Tag: students

  • Penn State students consider impact of lifestyle choices on heart health during American Heart Month | Lifestyle

    Penn State students consider impact of lifestyle choices on heart health during American Heart Month | Lifestyle

    Heart disease is the leading cause of death in the U.S., according to the Centers for Disease Control and Prevention’s mortality data from 2020. And, February is American Heart Month, where the U.S. highlights the implications of heart disease.

    On a global scale, cardiac arrest kills more people than the collective deaths caused by colorectal, breast and prostate cancer, influenza, pneumonia, automobile accidents, HIV, firearm incidents, and house fires combined, according to the American Heart Association.

    Due to the hecticness of college life in which Penn State students need to focus on homework assignments, internships and independent living, many students said they pay minimal attention to their heart health.

    For Kylie George, she said she hardly focuses on preventative measures to help her future health.

    “I don’t think it’s something a lot of people really think about,” George (senior-English) said. “So I don’t think there’s a big effort made by a lot of people our age.”

    However, she said students should improve their heart health awareness — in terms of how their actions consequently impact their bodies — and attempt to improve their daily behaviors.

    “It’s never a bad thing to be aware of what you’re doing and how that can impact your overall health, especially your heart health,” George said. “It’s good to be aware now and be preventative — if at all possible — at our age because a lot of people get to [a] point when they’re older and say, ‘Oh, I wish I had done this and that when I was younger.’”

    George said the main way she maintains her health is through her daily walks around campus to get from class to class.

    Maintaining an active lifestyle can improve one’s heart health due to lowered blood pressure, improved blood circulation throughout the body and reduced stress levels, according to the American Heart Association.

    Research from the University of Michigan Health highlights the benefits of consistent walking, since it’s a form of aerobic exercise.

    “A lot of people our age do a lot of walking,” George said. “But that’s not even really by choice or done in an effort to be healthy.”

    Since George lives a decent distance away from campus, she said she walks approximately 30 minutes each day to get on campus alone — not including the time it takes to travel to the necessary buildings.

    Although participating in daily exercise for approximately 30 minutes to an hour a day aids people’s physical and mental well-being, a Johns Hopkins Medicine article said people should not solely rely on periods of exercise and instead increase their overall hourly activity.

    In fact, Johns Hopkins Medicine said people’s health would benefit from less sedentary behavior as a whole.

    To do this, the article said people should aim for 10,000 steps a day, five minutes of movement or activity per hour and a minimum of 30 minutes of vigorous exercise throughout the week.

    According to a study by the National Center for Biotechnology Information, college students typically experience changes in their lifestyle that increase their risk for heart health issues, including cardiovascular disease.

    The main lifestyle changes include a decline in activity levels and an increase in sedentary behavior — along with worsened sleep, eating patterns and stress levels.

    A 2019 NCBI study found that decreased or poor sleep schedules increase students’ risks of being stressed, overweight and having higher blood pressure.

    High blood pressure, without interference by medical professionals and lifestyle changes, can lead to increased risk for “heart disease, stroke, heart failure, kidney disease, pregnancy complications and cognitive decline,” according to the CDC.

    Although George has never taken a first-aid or CPR course in the past, she said she finds the skills to be “very helpful” to know and may look into certification processes in the future.

    Immediately performed CPR, which is a lifesaving procedure performed in times of emergency when a person’s heart stops beating, can “double or triple” the likelihood of survival following an incident of cardiac arrest, according to the AHA.

    “It’s obviously a good tool to have, especially since so many of us are living with others and out taking care of ourselves without our parents to help with everything,” George said.

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    Kareena Pandya, who currently serves on the diversity and health care task force within Penn State’s pre-medicine honor society Alpha Epsilon Delta, said people should begin considering their heart health early and learning how to approach heart issues.

    Beyond taking personal measures to prevent heart disease, Pandya (freshman-genetics and developmental biology) said early access and certification in CPR is “super duper” important today because individuals can be better prepared for any situation that develops.

    Pandya said Campus Recreation is an American Red Cross Authorized Provider for safety courses like American Red Cross Adult CPR/AED and First Aid, which teaches participants how to appropriately respond to emergencies regarding cardiac issues, breathing or general first aid.

    “Before I got started, I thought it would take months [to learn CPR] and would be a long windy process to get certified [and] understand all the different nuances to the actual technique,” Pandya said. “But in reality, it actually only takes a couple hours to learn and perform.”

    She said students and community members have an array of CPR certification resources available to them across campus — even through programs offered through Penn State’s Kinesiology Department.

    “A lot of different demographic groups and ethnicity groups have different risk factors for heart disease compared to others,” Pandya said. “I think if you couple that with [the] lack of proper health care access that they have, then that can also contribute to heart health [outcomes] overall.”

    For instance, Pandya said Indians are “three to 20 times at higher risk of developing heart disease compared to other demographics,” and she said other minoritized groups are also disproportionately affected.

    “I would say a healthy heart is central to overall good health,” Pandya said. “Embracing a healthy lifestyle at any age — no matter if you’re a college student or older — can really help you in taking the preventative steps toward heart disease and lowering your risk for both heart attack and stroke.”

    Pandya said college students go through a period of adjusting when transitioning to college life due to their new environment and routine, and these adjustments can create risks for heart disease.

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    For instance, Pandya said some college students may struggle with maintaining proper sleep schedules, physical fitness regimes or dietary decisions — all of which can increase one’s risk for heart disease.

    “Some major lifestyle choices that college students can make toward improving their heart health for the future would be decreasing their use of tobacco, cannabis and alcohol consumption,” Pandya said.

    Pandya said exposure to secondhand smoke acts as a significant contributor toward coronary artery disease, which she described as a “very, very significant heart disease within our society.”

