Day 1 :
The Military College of South Carolina, South Carolina
Keynote: Exploring medical and educational systems and their impacts on mental health diagnosis and treatment
Time : 10:00-10:40
Recent work focusing on the importance of neuroscience as it relates to educational principles has brought into light significant organizational and systems-based problems that impact the application of these prinicples among high school and college age students. These challenges, coupled with the ever increasing time demands and financial needs of health care providers in the United States has created an environment where schools are not adequately equipped to address mental health concerns and providers are limited in the time and resources available to treat in the office. Subsequently, ever increasing numbers of school aged children are being prescribed medications to treat symptoms that may be an artifact of the structure of the school day and the structure of the health care systems in the United States.
This poster presentation seeks to present the argument of the need to address the aforementioned concerns, especially in light of the ever increasing mental health difficulties facing high school and college age children in the United States. It will also compare and contrast the systems in place in Canada and the United States to demonstrate strengths and weaknesses. Emphasis will be placed on diagnoses of ADHD, Anxiety, and Depression among high school and college aged students. This presentation will attempt to assimilite work from the Fulbright experience and subsequent related clinical experiences.
International Association for the Study of Game Addictions (IASGA), Switzerland
Keynote: Internet gaming disorder and gambling disorder: Clinical and neurobiological correlates, general comorbid mental disorders and negative social consequences
Time : 10:40-11:20
Dr.Tetiana Zinchenko, the president of the International association for the study of game addictions (IASGA)/Switzerland, PhD, psychotherapist, psychologist, rehabilitologist, practicing doctor in private practice. Practical experience of 20 years in psychiatry, psychotherapy, psychological counseling. Experience in specialized clinics. Last 10 years in private practice and public organizations. Over the last 5 years, I have been specializing in group and individual psychotherapy and rehabilitation of people with various behavioural addictions.
Regardless of the fact that that both disorders are behavioral addictions based on gaming activity with constant involvement in the game, regardless of the adverse effects, loss of control and the presence of a traction state prior to involvement in the game in the absence of use of substances (psychoactive substances), there are only a few TRANS-sectional studies. In this work, the analysis of both existing transactional studies and specific for each disorder is carried out. Also was taken into account own clinical experience with gambling disorder (GD) and Internet gaming disorder (IGD) patients.
The search for studies was conducted using the following databases:
Scopus, PsycINFO, Science Direct, PsycARTICLES, PubMED, Wiley Online Library, ProQuest Dissertation and Theses Academic Search full и Google Scholar.
As a result, clinical, neurobiological and social correlates common to GD and IGD were determined. High impulsivity and compulsivity (intense attraction to the game) especially prevailed cognitive component: reflections, memories and fantasies about the game in its absence in the form of bright three-dimensional scenes and images. The dominance of the pathological need for a game, which replaced even the basic physiological needs. Emotional disturbances during the game - emotional excitement, euphoria when you turn on the game, dysphoria, anxiety, irritability when at abandonment from a game. High level of distress, sleep disorders. Presence of altered states of consciousness in most players 92% with impaired perception of time, self-identification, memory of events during the game, affective narrowing of consciousness. It was also noted conflicts and avoidance of communication, reduction of empathy, lying and manipulation in relationships. Narrowing the circle of communication and interests, with the replacement of contacts on the gaming society, social maladaptation. General comorbid psychopathology in the form of anxiety disorder with panic attacks, depression, suicidal thoughts, and other addictions, personality disorders was revealed. Many similarities have been found between GD and IGD, and in-depth large-scale transactional studies of these behavioral addictions are needed, which may lead to an understanding of the general mechanisms of their pathogenesis and help in the development of effective methods of treatment and rehabilitation.
- Stress, Anxiety and Depression | Human Resilience | Addiction and Mental Health | Mental Health Awareness | Womens Mental Health | Clinical Psychology
Location: Rome, Italy
Coventry University, UK
Dr Diane Phimister
Diane is the lead for mental health at Coventry University and is a Registered Mental Health Nurse with over 30 years’ experience of working both in the community as a Community Psychiatric Nurse and previously, as an Associate Head of School in the Faculty of Life Sciences at Coventry University.
Diane is leading the implementation of the Mental Health Policy for the group; manages the Mental Health and Wellbeing Zone team and also leads the Mental Health First Aid (MHFA) Team. Her work as the Associate Head of School for student experience enabled and empowered Diane to support colleagues in developing their skills and encouraged and supported innovation and creativity in teaching practice. Additionally, this post supported Diane’s enthusiasm and commitment to taking a student centric approach; she firmly believes that if we are to produce happy, healthy ambassadors for the university we need to ensure students receive an all-round positive experience supported by content, enthusiastic and committed staff. As such she is actively involved in attempting to address the mental health needs of students as a young population coping with the challenges of Higher Education and has trained in all aspects of MHFA to further this.
Annette is a physiotherpaist by profession and a Mental Health First Aider and Instructor with over 600 hours of course delivery experience. Annette has enjoyed a long career in clinical and academic Physiotherapy holding many positions in which her Mental Health First Aid skills were useful to staff and students alike, both for the UK and International Coventry University community. Having had extensive experience of working with people with physical health injuries, illnesses and disabilities, she appreciates the effects these have on people’s mental health and wellbeing. With more than 3 decades of experience working with students as their personal tutor, their academic tutor, their clinical mentor and admissions tutor, Annette has expertise in assisting students through difficult and challenging episodes in their entire university careers. She is passionate about developing the whole university approach to Mental Health, and the large range of initiatives that emanate from the Coventry University Group Mental Health and Wellbeing Policy for all.
The number of first-year students arriving at university who report a mental health condition is now five times what it was 10 years ago. There’s also been a trebling in the number of students dropping out of university with mental health problems (Bewick and Stallman 2018). In addition, there are growing concerns about the mental health and well-being of academic staff with some studies quoting as high as 55% of academics experiencing symptoms including depression, sleeping problems and cognitive impairment (Grove 2018). Worryingly, the number of suicide deaths among UK students have also risen by 56% from 2007 to 2016. In the 12 month period ending July 2017, the Office for National Statistics (ONS) recorded 95 student suicides, with students now being at increased risk of suicide compared to young adults in the general population. University staff are best placed to support students experiencing mental health issues and therefore need to be adequately equipped to respond to them effectively (McAllister et al. 2014).
At Coventry University we recognise the challenges that both staff and students are experiencing in managing well-being and mental health and the impact this has had on the individual. Our aspiration therefore is to work together to develop a culture in which we focus upon peoples strengths, offer effective and accessible support and facilitate the integration and embedding of staff and student mental wellbeing across the institution. In order to take a sustained and considered approach to this issue we have developed a mental health strategy which underpins all our work in this area. The development of the strategy had some significant highlights and also some equally significant low lights. This paper will share learning from that activity and provide a platform for other institutions to begin to build their own strategy.
Imagine Inclusion, UK
Hermione Aston has her expertise in promoting mental health in learning and social settings, with passion for improving wellbeing and inclusion in communities. Hermione’s ecological approach to mental-health promotion emerged from social constructionist grounded theory to reflect the views and opinions of young-people. This research has been used to develop a Mental Health Charter for Schools and Care Settings, which comprise of self-audit tools to develop action plans for creating more mentally healthy organisations. Hermione is a practicing psychologist, trainee Integrative Art Psychotherapist and works with children, families and organisations to empower people to have a voice, be included and develop emotional wealth at a variety of levels.
There are recognitions that mental-health problems are increasing in society, with considerable increase in psychosocial disorders of young-people being reported in nearly all developed countries particularly in relation to suicide, depression, substance use, addictive and offending behaviour. Vulnerable groups of young-people more likely to experience mental-ill-health compared to general populations are those with an identified learning disability; within the youth justice system; in custody; experiencing a chronic/serious illness; teenage-mothers; from various ethnic groups; in local authority care or residential care. The purpose of this research is to explore what adolescents imagine schools would be like if they were promoting mental-health. The rationale is embedded in concerns about adolescent vulnerability depicted in high incidence rates and associated mental-ill-health in teenage populations. Schools are considered places that have a significant influence on the development of young-people and are considered good settings for promoting mental health. A flexible design, using self-contained focus group methodology explores views of 26 adolescents (81%) male, (19%) female: from a variety of cultural backgrounds and vulnerable groups. A funnel-approach structured the five focus groups, each consisting of between three-eight adolescents (12-19 years). An interpretive paradigm is used within this research from social constructionist conjectures. A Constructivist Grounded Theory analysis saw the emergence of ten categories and three overarching conceptual elements as important factors to promote mental health in learning settings, generating the Ecological Model for Mental Health Promotion in Learning Communities using a systems approach. Conclusion and Significance of the research is that in order for schools to promote mental health, society and school communities need to provide active listening cultures and an inclusive ethos to embrace mental health promotion at a variety of levels. A need arises for adults to have knowledge and understanding of adolescent identity; development; and the importance of relationships reflected in attachment theory. The Ecological Model for Mental Health Promotion identifies factors at differing levels that can explain general development of mental health outcomes. The considerations of system interactions, contextual factors and environment interaction also places support in a social context.
American InterContinental University, USA
Michael K. Jackson is a Caribbean American inspirational keynote speaker, author, and emotional resilience & well-being strategist. He has over two decades of business and government leadership experience. Over the last decade, he has conducted hundreds of presentations and trained and coached thousands of entrepreneurs, business owners and leaders from the U.S. and around the globe.
Michael has overcome significant challenges in his personal and professional life (including the sudden loss of his father when his home island of St. Thomas was struck by two back-to-back Category 5 hurricanes) that have prepared him to guide leaders along their success journey.
Michael holds the ATD Master Trainer and NASBITE Certified Global Business Professional (CGBP) credentials. He has MBA in International Business and a B.S. in Government & Politics/ International Relations. He is a husband, a proud father of 4 girls and a veteran of the U.S. Air Force.
After experiencing Michael’s signature message, “Build Back Stronger: The Power of a P.L.A.N. in the Face of Adversity“, audiences learn a proven 4-step “hurricane-proof” process to overcome obstacles in all aspects of their life, whether they are the result of a traumatic experience or every day stress. Participants walk away with specific tips, tools and techniques to build their emotional resilience and well-being, resulting in reduced stress and increased profits, productivity and peace of mind for them and their organizations.
University of Manchester, UK Coventry University, UK
Joshua Bluteau is a Lecturer at the University of Manchester in the UK. He completed his PhD in Social Anthropology in 2018 at the University of St Andrews, following a period of fieldwork in London and online with Instagram. His research interests include the anthropology of digital worlds, notions of self, gender, masculinity and clothing. He is currently preparing a monograph, which anthropologically explores bespoke tailors in London and their Instagram followers.
Patricia Bluteau is an Interim Associate Dean in the Faculty of Life Sciences at Coventry University in the UK. Patricia is a mental health nurse, counsellor, psychotherapist and academic. Her research interests include mental health and wellbeing, interprofessional education and integrated care and engaging with quality processes in higher education
The safety of new technologies are always interrogated in the media upon release, with predictions being made as to their long term effects and impact upon the mental health and wellbeing of users. However, the long term impacts are often unpredictable and difficult to plan for. This paper will draw on the combined experience of the co-authors to highlight the dangers of digital addiction, looking beyond online gambling and into the worlds of gaming, social media and augmented reality. Whether it is the pressure of posting, the time-consuming nature of inhabiting the digital world, the impact of likes, or the purchasing of loot boxes, digital addiction can come in a wide variety of guises which are barely understood and even less accepted. After all, aren’t these online worlds just a game? Or a way to chat online? With suicide being one of the biggest killers for men under 50 and addiction being statistically more prevalent in men, this paper questions the role of the digital world in happiness, wellbeing and asks whether it is gendered.
Sally Parkes and Jane Toms are both Assistant Professors in physiotherapy and Dr Joanne Opie is an Associate Professor and professional lead in physiotherapy at Coventry University. Sally specialised in physiotherapy in elderly care, Jane in respiratory care and Joanne in paediatric physiotherapy. Sally and Jane are both trained Mental Health First Aid trainers and Joanne has an interest in empathy and resilience amongst physiotherapists. We have worked together to build elements of the curriculum aimed at enhancing student resilience and experience.
Emotional vulnerability is seen in physiotherapy students (Walsh et al 2010) and in newly qualified HCPs (McCann et al 2013). Klappa et al (2015) note that compassion fatigue is identified internationally within the physiotherapy profession. The development of emotional resilience (ER) and coping strategies are advocated as a means of mitigating against stress levels, compassion fatigue and burnout amongst HCPs (McAllister and McKinnon 2008, Klappa et al 2015 and McCann et al 2013). The teaching of ER was introduced in to the BSc Physiotherapy curriculum at Coventry University in 2014.
Aim: To explore whether students perceived value in receiving ER training within the curriculum. Method: Using a qualitative approach, a purposeful sample of six final year physiotherapy undergraduate students were recruited. A focus group was conducted, data recorded, transcribed and thematic analysis was utilised. Findings: Three overarching themes were identified. Theme 1: ‘clinical challenges’ with sub themes; ‘internal pressures’ and ‘external influences’. Theme 2: ‘building resilience’ with sub themes ‘university teaching’ and ‘ongoing development’. Theme 3: ‘learning to care’ with sub themes ‘caring for self’ and ‘caring for others’. Conclusion: Students described how the teaching they received on ER helped them with the challenges of clinical practice. Particular value was given to the recogonition of their need to develop these skills and to a perceived permission to look after themselves and the development of self-compassion. Limitations: A small sample size and potential for bias through student self selection during the recruitment process.
Stephen is a Registered Dietitian specialising in Gastroenterology and patient centred holistic care. Stephen is currently an Associate Professor in Quality and Curriculum Review and Lead for Interprofessional Education at Coventry University. Stephen is part of the Mental Health First Aid Instructor team delivering a variety of courses across the University and externally. Stephen is passionate about providing students with the competence and confidence to put the skills learnt across the Collaborative Curriculum into practice on their clinical placements. Stephen is currently undertaking a PhD focusing on spirituality competencies in Dietetic Education.
Patricia Bluteau is an Interim Associate Dean in the Faculty of Life Sciences at Coventry University in the UK. Patricia is a mental health nurse and academic. Her research interests include mental health and wellbeing, interprofessional education and integrated care and engaging with quality processes in higher education.
Diane is the lead for mental health at Coventry University and is a Registered Mental Health Nurse with over 30 years’ experience of working both in the community as a Community Psychiatric Nurse and previously, as an Associate Head of School in the Faculty of Life Sciences at Coventry University. Diane is leading the implementation of the Mental Health Policy for the group; manages the Mental Health and Wellbeing Zone team and leads the Mental Health First Aid (MHFA) Team. ‘It’s okay to not be okay’ is her mantra!
LEGO® is often used as an exploratory tool, utilised in teaching where it can facilitate deep learning through interactive activities, which enhance student-learning experience (Frick et al. 2013). Drawing on the growing evidence base around LEGO® SERIOUS PLAY® methodology (McCusker 2014) and previous experience of offering workshops based on the principals of LEGO® A-GO-GO (Richards et al. 2017) this paper aims to challenge traditional support mechanisms and promote a new innovative method of communication. The paper aims to display how the use of LEGO® can empower individuals to discuss difficult or challenging thoughts or emotions in a safe non-threatening way. The papers findings are based on workshop experiences that have been met with positive evaluation from participants (Garvey 2018).
Drawing on the experience of utilising the use of LEGO® to create a protocol for engendering wellbeing in individuals. The proposed protocol aims to provide the building blocks to successfully running a workshop using LEGO® as conduit to stimulate discussion and increase confidence in articulating a participants own experiences of wellbeing in a safe non-threatening environment. The paper aim to provide advice and guidance to support other institutions to take on board this innovative approach.
St. Catherine University, USA University of California, USA
Dr. Angela Ekwonye is an Assistant Professor in the Department of Public Health at St. Catherine University, St. Paul, Minnesota, USA, and a member of the congregation of the Daughters of Mary, Mother of Mercy. She has over 19 years’ teaching experience at different educational levels. Her research explores the role of spirituality in the mental and physical health of different population groups. Dr. Ekwonye engages adolescents, college students, older adults, and groups of Nigerian Catholic immigrant sisters in her research to understand the role of spirituality in their overall wellbeing. She recently developed a tool for measuring college women’s spirituality. She has published research works in the area of spirituality and mental health. This presentation is a follow up of her previously published work on the effect of a spiritual retreat on perceived stress of Nigerian Catholic immigrant sisters in the USA.
Ngozi Nwosisi is a fifth-year doctoral student of public health (Global health track), at the University of California, Irvine. In 2015, she earned her Master of Public Health degree from Texas A&M University in College Station, Texas. She has nearly 5 years’ experience as a teaching assistant, leading introductory- and intermediate-level public health courses. Her substantive research areas are broadly at the intersection of chronic disease and behavioral health; psychosocial determinants of health; and technology-aided health delivery and improvement in vulnerable populations. Her dissertation research is on understanding smoking cessation challenges among people living with HIV (PLWH). At various conferences, she has presented her research using quantitative methods on national survey data, evaluating psychosocial determinants of health among immigrants; tobacco use and mental health among PLWH; and suicide risk among youths in the U. S. Ngozi has been a member of the American Public Health Association since 2014.
Context: Most research work on stress and spirituality has pointed to the importance of spirituality in coping with stressful, adverse, and even life-threatening circumstances, especially among individuals of immigrant backgrounds. Limited studies exist about how negative life events (NLEs) influence spirituality, particularly that of the Nigerian Catholic sisters living in the United States.
Methods: In 2018, interviews were conducted in New York with Nigerian Catholic Sisters to explore how NLEs influence their spirituality. Twenty sisters who have lived in the United States for 2-25 years were interviewed. A coding scheme was developed using the grounded theory. Key themes were identified and examined by participants’ year of profession, length of stay in the USA, employment type, and educational level.
Results: Content analysis of twenty transcripts generated four significant themes. The themes followed a specific pattern of dealing with a difficult life situation, beginning with 1) the basic instant internal reactions to the stressor such as crying, feeling shocked, and alone. 2) Movement from self-absorption toward an expanded view of life through reframing the NLE using spiritual approaches. 3) Outcomes of the process which include, a deeper relationship with God, a positive outlook on life, and a strong sense of meaning in life.
Conclusion: While the impact of spirituality on stress is known, we discovered that the state of one’s mental health as affected by an NLE also influences one’s spirituality.
Mental Health Policy Implication: This research highlights the need for spirituality to be integrated into clinical practice to improve the mental and emotional health of individuals.
St. John of God Hospital, Italy
Raffaele Pilla, Pharm.D., Ph.D., Doctor Europaeus, received his Master’s degree in Pharmacy at G. d’Annunzio University in Chieti-Pescara, Italy in 2005, where he also served internships at the Cell Physiology Laboratory and Molecular Biology Laboratory. Prior, he was an Erasmus Student at Faculté de Pharmacie de Reims in Reims, France. He received his Doctor Europaeus in 2010 from Pitié-Salpétrière Institute in Paris, France. Also in 2010, he received his Ph.D. in Biochemistry, Physiology, and Pathology of Muscle at G. d’Annunzio University in Chieti-Pescara, Italy. He was hired as a Postdoctoral Scholar in the Department of Pharmacology and Physiology at the University of South Florida in Tampa, on two research grants funded by the Office of Naval Research (US Navy) and Divers’ Alert Network. He has written and lectured widely worldwide. He has been involved in ongoing research at the University of South Florida with the use of ketone esters
It has been recently shown that nutritional ketosis is effective against seizure disorders and various acute/chronic neurological disorders. Physiologically, glucose is the primary metabolic fuel for cells. However, many neurodegenerative disorders have been associated with impaired glucose transport/metabolism and with mitochondrial dysfunction, such as Alzheimer’s/Parkinson’s disease, general seizure disorders, and traumatic brain injury. Ketone bodies and tricarboxylic acid cycle intermediates represent alternative fuels for the brain and can bypass the rate- limiting steps associated with impaired neuronal glucose metabolism. