orderliness. In reality, OCD is a mental illness that can dramatically impact someone’s life. OCD is characterised by the presence of intrusive and unwanted thoughts, ideas or images (obsessions) that lead to increased anxiety and repetitive, intentional rituals (compulsions) that are used to remove the anxiety. For more information relating to the understanding of OCD, check out our earlier blog here: https://yourmindmatters.net.au/understanding-obsessive-compulsive-disorder-ocd/

Why does OCD occur?

OCD tends to gradually build in severity due to the relationship that exists between the two factors, obsessions and compulsions. We are hardwired to attempt to solve problems with behavioural solutions, which for a long time in history that was integral! Thousands of years ago, we needed to effectively identify and avoid threats. If we didn’t feel the need to run away from a tiger hurdling towards us, we probably wouldn’t survive very long. In OCD, there is a miscalculation of a threat, where our obsessive, intrusive thought causes us undue anxiety. Often, we’re aware that these obsessions are irrational, yet we still have an urge to escape the “threat”. For example, someone with OCD may find themselves frequently thinking “If I forgot to turn the stove off, my house will burn down!” (obsession) feeling more and more anxious about it until they check to confirm they indeed have turned the stove off (compulsion). By checking, they have addressed the anxiety and the worry goes away until the obsession returns, which in some cases may be in a matter of minutes. In OCD, the person’s brain has LEARNT that the COMPULSION relieves ANXIETY and therefore wants to do it more!

How is OCD treated?

OCD can be a challenging condition to treat. Prolonged practice of challenging obsessions and confronting compulsions can assist in minimising the severity of OCD and can significantly improve wellbeing. When dealing with OCD, we want to focus on addressing both Obsessions and Compulsions, if we can find ways to disrupt both elements, we have two points of attack in challenging the OCD cycle.

Cognitive Behavioural Therapy (CBT) is a first-line recommended treatment for OCD. In CBT, we attempt to understand why the obsessions are occurring and why our brain has labelled them as “threatening”. During this process we also explore strategies that help us to minimise the use of compulsions, which are often the most impactful element of OCD. Often, this is done through something called exposure therapy.

Graded Exposure and Response Prevention Therapy for OCD

When entering a cold body of water, you might find it uncomfortable or difficult to stay in the water. However, after some time submerged, your body becomes used to the cold sensation and the water becomes much easier to tolerate. Much like cold water, the longer we can sit in the discomfort of anxiety without using compulsions to escape (i.e., get out of the water), the easier it gradually becomes.

(Image source: CBT4Panic.org)

Graded Exposure and Response Prevention Therapy (ERP) is a process frequently used in addressing the compulsions of OCD. In this process, the client and the therapist work together to develop an exposure hierarchy, which is like a ladder of different experiences that are gradually more anxiety-provoking. After this, the client is exposed to each level of the ladder over a handful of sessions until each level feels manageable, gradually reaching the top of the ladder. In each instance, the job is to sit in the anxiety without using the compulsion to “escape” (or get out of the pool).

It’s a bit like weightlifting! If we want to lift 100kg and we’ve never touched a weight, it’s going to be very hard because we aren’t strong enough. But if we gradually increase the weight as we build up our strength, eventually we can lift the 100kg! The best thing about this process is that the task in front of us isn’t getting any harder because we are getting stronger. Similarly, our exposure hierarchy doesn’t tend to get much harder because we are building our tolerance to different situations.

ERP is super helpful in addressing compulsions but also facilitates challenging our anxious obsessions. Our anxious voice tells us that we have to use our compulsions in these situations, which we are able to challenge by showing ourselves that we can get through the discomfort without them.

(Example exposure hierarchy source: TherapistAid.com)

If you would like assistance addressing personal challenges in your own life related to OCD, why not give us a call? Our team of highly skilled and well-experienced Psychologists are here to help. Call us now and take that first step towards obtaining the life you deserve!

References

Abramowitz, J. S., Deacon, B. J., & Whiteside, S. P. H. (2010). Exposure therapy for anxiety : Principles and practice. ProQuest Ebook Central https://ebookcentral.proquest.com

Abramowitz, J. S. (2006). The psychological treatment of obsessive—compulsive disorder. The Canadian Journal of Psychiatry, 51(7), 407-416. doi: 10.1177/070674370605100702.