    Beyond these limitations, Pandya said students could take preventative measures by monitoring their blood pressure levels and educating themselves about their family medical history, especially heart history, so they can “make better and more appropriate lifestyle changes.”

    In terms of her own personal health, Pandya said she tries to complete physical activity at the on-campus gym at least twice a week and simply increases her fitness by walking to class rather than taking the bus.

    When selecting meals at Penn State’s dining halls, Pandya said she keeps in mind Michelle Obama’s “MyPlate” dietary guidelines that help people balance their carbohydrates, proteins, vegetable, fruit and dairy intakes.

    To maintain one’s health, many doctors promote healthy diets composed of “fruits, vegetables, whole grains, lean meats and low-fat dairy products,” according to the CDC.

    Foods containing high levels of omega-3 fatty acids — which is commonly found in fish like salmon and tuna — also aids heart health, according to research conducted by the AHA.

    Consumption of nuts like almonds, walnuts and pecans is known to lower one’s risk for cardiovascular disease due to the high amounts of healthy fats, proteins and fibers within the products, according to the AHA.

    Although the costs of healthy food can limit some students’ purchases, Pandya said she’s found many dining locations on and off campus that provide reasonable heart-healthy food options, such as Roots Natural Kitchen and Playa Bowls.

    She said the a la carte food locations within on-campus dining locations, such as Bowls @ South and In a Pickle, allow students to choose exactly what they will eat for the day — unlike the buffets where food is already prepared in its entirety.

    Pandya said she especially enjoys eating at In a Pickle because she can choose how many vegetables are in her meal and whether she wants to use wheat or white bread, which are decisions that “help make sure you’re getting proper nutrition.”

    After finishing a workout at the gym, Pandya said Shake Smart is another dining location that consistently offers healthy food options for the student body.

    Since stress is a contributor to heart disease as well, Pandya said she attempts to minimize her anxiety by listening to music and participating in yoga, which helps “bring [her] back to [her] center.”

    Pandya said students should consult with their primary care doctor about methods to improve and monitor their heart health if they’re interested in undergoing a lifestyle change.

    Kelsey Eckerd, a student involved in Penn State’s chapter of the American Medical Student Association, said many factors impact heart health — some controllable and some not.

    “I don’t think college students really think about heart health unless they have some sort of medical condition,” Eckerd (senior-biology) said.

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    Nevertheless, Eckerd said college students can begin monitoring and considering how their daily behaviors affect their current and future health.

    Eckerd said college students have access to a wide range of health-related programs and resources that they’ll likely never have access to later in life — at least not in such breadth.

    “For college students, this is probably the only time in [their] life that [they] have access to a free gym and free workout classes, so take advantage of that while you’re here,” Eckerd said.

    While attending Penn State, Eckerd said she utilizes the free workout classes at the Intramural Building to achieve her recommended amount of exercise each week.

    Penn State also has the Nutrition Clinic that provides free, individual nutrition counseling provided by a registered dietitian, according to the Nutrition Clinic website.

    “It’s easier to start a [healthy lifestyle] now rather than after you graduate and are truly on your own,” Eckerd said. “It’s easier to start with the safety net of college, that way when you’ve [graduated], you know how to do it yourself.”

    She said an easy modification college students can make is being more aware of their alcohol consumption.

    “Obviously it’s pretty characteristic to be a heavy drinker in college, but if that continues throughout your life, it could increase your heart rate and blood pressure over time,” Eckerd said.

    A study conducted by the Harvard T.H. Chan School of Public Health discovered individuals who engage in binge-drinking behaviors were 72{fe463f59fb70c5c01486843be1d66c13e664ed3ae921464fa884afebcc0ffe6c} more likely to have a heart attack than their counterparts who didn’t participate in the behavior.

    Eckerd said college students could also work to make their daily meals more nutritious by considering different add-ins or substitutions that could be made.

    To enhance her dinners from Trader Joe’s, Eckerd said she adds her own proteins and vegetables into the frozen food products to make them more healthy.

    Eckerd said students should also be aware of the training programs available to them.

    Beyond CPR certification, Eckerd said students should look into automated external defibrillator training because AEDs provide users with “verbal cues” on what to do for the victim, and they’re required in every building.

    Mariella Dixson, who is also a member of AMSA, said learning CPR and AED is “smart” because “you never know if you could be in an [emergency] situation,” and by learning basic medical protocols “you could be able to help someone.”

    Dixson (senior-biobehavioral health) said choosing heart-healthy lifestyle choices while in college can make it easier to continue those behaviors at an older age.

    “A lot of people will at least eat fruits and vegetables semi-regularly, so that’s better than nothing,” Dixson said. “There’s no point in doing cold turkey [diets] or jumping right into new routines because you’re not going to be consistent [with major adjustments].”

    If students hope to implement heart-healthy behaviors into their lives, Dixson said they should make “attainable goals” that could slowly be met — like adding a certain amount of fruits or vegetables to one’s diet each week.

    “A lot of college students — I’m sure — love pasta because it’s a very easy meal to make,” Dixson said. “But what I started doing was adding a bunch of cooked vegetables into my pasta dinners, [which] was a [simple] way to start adding in various vegetables to [my diet].”

    Dixon said making small changes during young adulthood is essential.

    “Establishing those patterns while you’re younger will most likely make it easier to continue [making heart-healthy decisions] when you get older and are more at risk for disease.”

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  • Wake Forest University students on fertilizer plant fire

    Wake Forest University students on fertilizer plant fire


    By Mariama Jallow  

    On the evening of Jan. 31, a fertilizer plant with 600 tons of ammonium nitrate inside caught on fire on Cherry Street in Winston-Salem, displacing 6,500 residents while emergency officials waited to see if the combustible materials would cause explosions.

