Erica Rigoroso

Tag: mental-health

  • How to Support Someone with Bipolar Disorder

    To support someone with bipolar disorder, it’s important to have a thorough understanding of the condition. Understanding what bipolar disorder is and its symptoms can make it easier to provide adequate support for an individual with the condition and for those close to them.

    Keep reading to learn about how to support someone with bipolar disorder.

      Understanding Bipolar Disorder

      Bipolar disorder is often misunderstood as a condition that simply makes people moody. While shifting moods are part of bipolar disorder, those with the condition experience extreme mood swings with severe symptoms for a prolonged period. Similarly, these mood shifts cause notable changes in behavior, energy, activity levels, and ability to function.

      People with bipolar disorder experience shifts in mood across a spectrum with mania on one end, and depression on the other. These mood changes can last from up to several days to several weeks and are called mood episodes. Mania/hypomania is characterized by a predominant feeling of elation and euphoria, or feeling “wired”. On the other hand, depressive episodes cause an individual to feel numb, emotionless, or hopeless. However, while mania and depression can be of great concern, people with bipolar disorder can have periods of neutral mood as well. 

      Experiencing these symptoms of bipolar disorder can happen more or less frequently from person to person. The predominant mood generally determines the type of bipolar disorder one may be diagnosed with; however, factors like frequency and intensity can also affect diagnosis.

        How to Support Someone with Bipolar Disorder

        With an understanding of what those with bipolar disorder experience, knowing its symptoms can also make it easier to provide adequate support for those with the condition. While manic episodes can make an individual appear to be in a good mood, its other symptoms can wreak havoc on their overall well-being, whether it affects relationships or general health. The American Psychiatric Association describes some symptoms of mania as having a decreased need for sleep, increased or faster speech, uncontrollable racing thoughts, increased activity, and increased risky or impulsive behavior. On the other hand, depressive symptoms in bipolar disorder can include having feelings of worthlessness or guilt, fatigue, changes in sleep and appetite, difficulty concentrating, and thoughts of death or suicide.

        These symptoms can be difficult to spot in someone with bipolar disorder to those unfamiliar, and sometimes individuals experiencing these symptoms may not even be aware of their behavior. Aside from experiencing negative symptoms of the condition, some people with bipolar disorder may struggle with the diagnosis itself. It can be distressing to live with symptoms of bipolar disorder; however, having an understanding of these experiences and knowing how bipolar disorder affects those with the condition can be an effective way to provide adequate support.

        As Mind.org suggests, a website dedicated to mental health awareness, being open to someone with bipolar disorder’s experiences can help them feel more supported and accepted. This can look like asking questions about their experiences or feelings or letting them know you want to know more about what they’re going through.

        Similarly, learning someone with bipolar disorder’s warning signs or triggers for a mood episode can help better manage them. This can include talking to them about their warning signs and notifying them of any behaviors that usually happen before an episode. Doing this can help both the individual and their support system have a greater understanding of how bipolar disorder affects them, allowing the individual to get the help they need to manage their symptoms.

          Resources for Support and Treatment of Bipolar Disorder

          While supporting someone with bipolar disorder includes understanding the condition and having open conversations about their experiences, psychiatric treatment plays a vital role in managing bipolar disorder. Some of the medications that people with bipolar disorder take include mood stabilizers, antipsychotics, and antidepressants. These medications can help improve various symptoms of bipolar disorder, such as psychosis, depression, and manic episodes.

          Another effective treatment in conjunction with medication is talk therapy. Mayo Clinic suggests that several types of therapy can help those with bipolar disorder, such as cognitive behavioral therapy (CBT) or interpersonal and social rhythm therapy. Both of these types of therapy focus on centering those with bipolar disorder through routine and identifying negative beliefs and behaviors.

            Conclusion

            Bipolar disorder is a condition that involves extreme mood swings that can last days or weeks, with symptoms varying in severity. It is more than just being moody, as many people may misunderstand; its symptoms can cause a drastic shift in behavior, activity levels, energy, and ability to function. Supporting someone with bipolar disorder involves a thorough understanding of these symptoms, along with having open communication about their experiences. Similarly, medication and therapy are vital to help managing symptoms.

            This article was written for Ferry Godmother Productions, Inc.