Hezel, D. M., & Simpson, H. B. (2019). Exposure and response prevention for obsessive- compulsive disorder: A review and new directions. Indian Journal of Psychiatry, 61(1), S85. doi:10.4103/psychiatry.IndianJPsychiatry_516_18

This blog was written by Steven Andritsos – Psychologist at YMM.

Steven recently completed the Master of Clinical Psychology program at Charles Sturt University. He is passionate about collaboratively working with clients and using research-backed interventions to assist treatment plans.

Steven is interested in working with teenagers and adults who may be experiencing challenges related to depression, anxiety, sleep disturbances, phobias, and other sources of daily stress. With a primary foundation of cognitive behavioural therapy (CBT), Steven explores the integration of other therapeutic techniques (including Dialectical Behaviour Therapy, Mindfulness, and Acceptance and Commitment Therapy) in order to optimise the cooperative work he does with his clients.

To learn more about Steven, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

Couples conflict: Why do we keep hurting each other and fighting about the same thing?

laura on 25/02/2023

Photo by Nathan Dumlao on Unsplash

Conflict is a natural and unavoidable part of intimate relationships. Conflict often has a functional purpose and can actually provide opportunities for deeper connection and understanding. All relationships, even the most successful ones, have conflict. Gottman & Gottman’s longitudinal research on couples found that approximately 31% of couple conflict is solvable whilst 69% of disagreement in all relationships are associated with unresolvable perpetual problems. Perpetual problems are usually linked to 1) primary differences in personalities that repeatedly create conflict 2) primary differences in important lifestyle needs that are fundamental to identity as a person.

Examples of Perpetual Problems:

Differences in handling finances e.g.: one person has a philosophy of living in the now whilst the other is more conservative and wants to save for the future.
Differences in punctuality e.g.: one person is always late whilst the other likes to be on time.
Differences in organization and neatness e.g.: one person likes to keep an ordered clean house, the other is messy and disorganized.
Differences in how to raise and discipline children e.g.: one person is stricter and believes in consequences more than the other.
Differences in importance of social networks/people oriented e.g.: one person enjoys going out and is more gregarious or extraverted than the other.
Differences in independence e.g.: one person feels a greater need to be independent than the other.
Differences in sexual frequency e.g.: one person wants sex more than the other.

How can we manage conflict better?

Research by Gottman & Gottman highlights that it is not the presence of conflict itself that is important, but how couples manage conflict through dialogue that predicts success or failure of a relationship. What we know by the research is that good relationships are characterized by respectful, “softened” dialogue, accepting influence, de-escalation of negativity, and bids for connection/repair attempts when things are good and also around these perpetual problems. What matters is not solving the problem but rather the affect when discussing the problem, acceptance of the partner, understanding what lies beneath, humour, and a desire to improve or actively cope with this perpetual problem. Importantly a positive effect and a ratio of positive to negative interaction during conflict being at or greater than 5 :1 was found to be important for relationships to be stable. Unfortunately, dysfunctional relationships may engage in conflict managing styles that insist on sides/winning. This is when the problem becomes gridlocked and we may experience feelings of hurt, sadness and loneliness. These painful exchanges often involve the four horsemen.

The Four Horsemen and their antidotes

Criticism

Do you sometimes attack your partner’s character? Sometimes we even “kitchen sink” the conversation whereby we pile another dirty dish of criticism into the conversation which adds to the negativity. Criticism involves blame and often starts with “You”. Using gentle start ups that involve “I” statements associated with what we feel (what emotion lies beneath this criticism?) and need is a way of still expressing our concerns, but without blame.

Example: Criticism – “Oh my god! You keep coming home so late. You are so selfish and inconsiderate”.

Antidote (gentle start up and stating positive need) – “ I feel so worried and stressed when you are home late. I love you and need you to let me know that you will be late”.

Contempt

Do you sometimes move to name calling, sarcasm, head shaking, mockery or eye rolling? Contempt is when we think we are morally superior and look down upon someone. Contempt is the greatest predictor of divorce. Building a culture of appreciation, respect, admiration, gratitude and affection in your relationship will help stop this negativity seeping into your relationship. Small positive interactions everyday help ward off contempt. Expressing understanding rather than contemptuous statements is important.