    The Winston Weaver Company Fertilizer site is not too far from Wake Forest University, a campus with nearly 7,600 students who will return to class this week with many questions after a chaotic several days. Many are wondering about the long-term effects of being in close proximity to such a huge fire.

    Environment North Carolina advocate Krista Early issued a statement commending the Winston-Salem fire department for its abundance of caution while also encouraging a longer-term discussion about how to better protect communities near such facilities.

    “This hazardous chemical poses an immediate threat to life in addition to unnecessary long-term environmental health risks,” Early said. “Hopefully, none of our fellow North Carolinians gets hurt here. And when this crisis is over, we need to have a serious conversation about stockpiling dangerous chemicals.”

    Wake is 1.7 miles from the fertilizer plant, only slightly outside the evacuation zone established by the fire department. Deacon Place, off-campus apartments owned by the university, are closer and the students living there and in other housing within a mile from the plant were encouraged to find alternate housing this past week.

    In an email sent on Jan. 31, Wake Forest administrators told students that the ZSR Library, the Wellbeing Center, and Benson — home to the food court, mailing services, and meeting rooms — were open for those forced to leave their homes. 

    “You may wish to bring a sleeping bag, pillow, and/or blanket to be comfortable if the evacuation lasts more than a short time,” the email said. 

    At 10:03 p.m., the burning building collapsed and firefighters abandoned the blaze because they did not have enough water to contain the fire amid the persistent risk of an explosion.

    It’s unclear what caused the fire. The Winston-Salem Journal reported on Saturday that firefighters had responded to a complaint the day after Christmas from neighbors who reported seeing smog around the plant and smelling a pungent odor. Firefighters found fertilizer material smoldering then, according to the Journal, and flooded it with water, concluding at the time there was no risk of explosion.

    Then five weeks later, thousands of lives were disrupted by a blaze so large and so dangerous that firefighters had to back away for their own safety.

    A threat to marginalized neighbors

    Kristen Minor, health manager at CleanAireNC, a nonprofit based in North Carolina that advocates for the health of all the state’s residents by focusing on air pollution and climate change, says policies need to be created to better protect neighborhoods surrounding plants with hazardous materials.

    Often these facilities, such as the Winston-Salem plant, are in low-income and marginalized communities, underscoring the environmental hazards and long-standing disparities caused by redlining. The Winston-Salem plant is in a predominantly Black, low-income neighborhood surrounded by small businesses.

    “Redlining, it’s a systemic process in which communities of color were prevented from accessing housing, particularly loans, which led to black communities and other communities of color over time being concentrated in areas where they had more exposure to environmentally polluting industries,” Minor said. “So it isn’t a story that happened overnight. This is a systemic issue that has been taking place over decades.”

    The potentially combustible chemical inside the fertilizer plant, ammonium nitrate, was the source of the Beirut explosion in 2020 which killed 135 people and injured more than 5,000. Although there were 2,750 tons of ammonium nitrate in that plant compared to 600 in the Winston-Salem facility, fire officials have said that an explosion would destroy surrounding homes and small businesses owned by marginalized communities.   

    A state of panic

    By late evening on Jan. 31, many Wake students were panicking. Those living on and off-campus started to flee the area. Some stayed with friends further from the site, others booked hotels around Winston-Salem or in neighboring towns. A few returned to their homes out of state.

    Wake Forest announced the cancellation of class the next day just one minute after midnight.

    Sukaina Maadir, a senior at Wake Forest, fled to Clemmons the night of the fire and booked a hotel there with friends. She recalled being on University Parkway, a major thoroughfare near Wake Forest, heading back to her apartment at Deacon Place, when she saw the billowing smoke and fire trucks lined up. That was about 8:20 p.m.

    “An hour had passed and I didn’t hear anything and suddenly all the alerts from Wake started coming in,” Maadir said.

    Initially, Maadir downplayed what she had seen, going about her night as usual. The biggest thing on her mind was what to make for dinner.

    “I didn’t know what to do because the evacuation was voluntary, so my roommates and I started doing some research on past plant explosions and ammonium nitrate,” she said. “We realized that if that does explode, like the gasses and stuff that would come out of it could potentially be harmful so we decided to evacuate and go to campus.”

    Wake Forest Campus covered in smoke from the fire. Photo credit: Kenzey Tracy

    “I took my contacts out because my eyes were irritated, I double-masked and at this point, I was in a stage of panic,” Maadir recalled. “I started grabbing things in my room and shoving it in my backpack.”

    Her eyes became itchy and watery. She worried about her health.

    In her fevered trepidation, though, she hadn’t packed as systematically as she might have.

    Smoke had reached parts of the Wake campus already, Maadir said, leaving her with such an unsettling feeling that she decided it wouldn’t be safe to spend the night there.

    Others decided to stay, at least for a while. Edna Ulysse, a senior at Wake Forest and resident advisor living on campus, was one of those students.

    Late that Monday night, after the fire had been burning for a couple of hours, Ulysse’s entire room was saturated with the smell of the smoke. She described the odor as a mix between toxic chemicals and burning grass.

    “I had to put my mask on when I went to sleep because my nose started getting a little irritated,” Ulysse said.

    Ulysse lives on the fourth floor in a North Campus building where she typically has a view of Wait Chapel, a large parking lot and some surrounding buildings. When she opened her blinds in the morning, she was taken aback. The smoke was so thick, she couldn’t even make out the usual landmarks.

    “That was when I realized I should have evacuated,” she said. “My friends were offering for me to stay with them. At first, I wanted to wait and see how bad it would get, but that morning I was too scared to drive in the fog,” said Ulysse.