              1. How to Support Neurodivergent Students in School

                As an educator, supporting students’ unique needs is essential to fostering a positive learning environment and a safe space for them to be themselves. Understanding a student’s needs and providing the resources they need to thrive is vital in nurturing the next generation of scientists, doctors, artists, and anything they can dream. But how can you support the needs of neurodivergent students in school?

                Keep reading to learn how to support neurodivergent students in school.

                  Understanding the Needs of Neurodivergent Students

                  One of the first steps in providing support for neurodivergent students is to understand what “neurodivergent” means. The term “neurodivergent” is a non-medical term describing people whose brains work differently than others. Some of these differences can include learning disabilities, medical conditions, or mental conditions. As Cleveland Clinic describes, the word “neurodivergent” is a way to describe people using words other than “normal” and “abnormal.” There is no “normal” way of describing people and how their brains work, as every person thinks differently.

                  Some of the most common forms of neurodivergence that you may encounter in the classroom are Autism Spectrum Disorder (Autism, or ASD) and Attention Deficit-Hyperactivity Disorder (ADHD). With autism being found in 1 of 36 children and ADHD being found in 11.7% of children, understanding these differences can promote a more inclusive approach to teaching, along with giving a different perspective to creating lesson plans for all students.

                  Understanding the differences between students within the classroom can be a learning experience for both you and your pupils. Though understanding neurodivergent students and keeping their needs in mind may seem like a new concern, teaching with the utmost empathy and inclusivity for everyone remains a constant concern in education.

                    Providing Thoughtful Solutions

                    To help support neurodivergent students, it is essential to provide thoughtful solutions that can address their needs. Giving students the space or time they need when learning can allow a neurodivergent student to thrive when given appropriate support and encouragement from a mentor. Here are some common factors to consider to have a neurodivergent-friendly classroom:

                    Sensory Sensitivities

                    Some neurodivergent students may have sensory sensitivities, whether it is sensitivity to sound, light, or touch. To make your classroom sensory-friendly, you can:

                    1. Use softer lighting or natural lighting instead of harsh fluorescent overhead lighting
                    2. Provide a quiet space for students within the classroom or in another room
                    3. Providing fidget toys or other sensory tools
                    4. Clearly labeling areas of the classroom, materials, etc.

                    Edutopia, a blog discussing student education for educators, suggests that another way to support neurodivergent students is to break down large tasks into smaller steps. Some students may find tasks overwhelming, especially because time management, organization, and focus can be something they struggle with. Some ways to help students struggling with these obstacles include:

                    1. Utilizing checklists
                    2. Using rubrics
                    3. Using a calendar to organize specific times to complete the steps of a project or paper

                    Additional Support for Neurodivergent Students

                    When it comes to supporting neurodivergent students, parents and educators must work together to ensure that their needs are met. Having a conversation with parents about their child can help educators identify what methods of teaching would work best for them and allow them to thrive in the classroom.

                    Child Mind Institute, an organization providing resources to families and educators alike about children’s mental health, suggests that a way for parents to help support their neurodivergent student at school is to create an “About Me” letter of introduction. This letter can include things about the student such as:

                    1. What is their child good at, academically or otherwise?
                    2. How does their child show stress, and what is the best way to approach them?
                    3. What things are more difficult for their child?

                      Take Care

                      Supporting neurodivergent students in school can help them thrive in the classroom, with compassion and empathy essential to facilitate a supportive environment for all students. Understanding students’ specific needs and providing thoughtful solutions can help make a positive impact on their time at school and reduce obstacles they may face while learning. By keeping these differences in mind, parents and educators can help neurodivergent students learn at their own pace and to the best of their ability.

                          This article was written for Ferry Godmother Productions, Inc.

                        1. Unpacking the Stigma Around Tourette Syndrome

                          Tourette Syndrome is a condition of the nervous system that causes those with TS to move or vocalize involuntarily. Though there is more awareness of the condition, some people may still misunderstand what Tourette Syndrome is and how those with the condition experience it.

                          Keep reading to unpack the misconceptions about TS and understand the condition more.

                            Why is Tourette Syndrome Misunderstood?

                            Without the correct information, many medical conditions can be very misunderstood–including Tourette Syndrome. As a condition that affects the nervous system and causes involuntary movement or vocalizations, able-bodied people may find it unusual that someone with TS’s body works differently than theirs.

                            While those with TS have different experiences than those without it, there is still no excuse for ignorance or discrimination. All people, regardless of their differences, deserve kindness and respect.