Example: Contempt – “You forgot to hang out the washing again this morning. Oh, congratulations baby! You are gold medal lazy” (says with eye roll)

Antidote (appreciation) – “I know and understand how busy with work you have been. I’d really appreciate it if you could remember to hang the washing before you leave”.

Defensiveness

Do you sometimes offer reasoning or even switch to blaming your partner rather than taking responsibility for your behaviour? Defensiveness is really about suggesting the problem isn’t you but them. It is a kind of self-righteousness and can also present as being the victim. By taking responsibility (for even some small part) we can manage this horseman and de-escalate things.

Example: Defensiveness – “ It’s not my fault I didn’t pick up takeaway on the way home even though I promised this morning. I’m busy! Get over it! Why didn’t you just do it!

Antidote (responsibility) – “Oh gosh, I am sorry I forgot the takeaway I promised to pick up. I should have actually asked you to grab it for us, because I knew I was going to be so busy at work. Sorry, that’s my fault. Let me call them now and order for us”.

Stonewalling

Do you sometimes shut down and walk away from a conflict? Stonewalling is often in response to our feelings of being overwhelmed or emotionally flooded. Diffuse physiological arousal can occur whereby heart beat increases, stress hormones are released and the fight or flight response is activated. Time out (approximately 15-20minutes) to self soothe (e.g.: deep breathing, listen to music) yet returning to your partner is the antidote.

Example: Stone walling – “You keep carrying on. There you go, over and over. Pathetic. There’s no point. I’ve had enough” (turns back on partner and leaves partner)

Antidote (self soothe) – “We aren’t getting anywhere on this at the moment and I’m sorry but I’m feeling really overwhelmed. Can I have a 20minute break and then come back to talk when I am calmer?”.

Image source: https://www.gottman.com/blog/the-four-horsemen-recognizing-criticism-contempt-defensiveness-and-stonewalling/

Help and support is available for couples at Your Mind Matters (YMM)!

If you are tired of getting into upsetting arguments with your partner and want some help learning to communicate without things getting gridlocked, why not call us today? Couples therapy at Your Mind Matters aims to help teach specific tools to enhance friendship, manage conflict, create shared meaning and in turn deepen intimacy in your relationship. We will work together in helping you identify your relationships strengths, its wounds, and ways to gently navigate the vulnerabilities.

Our team of highly skilled professionals are here to help. Call us now and take the first step in enriching your relationship and living a more fulfilled life.

References

Gottman J.M & Schwartz Gottman J, (2000-2016) Level 1 and 2 Clinical Training Manuals: Gottman Method Couples Therapy.

This blog was written by Karen Dreher – Counsellor at YMM.

Karen is a member of The Australian Counselling Association (ACA). She has completed a Masters of Counselling, a Graduate Diploma in Psychology, and additional training in Gottman (couples) Therapy.

Karen is a person-centred counsellor who values the diversity of human narrative and her client’s own personal meanings, experiences and feelings. She has a particular interest in working with couples. Karen provides a warm, empathetic, authentic space that supports clients in engaging in their own self-understanding and healthy well-being.

To learn more about Karen, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

Learning Assessments: What, When, Why and How?

laura on 06/02/2023

Photo by Michał Parzuchowski on Unsplash

Has it been suggested that your child undergo a learning assessment? Are you unsure what a learning assessment involves or achieves? Your Mind Matters Psychology Services is here to help!

What are Learning Assessments?

Learning assessments, also referred to as educational or psychoeducational assessments, are assessments that explore an individual’s achievement in different areas of academia. It is a process of gathering information (in a standardised manner) to better understand an individual’s learning profile and factors that may be affecting their ability to learn. This information can then be used to inform how to help young people learn and develop their skills to their full potential.

When Should Learning Assessments be Completed?

There are many reasons why a learning assessment may be needed. Often, a teacher may recommend a learning assessment due to certain difficulties observed in a student’s academic performance. A paediatrician may refer a young person for a learning assessment because of behavioural concerns reported in the classroom. Parents/guardians may be querying why it is so difficult for their child to learn to read, write and/or complete maths problems. A young person may have concerns about their grades.