    “It wasn’t until I got to the hotel that I realized I packed my computer and a bag of Doritos,” Maadir said, lamenting essentials she had forgotten to grab.

    The invisible threat

    Minor of CleanAire said that while many were focused on the immediate possibility of explosion after the fire, she wanted to remind people of the threat that particulate matter poses. 

    “Particulate matter is very fine particles, not visible to the naked eye, it’s smaller than a hair particle,” Minor said. “There is no safe level of exposure to particulate matter. For short-term exposure, individuals at more risk include pregnant women, children and seniors, as well as individuals with underlying conditions such as any respiratory condition that need to remain indoors.”

    In such situations, people should close all windows and doors if they are indoors, Minor said. Outdoor activities should be minimized, she suggested.

    “Even for individuals who are otherwise healthy and may not have an underlying condition, exposure to particulate matter is a health hazard for everyone,” Minor said. “Short-term exposure could be a cough, sore throat, shortness of breath. But long-term exposure can impact one’s overall health. That could be an increased risk for reproductive health, increased risk for low birth weight preterm delivery, for seniors, increased risk of heart attack or stroke, or any cardiovascular events.”

    Wake Forest Campus covered in orange colored smoke from the fire. Photo credit: Kenzey Tracy

    Minor said that children are a very vulnerable population because their bodies are still developing and since they breathe in air twice as fast as adults, they are exposed to more pollutants in the air. 

    The smoke and particulate matter can be spread farther than initial perimeters, Minor added, by winds and other climate forces. Air Now displays air quality in local areas while also showing what is happening across the state, country and around the world.  

    How much particulate matter enters people’s homes, Minor said, depends on the condition of one’s home and the quality of the air filtration systems that can provide a barricade.

    “One thing you want to regularly do is make sure your air filter is clean,” Minor said. “Some apartment complexes may actually have a maintenance team who regularly checks your air filter. If you do live in an apartment or home where the air filtration system is not in place, we do recommend individuals consider purchasing a healthy air filter and HEPA air filter.”

    Students, parents question the university’s response

    At a press conference on Feb. 2, Winston-Salem fire chief William Mayo said that if the plant exploded, it could be one of the worst explosions caused by a fire in U.S. history.

    Knowing that, some Wake Forest students wonder now whether the university should have been more concerned about the short- and long-term health impacts.

    Eman Maadir, a cousin of Sukaina Maadir’s and a junior at Wake Forest, recalled the initial confusion, the subsequent panic and the current questioning of whether administrators gave the best guidance.

    Immediately after the fire broke out, Maadir was going about her night as she typically would. Then the smell of acid made her go to the window. 

    “When I looked outside the sky was a bleak shade of orange,” she recalled. “At first, I thought, ‘Oh the firefighters will control the fire.’”

    She hopped in the shower. By the time she got out, though, the smell in her room was even worse. She found her roommate having a breathing attack in the living room.

    Resident advisors, who are in dorms to give students guidance when they need it, usually sit in the “RA box” on the first floor of residence halls to be accessible to students. Maadir went downstairs to seek advice, but the RA on duty had already evacuated, she said. 

    Later, she recalled that even then she had a scratchy throat and a slight tingling in her nose.

    “All I saw were swarms of people with overnight bags leaving the building,” Maadir said. “Some people were carrying loose pieces of clothing and running out of the building. I heard some girls screaming and talking about booking a hotel and that is when I realized that I may have to evacuate.”

    It was then Maadir decided to get a hotel room, too. She and five of her other friends crammed into a room with two beds. She didn’t immediately tell her parents because she didn’t want to scare them. 

    “When I woke up I saw the fire being reported by most major news organizations and knew my friends and I would be staying another night,” she said. “Throughout this whole time, Wake Forest was telling us it was safe to stay on campus, but it was not. I also do not think they were very helpful in finding students places to stay, especially students who had to evacuate Deacon Place apartments.” 

    On the Wednesday after the fire broke out, Wake Forest informed students that classes would resume on Thursday. There was an immediate outcry from students and parents. Many turned to their social media accounts to call for the cancellation of classes. A petition gained more than 5,000 signatures on a campus where the undergraduate and graduate student population is about 7,500.

    Wake Forest quickly reversed course and agreed to cancel classes Thursday and Friday, too.

    In an email sent to all students, the university said “we received additional information from students and families regarding the scope and degree of challenges faced by those displaced. This understanding has informed a decision by academic leadership to cancel classes on the Reynolda Campus, Wake Downtown and Brookstown for the remainder of the week Thursday, Feb. 3, and Friday, Feb. 4.”

    University officials tried to soothe concerns about any environmental threats.“In addition, EPA air-quality readings on and near campus continue to indicate that the air currently poses no threat to individual health and is safe to breathe,” the email stated.

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  • Emory med students learn health risks of climate change

    Emory med students learn health risks of climate change

    By Emily Jones

    This coverage is produced achievable as a result of a partnership with WABE and Grist, a nonprofit, unbiased media firm devoted to telling stories of climate methods and a just potential.

    Emory Health-related School’s administration is making weather improve a official element of its curriculum.

    It’s the end result of many many years of college student-led initiatives to ensure Emory’s future medical professionals study about the escalating well being effects of a warming world, for the reason that local weather modify does not just bring hotter temperature and extra severe storms. It also tends to make lots of health troubles even worse – difficulties that medical professionals have to have to figure out and deal with.

    Individuals concerns were best of mind for 2nd-calendar year clinical college student Irene Liu when she was implementing to clinical universities. She had been fascinated in weather advocacy for a very long time, and required to find a faculty exactly where she could focus on the surroundings – but that didn’t function out.