                              Common Misconceptions About Tourette Syndrome

                              One common misconception about Tourette Syndrome relates to vocal tics. Often played as a joke in movies or television, people with TS are depicted with their vocal tics being solely obscenities or expletives. According to the Tourette Association of America, only 10% of those with TS experience this kind of vocal tic.

                              Another misconception about TS is that those with the condition are able to control their tics. This is false, as TS is a disorder of the nervous system that makes those with the condition move or vocalize involuntarily. 

                              Something that some people may assume about TS is that those with the condition must live restricted lives that center around controlling their symptoms. This is untrue, as many people with Tourette Syndrome live ordinary lives just like any other person. While some people with the condition may experience more severe symptoms, TS is just part of their everyday life.

                                Raising Awareness for Tourette Syndrome

                                With a few misconceptions about Tourette Syndrome cleared, there is still more to understand about the condition. There are many advocacy groups dedicating their efforts to educating others about TS, along with providing support for those with it or their friends and family.

                                The Tourette Association of America along with Tourettes Action are both well-known groups aiming to educate and inform the public about Tourette Syndrome.

                                  Conclusion

                                  Tourette Syndrome has many misconceptions about it because of how it is depicted in media, but also due to a general misunderstanding of how it affects the nervous system. Though the condition might seem confusing to those that are misinformed, there are many resources that provide information about TS. Educating others about Tourette Syndrome is incredibly important to those with the condition, as it can foster more support and understanding for those with the condition. Most importantly, this understanding is a show of respect and kindness for others, regardless of any differences.

                                  This article was written for Ferry Godmother Productions, Inc.

                                    1. How Virtual Reality Can Improve Mental Health

                                      Virtual reality can allow you to experience the world from the comfort of your home, ranging from immersive 3D worlds to fast-paced rhythm games. While it can bring excitement and wonder, virtual reality can be an effective way to find relaxation and calm the senses.

                                      Read more to learn how virtual reality can promote better mental health.

                                      Simon Riches’ Study on Virtual Reality and Mental Health

                                      Virtual reality is known for its immersive abilities. As a technology that grants a convincing digital perspective and hands-on experience, using these features for relaxation can be extremely effective. A 2023 study by clinical psychologist Simon Riches and his colleagues found that virtual reality is an effective tool to promote relaxation.

                                      The study followed 848 participants with conditions such as depression, bipolar disorder, and psychosis. Riches and his colleagues propose that virtual reality is a more accessible way to treat the stress these mental conditions may cause, as “stress management interventions for people with mental health conditions are numerous but they are difficult to implement and have limited effectiveness in this population.”

                                      How VR is Used to Promote Relaxation

                                      Riches’ study involved placing participants in a VR headset, mostly sitting down during the experience. It showed them nature-based environments like forests, islands, mountains, lakes, waterfalls, and beaches to promote relaxation. Some participants could explore these digital landscapes and walk along a path, or touch the water of a waterfall. Other participants experienced a more stressful environment or exercise, such as walking on a shaky path.

                                      Similarly, in a 2022 study, clinical psychologist Jingni Ma and her colleagues found that natural landscapes in VR were effective tools to help promote mindfulness (“a mental state where one is focused on the present moment with non-judgmental awareness”) training in adults.

                                      Results: Virtual Reality Can Improve Mental Health

                                      The results of Riches’ study found that using VR to explore and experience virtual landscapes can promote short-term improvements in levels of relaxation, along with reduced anxiety or stress. Because of these results, VR was reported to be more or equally effective in comparison to non-VR relaxation techniques.

                                      Conclusion

                                      With all its possibilities, virtual reality can be a powerful tool to relax and de-stress. Experiencing digital landscapes in VR proves itself in multiple studies to promote better mental health as a source of relaxation and aiding in mindfulness training. Though VR can entertain and excite, it proves itself to do even more.
                                      If you are looking for more ways to reduce stress, read more at MagicFeet.club.

                                      This article was written for and belongs to Ferry Godmother Productions, Inc.

                                    2. Neurodivergent in Love: When Should You Tell Your Partner?

                                      When you’re neurodivergent, finding love may come with some challenges. In a relationship, disclosure and honesty are essential to ensure smooth sailing. This may include telling your partner about being neurodivergent–but when should you tell them?

                                      Keep reading to learn more about being neurodivergent in relationships.