Ultimately, there is no ‘right’ time to undertake a learning assessment. However, the earlier difficulties can be identified, the earlier necessary supports can be put in place. Learning difficulties are associated with low self-esteem, and emotional and behavioural difficulties (Alesi, et al., 2014; Klassen et al., 2013). Therefore, earlier intervention can help mitigate these challenges and improve long-term outcomes for many individuals (Skues & Cunningham, 2011).

Why Undergo a Learning Assessment?

The benefits of completing a learning assessment can include:

Obtaining a better understanding of a young person’s cognitive and academic strengths and weaknesses.
Learning how to best support a young person’s learning through tailored strategies and recommendations.
Determining whether a young person has a learning disability, such as a Specific Learning Disorder (SLD) with impairment in reading (dyslexia), written expression (dysgraphia) and/or mathematics (dyscalculia).
Understanding if a young person is being academically challenged at school.
Making informed decisions regarding a young person’s education, including school placement and applying for special considerations (e.g., extra time on exams).
Supporting the development of a young person’s self-esteem and confidence by providing them with an opportunity to gain insight into their learning profile (and potential reasons behind their difficulties).

How are Learning Assessments Completed?

Learning assessments can vary depending on the individual, their needs and referral reason; however, the typical process includes:

An initial intake interview with parents/guardians and the young person (if appropriate), where detailed information about the young person’s development and learning history is gathered by the psychologist.
The assessing psychologist may also want to collect information from other professionals involved in the young person’s care such as teachers, doctors, school counsellors, speech pathologists, etc., as this can help provide an understanding of the young person’s functioning in different environments.
A cognitive assessment, where the young person works individually with the psychologist to complete a range of tasks, including questions, puzzles, and memory activities. This assessment will provide information about how the young person thinks, solves problems, processes information and remembers.
An academic assessment, where the young person works individually with the psychologist to complete a range of reading, writing, mathematics and oral language tasks.
A written report that includes all of the assessment results, as well as recommendations for intervention and/or support.
A feedback session, whereby the psychologist will explain the outcomes of the assessment to the parents/guardians and young person (if appropriate). This session also provides clients with the opportunity to ask the psychologist any questions about the results or steps moving forward.

In addition to the assessment of cognitive and academic abilities, learning assessments at Your Mind Matters Psychology Services can also include the exploration of other factors related to learning such as attention, motivation, affect, and behaviour.

What now?

If you have queries or concerns regarding your child’s learning, or if you would like further information regarding learning assessments (including availability), please contact Your Mind Matters Psychology Services at (03) 9802 4653. Our team of psychologists are passionate about uncovering young people’s learning potential and discovering ways to help them achieve it!

References

Alesi, M., Rappo, G., & Pepi, A. (2014). Depression, anxiety at school and self-esteem in children with learning disabilities. Journal of psychological abnormalities, 1-8. http://dx.doi.org/10.4172/2329-9525.1000125

Klassen, R., Tze, V., & Hannok, W. (2013). Internalizing Problems of Adults With Learning Disabilities. Journal of Learning Disabilities, 46(4), 317–327. https://doi.org/10.1177/0022219411422260

Skues, J., & Cunningham, E. (2011). A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools. Australian Journal of Learning Difficulties, 16(2), 159–180. https://doi.org/10.1080/19404158.2011.605154

This blog was written by Tayla Chellew – Psychologist (Educational and Developmental Psychology Registrar) at YMM.

Tayla is currently completing her PhD in Educational and Developmental Psychology at Monash University. She has experience working with individuals across the lifespan, including children, adolescents, adults and their families. Tayla enjoys supporting young people with emotional and behavioural difficulties, and has a special interest in neurodevelopmental disorders, such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD).

To learn more about Tayla, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

What is Play Therapy? And how can it help your child?

laura on 30/01/2023

“Enter into children’s play and you will ﬁnd the place where their minds, hearts, and souls meet.” -Virginia Axline

What is Play Therapy?

Play Therapy is an effective and appropriate way to help children aged 2-12 years work through emotional, psychosocial and behavioural difficulties. It can help address issues faced in the family, school, or interpersonal relationships. This technique works for children like counselling or psychotherapy does for adults.

Play Therapy is based upon the fact that play is the child’s natural medium of self-expression. In Play Therapy a child is given the opportunity to ‘play out’ feelings and problems just as an individual in adult therapy may ‘talk out’ their difficulties.