    “I did not locate a medical school with that certain keep track of, so I seriously did not be expecting to learn about it at all,” Liu mentioned.

    But when she got to Emory, she located out learners had been currently doing work on it.

    Fourth-yr student Ben Rabin was concerned with local climate adjust when he started out the clinical college numerous several years just before Liu, since local weather change affects health and fitness in so lots of means. Air pollution drives strokes and asthma, preterm births, reduced birth-pounds infants and mosquito-borne disorders, not to point out the mental health impression of worsening hurricanes and wildfires.

    But lectures almost never described the additional challenges and difficulties from climate improve.

    By the time Liu received to Emory, Rabin and classmate Emaline Laney had worked with school to weave local climate modify into the typical items that all professional medical college students learn, not just all those who pick a specific course or track.

    “So for illustration, we find out a ton about kidney injury, and kidney failure,” Rabin claimed. “And so we needed to speak about what are some of the challenges of extreme warmth?”

    He stated it’s less difficult to get dehydrated when it’s extremely incredibly hot, and that can guide to kidney failure.

    Philipsborn

    Dr. Becca Philipsborn, the college advisor for the climate curriculum, said incorporating local weather improve into the current curriculum tends to make feeling mainly because it’s “core know-how,” not a separate concern.

    She credited students for major the exertion.

    “I would not have assumed as a nevertheless junior college member to go to the med university and say, ‘This is what we have to have to be teaching the learners,’ ” Philipsborn claimed. “But the college students had that eyesight, they arrived forward with the demand from customers and reported, ‘This is the finest overall health obstacle of our time, we require to be learning about it.’ ”

    Extra and far more healthcare educational institutions are instructing learners about local climate improve, in accordance to Dr. Georges Benjamin, govt director of the American General public Health and fitness Affiliation.

    Benjamin

    He explained pupils normally drive alterations like this. They’ve pushed faculties to improved address racism and to incorporate telemedicine, and they are main the demand on local climate adjust, way too.

    He mentioned it’s specifically critical to educate this early in a doctor’s occupation.

    “You can get medical professionals to be a very little a lot more holistic in their solution, and realize these social determinants make a big difference,” Benjamin stated.

    And he explained it’s about a lot more than just far better treating clients.

    “Physicians are influential in their local community,” he stated. “And so building sure they understand that [to] hook up the dots for human overall health is important.”

    That is just what Liu is hoping – that discussions in doctors’ workplaces about the health effect of local climate alter can eventually have an effect on how culture responds.

    “I believe that increasing consciousness to our individuals about how air pollution and warming and wildfires are influencing your overall health and your little ones will have rippling results,” she reported. “I feel I’ll with any luck , inspire associates in the group.”

    Having these conversations in med college has had that influence on Liu. She termed it eye-opening.

    “It manufactured me understand that there’s absolutely nothing in our overall health method that local weather modify does not contact,” she claimed.

     

    Emily Jones is a Grist reporter embedded in the WABE newsroom, covering atmosphere and local climate options. Earlier, she managed the Savannah bureau for Ga Public Broadcasting.

  • 6 Mental Health Tips for Students During Omicron

    6 Mental Health Tips for Students During Omicron

    3 min browse

    U.S. Surgeon Standard Dr. Vivek Murthy not long ago warned of the amplified prices of despair, stress, ADHD and suicide attempts in today’s youth. As an elementary faculty psychologist, I evaluate students’ social-psychological wants to enhance their psychological health and fitness and positive conduct. Starting my job at the top of the pandemic permitted me to see that children’s distress and trauma have been exacerbated. Psychological health stigmas persist, but it is very important to tackle children’s challenges to avoid an additional disaster.

    The Omicron variant threatens to further more derail balance in colleges, as distant mastering might grow to be vital once more to quell the pandemic’s new wave. With this, educators currently sense the difficulties in advance. This time very last year, teachers grappled with how to navigate new technological innovation, and households struggled to sustain a semblance of buy.

    My perform, generally with very low-earnings little ones of shade and small children with disabilities (two populations disproportionately affected by the pandemic and psychological health and fitness difficulties), highlighted the systemic limitations lots of confronted.

    [Read Related: COVID Continues in 2021, but we can Still Have Hope]

    Food, position, housing and political insecurity contributed to a perception of isolation and pressure. Inconsistent on the net logins impacted students’ potential to retain the curriculum, specially those people with distinctive education expert services, such as speech and language, students’ occupational and actual physical treatment and counseling.

    Specific educational interventions, geared toward pupils already struggling to stay on grade amount, were being paused. Standardized testing for distinct disabilities was cautionary, but social-psychological and behavioral assistance for all college students and their family members skyrocketed. 

    Following months of transforming from remote to hybrid types, most students have returned entire-time. In accordance to the National Institute of Wellbeing, additional than 140,000 university-aged children shed caregivers to COVID-19.

    Some kindergartners and first graders have hardly ever been portion of an in-man or woman course. Instructing essential social and pre-academic techniques this kind of as sharing, social distancing and sitting down accurately in a chair for an extended period of time were being paramount. College-primarily based fantastic motor expertise, this sort of as handwriting, coloring and slicing were tough. As the 12 months progressed, issues with emotional regulation and social trouble solving escalated.

    Faculties felt the simultaneous boost of disruptive conduct, struggles to remain centered and collective grief or burnout from educators who labored tirelessly over the past two several years.

    As kids return from wintertime break, I mirror on how the pandemic compounds the struggles linked with youth growth and improvement. Studying wholesome social abilities, challenge resolving and reasoning, self-advocacy and coping are elementary factors that a risk-free, structured school natural environment can give with in-individual modeling and reinforcement. While some little ones thrived remotely, others’ risk of difficulties and delays intensified with out the routines and expectations of a normal school working day.

    School-based mostly mental health and fitness clinicians supply students evidence-based and culturally mindful tactics to assistance their wellbeing. Family members may perhaps carry out these to assist instill the equipment required for life’s difficulties.

    1. Acknowledge

    Foremost, acknowledge that “negative” feelings this sort of as sadness, stress and anger are ordinary and expert by all. Condition that it is all right to sense these feelings and really encourage the capability to make favourable possibilities that enable us offer with them.

    2. Techniques

     Teach a multisensory deep respiratory physical exercise as a coping tactic and way to give pause. An instance is “birthday respiration,” where the individual’s palms relaxation on their tummy and they inhale/exhale when visualizing blowing out a birthday cake. An additional strategy is “take five respiration,” where one hand is prolonged like a star while the reverse finger traces up and down the fingers, coinciding with deep breaths. Normally exercise this even though calm as a means of remembering it when stressed.

    3. Stimulate Crucial Pondering

    To have interaction in trouble-fixing and self-recognition, persuade wondering about the “size of the problem.” Youngsters find out that their reactions should ideally match the severity of the issue as opposed to acquiring trapped focusing on the negative feelings involved with it.

    4. Emphasize Workflow

    To aid with focus and function completion, supply motor breaks and set ambitions on how significantly perform should be finished in a supplied time. Motivate the use of self-discuss to get the job done by the techniques of a trouble and designate specific workspaces devoid of distractions.

    5. Examine in Day-to-day

    Look at in with small children day by day to build their emotional vocabulary. Have them reply in an “I-statement” form, stating how they feel and why.

    6. Emphasize a Guidance Process

    Advocate to little ones that you are there for them often, regardless of problems and frustrations. Inform them that it is a discovering method and it is crucial to continue to keep seeking even when our thoughts improve and we don’t truly feel 100{fe463f59fb70c5c01486843be1d66c13e664ed3ae921464fa884afebcc0ffe6c}.

    Optimistically, all kids are able of making resilience. They choose their emotional cues, from reframing unfavorable ideas to displaying empathy and admitting wrongdoing, from the folks all-around them. It is a two-fold obligation that adults within just the property and university environments collaborate in, endorsing a culture-huge exertion of beneficial youth psychological wellbeing. It is time to beat the damaging connotations encompassing mental overall health and give little ones the assist, assets and constructive part types when wanted.

    Priya Deonarine

    Priya D. Deonarine, M.S, NCSP, is the quintessential Pisces who has been radically shaped by her experiences and thoughts. She believes in forming deep interactions and neighborhood, advocating for a variety of societal leads to, and constantly learning about identification. An avid lover of all points escapism from splendor to badminton, Priya realized from a younger age that she wished to support other folks. Service swiftly grew to become the fantastic medium to learn additional about herself. Now, she is a university psychologist functioning in an urban elementary school and is passionate about parts connected to general public coverage, equality, and mental overall health.

  • Tired of seeing barriers disrupt mental health support for students, this district redesigned its process

    Tired of seeing barriers disrupt mental health support for students, this district redesigned its process


    By Rupen Fofaria, EdNC

    Lauren Cappola knew she was sounding repetitive, but she felt compelled to ask the same question of her colleagues everywhere she went across the state: How are you connecting children with the mental health services they need?

    As director of counseling services for Harnett County Schools, and a former counselor herself, she saw that the need for mental health services was clear — but so, too, were many barriers. Services outside the schools aren’t widely available in her area, and many school families lack transportation or insurance.

    “I kept hearing the same thing,” she said. “We found a lot of people contracted outside services, which is a roadblock for us because there’s not a lot of agencies to contract with, and then you have to stay in a certain catchment area.”

    Contracting with outside providers has worked in other places, such as Transylvania County. But Harnett is larger, with businesses and residences spread out. The school system didn’t have a lot of success with this model, Cappola said.

    One day, she spoke with a colleague from neighboring Lee County, which had built a system-wide team within its central office that could provide those outside services inside school buildings. 

    “She was so excited,” said Jermaine White, the district’s assistant superintendent for student services, “and I thought, why can’t we try it. It just took an idea, we put some action behind it, and this is where we are now.”

    The result is a five-person mental health support team that works directly with students in schools to provide mental health services that just two years ago lay outside their grasp. Student referrals, student treatment, and teacher knowledge have all gone up, White said, and the district continues to improve on this idea — most recently adding an art therapist to the mix.

    First step: Navigating funding and personnel issues

    The program began with the 2019-20 school year — just before the COVID-19 pandemic. At that time, the most visible roadblocks involved staffing and getting students to their referrals.

    “There would be so many mental health needs of our students, but then there wouldn’t be enough therapists or any appropriate referrals for them,” said Jessalyn Pedone, the first mental health support specialist on the team. “So there were a ton of kids that just weren’t getting the service they needed.”

    Some exhibited behavior issues at school. Others started isolating. Some stopped showing up for school at all.

    “We were all working overtime trying to really help them and support them as best we could,” Pedone said. “But I think that, unfortunately, there was only so much we [could] do.”

    When the district decided to build an in-house team, two issues arose: finding the personnel and paying for them.

    White had to get creative with the budget. He didn’t want to build a new team with grant money because he worried about sustaining it. Instead, he found vacancies the district didn’t need to fill, and he reallocated those dollars for the mental health support team.

    When the district asked Pedone to join the team for the 2019-20 school year, she jumped at the chance. As a social worker, she was trained and licensed to offer one-on-one therapy and trauma support. But ethics rules prevent school social workers from offering all their capabilities to students.

    Following the model from Lee County, though, when Harnett County Schools established the team it restructured Pedone’s social worker role as mental health specialist, allowing her to provide all of the services for which she is certified.

    Finding talent outside the county

    As Pedone and a former district staffer began the project, Cappola and White worked on expanding the team.

    Statewide, public schools are below national recommended ratios for social workers, counselors, and psychologists in schools. Part of the problem, historically, is lack of funding. Another part, White said, is finding local talent.

    The district hired Christi Lowe from a district in Virginia and Jenae Cox from a mental health agency that served Orange County Schools. Initially, the district hired Lowe and Cox as social workers. Neither knew about the program when they were hired. 

    But Lowe was already feeling hamstrung by the ethics rules, and Cox was feeling sick over the number of students she was signing up at her outside agency who still weren’t receiving treatment.

    “You see the need every day, and for me, I’m like, I know I can do it — but I can’t,” Lowe said. “So this was just so exciting to be able to join the team, and be able to do it.”

    Cox added: “I was one of those outsourced therapists that was school-based, so our goal was more getting bodies rather than actually helping. Having the clients and making sure you have that huge caseload, but being unable to actually be effective, I just needed something different. They gave me a chance here. Thank God.”

    Last year, Lowe and Cox joined Pedone to form the specialists team, with Heather Baumhauer providing mental health support, and Amanda Sambets serving as a facilitator. They’re all stationed at different base schools, with the three specialists splitting the county into thirds and the others floating. Each specialist serves seven to nine schools.

    What services look like

    Social workers and counselors identify students who may need services, making referrals to the mental health support team once a parent consents to treatment. Then the team, which includes the behavioral support lead, decides at its Friday meeting whether it will take the case. 

    Approval criteria for the program include such things as access and capability. If students, for example, have insurance to cover treatment and transportation to get to it, they might be good candidates to refer out. The district also refers out students whose needs fall outside the team’s scope of practice.

    “But if a student isn’t approved for the process, that doesn’t mean we’re just going to kind of let them go to the wayside,” Pedone said. “We are very comprehensive, and so we want to make sure that we’re giving them whatever referrals are needed, helping them get to where they need to go.”

    When the team decides to take a case, the specialists find appropriate times — outside of core courses — to meet with the student at school or via video conferencing. It simplifies things for families.

    “Some parents would take off half days or whole days to make it work right, and so kids are missing a lot of instruction if they went to a weekly therapy appointment,” Cappola said. “Now we can provide that, and then they get right back to class.”

    Teachers also get more interaction with specialists, helping build relationships. That rapport has helped create buy-in when specialists offer training, White said.

    “I think when you sit around and listen to every one of our people talk, there’s a passion behind it which makes the difference,” he said. “You can’t not have the passion and do this right, because it’s going to become mundane and you’re not really going to put the effort into it.”

    Adding art therapy, and who knows what next

    White hired Sambets before the school year, getting her from the Wake County Public School System, where she taught exceptional children. Before moving to North Carolina, though, Sambets lived in New York, where she became licensed as an art therapist.

    You hear a lot about art as therapy, or music as therapy. “Art therapy” is something different. It’s a clinical evaluation and treatment of students through art projects. Sambets connects with kids while they draw, putting color and shapes on a canvas while pulling stories and thoughts and feelings from their heads.

    he support team says art therapy has been an added layer of support and, particularly for younger students who may not have the language for what’s happening to them, has provided a unique service.

    Sambets watches carefully as a student draws, noting things like the sharpness of peaks in the triangular shapes and the overuse of straight edges. All of it tells her something about what’s going on in the child’s mind.

    “And then from there, I can come up with a treatment plan,” she said. “Things will come out and I can say, OK, this is what we need to work on.”

    Sambets also leads group activities. Last month, for instance, she partnered with one of the family engagement specialists to lead a grief group activity for students at one of the district’s dual language immersion schools during Hispanic Heritage Month. She helped students create an el duende painting. El duende means a heightened state of emotion, and the process usually means layering paint on a single canvas over a six-week period. These students worked on the art for two weeks.

    North Carolina doesn’t yet recognize art therapy as a licensed profession, but the mental health support team has found ways to use Sambets’ skills in multiple ways to help students.

    “So [the specialists] created a partnership where a student might be referred and then they go through a process where we staff [the student],” Cappola said. “We talk about their needs and their interests and things that may work for them, and then she works with one of these three ladies to integrate the therapeutic art services.”

    Changing attitudes toward mental health support

    White likes to talk about the many layers to the new project, but one he keeps coming back to is the foundational piece of weaving mental health supports into everything the district does.

    “Sometimes people, left to their own devices, think that if they give a worksheet or give a talk about it, that that’s enough to address mental health,” he said. “Well, there are so many different things that we can do as a school system to improve people’s attitudes towards getting [students and teachers] assistance that they need. And that was missing here.”

    Now, with outside service capabilities brought in-house, layered on top of what social workers and counselors provide, more students are actually receiving services, Cappola said. Plus, teachers are getting consistent consultation and training on best practices. 

    “I think the beautiful part about it is, as we’ve gone through this process and people are kind of catching on to this being a component of our school district, they’re less fearful to ask questions when they don’t know,” White said. “What’s been outstanding about this is that I start hearing people use more of that technical terminology and it’s clearly because they’ve been communicating with the people who do this, and they’re getting an understanding and want to know more about how to help these kids.”

    The program’s success has White and Cappola thinking growth — again.

    “Our vision is for us to have three times as many of our mental health support specialists to serve our district,” Cappola said. “We want to grow this. We want this to be desirable for qualified clinicians to reach out and say, ‘Hey, I want to come and I want to work here and I want to be part of this because it is amazing.’”

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  • As several Washington colleges go remote again, expert offers tips on how to support students’ mental health

    As several Washington colleges go remote again, expert offers tips on how to support students’ mental health

    As the omicron variant surges and better education institutions across Washington regulate programs — the College of Washington, Bellevue School and Seattle College have all announced intentions to get started wintertime courses remotely or delay the start off of in-human being classes —— Meghann Gerber is pondering a ton about the “here we go again” experience which is instantly descending on university communities. 

    That “feeling is pretty much like a memory of how tricky it was to begin with,” when campuses shut, stated Gerber, a clinical psychologist in Seattle and former head of a mental overall health clinic at the UW. “As educators, as moms and dads, as mates and learners themselves, the only thing we can do is say, ‘Yeah, which is proper, this is completely difficult.’”

    Gerber, who still left the UW in 2020 to commence creating a psychological health nonprofit that’s not yet up and working, spoke with The Seattle Times this week about how educational establishments, dad and mom and beloved kinds can assistance college pupils during this following period of the pandemic.

    This discussion was evenly edited for length and clarity.

    Some learners are sensation a sense of déjà vu as they begin a different quarter or semester remotely. Lots of try to remember the sensation of misplaced social link that accompanied lockdown early in the pandemic. What would you notify students who are anxious or concerned about returning to distant mastering?

    Nervousness in response to this advancement is completely regular. And also, that doesn’t automatically make it simpler or make it go absent. 

    There are a good deal of things about what we’ve also figured out from this working experience about what is effective and what does not function. A great deal of these early times of the pandemic were just executing demo and error.  

    For case in point, if you [are learning remotely and] can enjoy the lecture at any time, what is the best time of working day for you to take in information and facts? It may well not be when that course is scheduled. For pupils with understanding disabilities or ADHD, that can be a recreation changer to be in a position to entry their academic components in both a time and location that’s extra supportive to their discovering. 

    What have we learned about how professors and other academic staff members can remotely guidance students who they detect are having difficulties emotionally? 

    I’m contemplating of some of the procedures I discovered from workplaces. Mainly because it is so a lot more difficult to get a perception of the place people are at mentally and emotionally, [some workplaces have] started devoting the first 10 to 15 minutes of a staff conference to just examining in with people today. How are we executing, where by are we at? I generally assume of how professors or teaching assistants or even directors [could] do much more to build in an acknowledgment that students have psychological life. Whether that be producing a lot more area for smaller team conversations, or [conversations in] breakout rooms.

    Several many years in the past there was a genuinely profound detail a [professor did]. They place a include sheet on an test, and the address sheet just explained, “Before you get started this exam, I want you to pause, get a deep breath and remind you that you are not your grade.” It was these a small intervention. But it had a profound effect on these students. I assume about things like that. Even just school acknowledging what college students might be heading by way of, or making spaces to just look at in with each individual other [can make a difference]. 

    Learners and educational staff experienced a minute of normalcy as courses went in person during the tumble semester. They could be sensation whiplash correct now. 

    A person concern I’ve had is as constraints start out to relieve and we have much more things obtainable in human being, there could be a perception that [you can] snap your fingers, and go back to business as normal. What we know about how mental overall health works, and how individuals endure definitely difficult circumstances, is although things are unpredictable, you are just holding it together. You go into survival manner.

    A surge of psychological well being problems could possibly occur following the surge of COVID scenarios. I consider that’s seriously essential for men and women who do the job with college students, and assist college students, to preserve in mind. And it is important for learners themselves to retain in brain.

    With the rise in omicron cases in Washington, some college students are all over again panicking about catching the coronavirus. What coping techniques would you counsel?

    There is this balancing act we’re asking ourselves to do: how can we be knowledgeable and aware that this is serious, although also not obtaining mired in the hazard so that we’re not able to entry other elements of our lifetime that would actually help us be resilient. It’s tremendous important during situations that are scary, [that are] large anxiety, that are complicated us in multiple domains, to make time for pleasurable activities. And be tremendous intentional about supplying you time for recuperation and restoration.

    What signals or risk components must mom and dad or buddies search out for if they’re anxious about a cherished one’s very well-becoming or basic safety? 

    This is a problem I absolutely received a lot in pre-pandemic periods, as well. When you see a marked alter in someone’s actions, that is most likely the greatest indicator a thing is likely on with them. If an individual is withdrawing, if their effectiveness tanks, something’s likely on. Lean in. Locate out how you can assist assist [them]. The most valuable instrument we have is a line of communication. 

    It is tough to discover a therapist ideal now, no make a difference who you are. What assets would you suggest for higher education learners who are battling to locate professional assistance?

    Peer guidance methods may be an simpler inquire than specialist means. There are a good deal of distinct peer support applications at diverse institutions. They are likely to be run either as a result of the health and fitness middle or overall health advertising place of work. 

    If you do have a friend or somebody near to you who you do feel cozy conversing to, sometimes that is a good individual to assistance enlist to consider some of all those steps that are really challenging to do when you’re having difficulties. If you are super frustrated and a person gives you a record of 20 therapists to get in touch with and see if anyone has an opening, which is a completely unrealistic matter (to complete). But which is a definitely concrete job that someone who cares about you, who wants you to get related, could enable you do. 

    More psychological wellness methods for college or university pupils in Washington:

    Getting issues discovering a therapist in the Seattle location? In this article are some tips

    Hitting roadblocks when on the lookout for a therapist? Listed here are some further choices

    Mapping mental overall health treatment in Washington: A look at how the method operates, and its gaps

    Seattle-region youth created this manual to hook up teenagers to multicultural psychological health and fitness care