                                      What Does It Mean to be Neurodivergent?

                                      “Neurodivergent” is a non-medical term that describes people whose brain works differently than others. Some of these differences can include learning disabilities, medical conditions, or mental conditions. Rather than focusing on how one’s brain may cause “weaknesses,” the term “neurodivergent” focuses on strengths that these differences afford.

                                      As Cleveland Clinic describes, the word “neurodivergent” is a way to describe people using words other than “normal” and “abnormal.” There is no “normal” way of describing people and how their brains work, as every person thinks differently. Similarly, being neurodivergent emphasizes the specific strengths one person’s brain might bring that another person may not have, or differ from.

                                      When Should You Tell Your Partner?

                                      With these differences in mind, it may seem intimidating to disclose being neurodivergent to a new partner. It takes a lot of strength and courage to open up to someone, but being vulnerable enough to share with someone shows trust. That being said, when would be a good time to tell your partner?

                                      Long story short–it differs from person to person. All relationships are different, and all people are different. However, there are a few factors to consider that can guide you to when you should tell a partner about being neurodivergent.

                                      First, consider your own readiness. Though you may have concern for your partner, this is solely your decision to make. Readying yourself to talk about being neurodivergent with a partner may look different from person to person, but being self-assured about your decision can give you the confidence to be candid about your experiences.

                                      Another factor to think about is how long you have been seeing someone. Some people may find it easier to disclose this information earlier, while others may find it more comfortable to get to know a person more before telling them. Whether you have known someone for a short period or longer, honesty can strengthen bonds and help you better understand each other.

                                      Telling Your Partner: What’s Next?

                                      Coming to a decision about telling your partner is a big step. If you feel ready, the next step is to think about how to talk to your partner about this. The most effective way to talk about something more serious is to speak in person, as there is less chance for you or your partner to misinterpret language, tone, or emotion.

                                      Though meeting in person may be the most effective option, it can still be challenging to muster up the courage to talk to your partner that way. Communicating this information through text or a phone call can be just as effective, but remember to let your partner know that you would like to discuss something important beforehand. Prefacing this conversation with your partner will give it the attention and importance it needs. As PsychCentral, a mental health information, and news site, suggests, both you and your partner’s mental and emotional state is essential to meaningful conversations. Having this conversation with your partner in the right headspace can make you and your partner feel more comfortable.

                                      Conclusion

                                      Being neurodivergent is an aspect of your identity that affects how you experience life. When you’re in a relationship, wanting your partner to know about this part of you can be challenging to approach. Though it can seem intimidating, being candid about your experiences can bring you and your partner closer together.

                                      This article was written for and belongs to Ferry Godmother Productions, Inc.

                                    3. Quarantine the past: looking at how the COVID-19 pandemic affected UMBC students

                                      By Erica Rigoroso

                                      The beginning of the COVID-10 pandemic changed the lives of millions around the world, including the University of Maryland, Baltimore County.

                                      COVID precautions created a physical distance between students and professors as quotidian campus life came to an abrupt halt in March of 2020, and classes migrated online.

                                      But more than just physical distance separated students from campus life. Students at UMBC and other colleges experienced a mental distancing; not just from other students, but from feeling part of a campus community.

                                      Have students—and the university as a whole—recovered from the disruptions caused by COVIID?

                                      Trevor Jansen, a UMBC alumni who lived on campus in 2020 during the COVID lockdown said that he felt that UMBC managed the sudden transition to online learning from in-person classes.

                                      Jansen states the lockdown was handled “about as well as they could have considering the circumstances. The transition to online learning wasn’t seamless, but they managed to keep the school year going without any major disruptions.”

                                      He pointed out that not only student, but professors too had to adapt very quickly to a new way of teaching and learning.

                                      “It seems like professors were kind of thrown in the deep end and expected to swim with their classes.”

                                      Jansen says that he found it harder to connect to students and professors during online classes and meetings.

                                      “Things definitely felt more distant with online learning,” he said.

                                      “There was much less incentive to pay attention in class, and group activities were even more awkward online than they were in person. I got to the point where I would just leave a class if they started putting us into breakout rooms.”

                                      Though he said that he had some good classes during the online period with memorable professors, “I don’t remember them nearly as well or as fondly as the professors I got to see and meet with in person.”

                                      Fellow UMBC alumni Michael Fialkowski offers a slightly different take on how UMBC handled the sudden jump to online classes.

                                      “I felt so bad for the less tech-savvy professors; turns out its difficult to teach when you can barely work a Zoom room. I feel that it’s easy to forget how far everyone’s digital literacy has come since we were forced online for school and work, and we had to figure out how to do videoconferencing on the fly.”

                                      Fialkowski feels that the school could have done more to address the mental health effects of the pandemic for students.

                                      “I also know that those times were tough on the mental for many – but as far as I know we didn’t receive much guidance on seeking out counseling or other mental services.”

                                      COVID-19’s impact on college students

                                      A collaborating team of researchers from Chinese and American universities conducted a study on 335 college students monitoring their mental health experiences from the start of the pandemic in 2020 to two years later in 2022.

                                      The researchers wanted to examine the way that emotions like fear and happiness were connected to university students’ mental health and these effects on their education.

                                      Participants were screened for psychological disorders and answered questions that would measure their anxiety, depression, hostility, interpersonal sensitivity, and sleep symptoms over the two-year study.

                                      Other factors considered by researchers included which students received the COVID-19 vaccine and students testing positive for COVID. 60% of students tested positive for COVID, with more female students than male students being affected.

                                      The results of the study presented a correlation between the effects of the pandemic and college students’ mental health and education.

                                      Participants showed an increase in feelings of fear, stress, and decreased happiness, with a reported 95.7% of the sample reporting and experiencing moderate to severe mood disorders.

                                      In turn, the self-reported decline in mental health took a toll on how participants were able to retain information from class. Students reported an average score of 7.6 on a scale of 10 rating how much COVID affected their ability to learn during the pandemic, with 10 being the most severe.

                                      Another group of researchers reported their findings on COVID’s effects on 4,714 college students in New York and New Jersey, the largest and most diverse sample of college students as of April 2022.

                                      The researchers studied the psychological, academic, and financial health of college students, along with paying attention to how racial and ethnic groups may have had different experiences during the pandemic.

                                      They conducted a survey for the students, which included a broad range of topics, such as COVID-related stressors, social behavior, and financial, academic, and mental health changes.

                                      A large number of students reported changes in socialization both with their families and on social media, with 73% reporting less interaction with their friends and families, and 75% reporting more social media use compared to before the pandemic.

                                      In addition to the lessened levels of socialization among participants, most students reported a decline in their mental health. 74% of students reported feeling more depressed, 76% felt more anxious, and 83% experienced more frustration or boredom.

                                      Moreover, the shockwaves from the initial changes from the pandemic can still be felt by students in both their academic and social lives.

                                      The Return to Campus

                                      Eighteen months after the initial lockdown, UMBC opened its doors to in-person classes and residence halls at full capacity during the 2021 Fall semester.

                                      At UMBC’s annual Fall Opening meeting in 2021, Provost Philip Rous said, “I feel like I’ve waited a very long time to say this, but… welcome home.”

                                      Though some older students were returning to campus, and to their sense of “normal college life,” many new residents were experiencing college for the first time in a post-quarantine world.

                                      The 2021-2022 school year welcomed almost 2,100 new students to UMBC—the largest incoming fall class in UMBC’s history.

                                      What did it mean for students to come out of high school fully online and then come out into the world beyond the extent of COVID precautions?

                                      Jonah Sichelman, a third-year student who came to UMBC as a freshman in Fall 2021, expresses the kind of social anxiety he felt in the transition from high school to college.

                                      “My entire last year of high school was online and I wasn’t leaving the house much at all then, so I had definitely gotten used to note being around people or not making new friends,” he said.

                                      Despite his worries, Sichelman felt welcomed by the UMBC community and connected with others because of this shared experience.

                                      “It was surprisingly much easier to make friends than I thought it would have been because of how things had been beforehand. Living on campus made it surprisingly easy to make friends and meet people despite being in the middle of a pandemic.”

                                      As a returning student, Fialkowski felt not just relief about coming back to campus, but also a sense of gratitude. He believes that the struggles that the UMBC community faced as students and faculty experiencing quarantine brought people closer together.

                                      “Once we came back to campus, I felt that my classmates and professors took more care to connect with one another, and I had noticeable better relationships post-lockdown,” he said.

                                      “Maybe it took a pandemic to recognize that we shouldn’t take our relationships – no matter how small – for granted.”