In Play Therapy, a relationship develops between the child and the therapist, where the therapist enters the child’s world, following the child’s lead, to develop a safe place and a relationship of trust, empathy and acceptance. Within this context, children are then free to express feelings, thoughts, experiences, and behaviours through play. Toys are used like words and become the child’s natural language. Children are encouraged to make choices, to explore possibilities and to develop resilience and self-actualisation, with a skillful therapist trained to respond therapeutically.

Who is Play Therapy for?

Play Therapy can assist children aged 2-12 years experiencing difficulties such as:

Child abuse and neglect
Developmental trauma
Grief and loss
Relationship and social issues
Adjusting to family changes such as separation and divorce
Social issues – difficulties with friendships, social skills
Emotional regulation issues
Anxiety
Selective mutism
Chronic illness or medical trauma

Benefits of Play Therapy:

Play Therapy provides a safe and therapeutic environment for children to explore and learn about themselves and their world, to build confidence and self-esteem, whilst working through the issues that may have hindered their development so far.

Play Therapy helps children to find healthier ways of communicating and to develop a greater sense of identity and self-esteem, while increasing their emotional intelligence and resilience.

Evidence based literature supports the effectiveness of play therapy, with research replicated with different cultural groups and demographics.

History and Adaptations of Play Therapy:

Virginia Axline originally developed Child-Centered Play Therapy as a methodology based on key principles of the person-centred approach, with primary focus on the relationship between child and therapist being based on genuineness, acceptance and trust. This created a safe and trusting environment for children to explore and examine all emotions and experiences at their own pace, and to integrate them. The therapist works with the child to provide empathy and unconditional acceptance, to help the child to feel understood, so they in turn can gain a sense of mastery and understanding of their own experiences.

In the 1960s, Bernard and Louise Guerney developed Filial Therapy, an adaptation of Play Therapy where parents were taught Child-Centered Play Therapy skills so that they could facilitate therapy sessions with their children. This model recognised the influential impact of parents in assisting their children’s healing and growth. Landreth refined this model into a 10-session structured program known as Child-Parent Relationship Therapy, an evidence-based model focused on strengthening the parent–child relationship and helping parents to better understand and respond to their children’s social, emotional, and behavioural needs.

Modern day Play Therapy incorporates many different methodologies adapted to the child’s age and stage of development, presenting issues, and stage of therapy. These can often incorporate structured or unstructured play, storytelling, art techniques, games and sand tray. The goal is still to provide an accepting and open environment for a child to feel safe to express their feelings, but techniques may utilise directive strategies as well.

If you would like to learn more about play therapy and how your child can benefit from this counselling approach, our team of clinicians can help.

References:

Axline, V. (1967; republished 1989). Play therapy: The inner dynamics of childhood. New York: Ballantine Books.

Bratton, S. C., Landreth, G. L., Kellam, T., & Blackard, S. R. (2006). Child parent relationship therapy (CPRT) treatment manual: A 10-session filial therapy model for training parents. Routledge/Taylor & Francis Group.

Cochran, N. H., Nordling, W. J. & Cochran, J. L. (2010). Child-centered play therapy: A practical guide to developing therapeutic relationships with children. New Jersey: John Wiley & Sons.

Landreth, G. L. (2012). Play therapy: The art of the relationship. New York: Routledge.

This blog was written by Shivonne Cammell – Senior Accredited Mental Health Social Worker at YMM.

Shivonne completed her undergraduate degree in psychology and neuroscience at Monash University, followed by a Master of Social Work at University of Melbourne.

Shivonne specialises in utilising play therapy to help children recover from trauma and grief, develop resilience, enhance family relationships, and adjust to new social circumstances in positive ways. She also has experience working with adolescents and adults to address issues including anxiety, low mood and depression, low self esteem and interpersonal difficulties.

Shivonne is a warm and approachable clinician, who works from a strength-based approach incorporating methodologies including cognitive behavioural therapy, acceptance and commitment therapy, interpersonal therapy, and relaxation and mindfulness strategies.

To learn more about Shivonne, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

A Neurodiversity-Affirming Approach: What Is It and How Can It Support Your Child(ren)?

laura on 17/01/2023

Image source: https://www.onwardsandupwardspsychology.com.au/post/understanding-neurodiversity

What Is Neurodiversity?

In recent years, the neurodiversity movement has become increasingly prominent. Coined in the 1990s by Australian sociologist Judy Singer, the concept of neurodiversity acknowledges and embraces neurological differences i.e., variations in the way in which individuals interpret, process, and learn information. Neurodiversity can be broken down into two subgroups of individuals: those who are neurotypical and those who are neurodivergent.

Neurotypical describes individuals who think and process information in ways “typical” for their culture.

Neurodivergent refers to individuals whose brain functioning differs from what is considered “typical.” This encompasses people with a range of conditions including:

Autism Spectrum Disorder
Attention/Deficit-Hyperactivity Disorder
Dyslexia
Tourette’s
Dyspraxia
Other neurological conditions

Image created by Jillian Enright. Source: https://medium.com/neurodiversified/what-is-neurodiversity-b0e6e902ef9a

So, what does it mean to be neurodiversity affirming?

A Neurodiversity Affirming Approach

In contrast to a deficits-based approach which focuses on “fixing” the impairments associated with neurodevelopmental conditions, a neurodiversity-affirming approach acknowledges that all neurotypes have unique strengths, interests, and support needs. Moreover, this approach highlights the role of the environment and societal barriers in further exacerbating challenges faced by neurodivergent individuals.

Traditional therapeutic approaches to working with neurodivergent individuals have focused on encouraging individuals to mask neurodivergent traits such as reducing stimming behaviours or forcing eye contact and mimicking neurotypical styles of communication. However, emerging evidence suggests that these practices can lead to shame, anxiety, depression, and reduced self-worth (Sedgewick et al., 2021). Rather than perpetuating the idea that neurodivergent individuals need to mask certain characteristics, neurodiversity-affirming practice seeks to understand and inform individuals about differences and provide adaptations and supports that affirm neurodivergent identities. Subsequently, this can lead to self-advocacy regarding accommodations within the classroom or workplace and help cultivate a sense of self-esteem.

So, what does this look like in therapeutic practice?

Neurodiversity-Affirming Therapy

The goal of neuro-affirming therapy is to embrace the uniqueness and strengths of neurodivergent children and provide them and their families with the skills, tools, and strategies to allow for improved participation within the home, school, and play environments. This may involve:

Seeking to understand the needs of neurodivergent children from their perspective and adapting the environment to meet these needs.
Understanding and respecting neurodivergent communication styles.
Understanding and accommodating individual sensory needs.
Encouraging neurodivergent rather than neurotypical listening skills.
Assisting in developing self-advocacy and problem-solving skills.
Teaching children to better understand the emotions, behaviours, and communication of other people around them, so they can better choose how they want to respond.
Validating children’s feelings, helping them recognize their triggers, and assisting in identifying calming strategies.
Recognizing the need for processing time and safe spaces.
Encouraging safe self-regulation skills, including stimming.
Adopting neurodiversity affirming language

Neurodiversity affirming therapy does not involve:

Promoting masking, loss of autonomy, or loss of personal agency.
Eliminating stimming behaviours.
Developing goals that seek to “cure” neurodivergent behaviours.

Neurodiversity Affirming Resources

If you’d like to learn more about neurodiversity or the neurodiversity-affirming approach, please see the following:

Resources for Children/Adolescents:

Books

The Brain Forest by Sandhya Menon
The Awesome Autistic Go-To Guide: A Practical Handbook for Autistic Teens and Tweens by Yenn Purkis and Tanya Masterman
Just Right for You by Melanie Heyworth
Wiggles, Stomps and Squeezes Calm My Jitters Down by Lindsay Rowe Parker
The Superhero Brain by Christel Land
Some Brains by Nelly Thomas
Different, Not Less by Chloé Hayden

Resources for Adults:

Books

Unmasking Autism: Discovering the New Faces of Neurodiversity by Devon Price
Divergent Mind: Thriving in a World That Wasn’t Designed By You by Jenna Nerenberg
Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason by Alfie Kohn
Start Here: A Guide for Parents of Autistic Kids by Autistic Self-Advocacy Network

Podcasts/Videos:

Connor De Wolfe‘s Tik Tok
The Yellow Ladybugs Podcast
The Neurodivergent Womanby Monique Mitchelson and Michelle Livock
Amazing Kids: Autism Spectrum Condition by Amazing Things Project

If you’re interested in seeking out neurodiversity-affirming support for yourself or your child or you’d like to know more information, please feel free to contact our admin team on 9802 4654.

References

Sedgewick, F., Hull, L., & Ellis, H. (2021). Autism and masking: How and why people do it, and the impact it can have. Jessica Kingsley Publishers.

This blog was written by Michaela Hughes – Psychologist at YMM.

Michaela completed her Masters of Educational and Developmental Psychology at Monash University, and her Honours at the University of Melbourne.

Michaela has a special interest in working with children and young people with a range of neurodevelopmental disorders including Autism Spectrum Disorders (ASD), ADHD, Intellectual Disability and Language Impairment.

Michaela believes in a warm, empathetic, and collaborative approach to the therapeutic process and that treatment should be tailored to the client’s individual needs. She strives to adopt a client-centred approach, drawing on a range of evidence-based treatments including cognitive behavioural therapy, play-therapy and mindfulness-based therapy.

To learn more about Michaela, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/

Postpartum depression

laura on 06/01/2023

Photo by Aditya Romansa on Unsplash

Parenthood tends to be talked about in glowingly positive terms. It is described as a beautiful, natural part of life that is all sweetness and light. In this glowing description of parenthood, it is important to remember that having a baby is a big change in life and adapting to this change can be difficult. Having sad or difficult emotions during adapting to a new life does not make you a bad parent! You are not alone. Having a baby is a profoundly powerful experience, and intense experiences tend to create big emotional responses.

How are baby blues different to postpartum depression?

Postpartum Depression is not the same as the typical ‘baby blues’ that occur around day 4 post birth. Generally, the baby blues are due to the hormonal changes going on in your body after giving birth, but it does not tend to last more than a few days.

“Baby blues” may make you feel irritable, moody, weepy, restless, or unable to sleep – or all of the above. These feelings often tend to pass as you gain confidence and get into some routines. In postnatal depression, symptoms last longer than 2 weeks, may be more severe and often interfere with your ability to function normally. Unlike ‘baby blues’, postnatal depression doesn’t usually go away on its own. This can be especially tough to cope with when you are recovering from birth and have a new baby to look after.

Signs of postnatal depression

Postnatal depression, also known as postpartum depression, is a type of mood disorder associated with childbirth. There is no single cause of postnatal depression, but physical and emotional issues may play a role. Physical issues include hormonal changes after childbirth and sleep deprivation; while emotional issues include feeling overwhelmed/anxious and having money, work or relationship problems.

Some common symptoms of postnatal depression include:

Losing interest or lack of interest in your baby
Fatigue (a feeling of heaviness)
Hopelessness and sadness
Feeling overwhelmed
Sometimes extreme thoughts such as that of suicide or self-harm or harming your baby (if you are experiencing any of these symptoms or know of someone that might be, please seek help from a medical professional ASAP)

Who can I talk to for advice and support?

Talk to your partner, or someone else you trust.
Ask your GP, midwife or child healthcare nurse for advice.
Call one of these support services:
- PANDA (Perinatal Anxiety & Depression Australia) — 1300 726 306
- ForWhen — 1300 24 23 22 (Monday to Friday, 9.00am to 4.30pm)
- Gidget Foundation — online and telehealth support — 1300 851 758
- Beyond Blue — 1300 22 4636

If you are going through difficulties and need to find your inner strength, why not give us a call today? Our team of highly skilled and well-experienced Psychologists are here to help.

This blog was written by Aanchal Sood – Psychologist at YMM.

Aanchal completed studies in psychopharmacology and psychology in England, and is fluent in both Hindi and Punjabi.

Aanchal has experience assisting adolescents, adults and couples to address a variety of difficulties including anxiety and mood disorders, grief and loss, trauma and stress related disorders, adjustment issues (e.g. cultural adjustment), sleep difficulties, relationship difficulties, schizophrenia spectrum and other psychotic disorders, obsessive compulsive and related disorders.

To learn more about Aanchal, check out the “Our Team” page on our website! https://yourmindmatters.net.au/our-team/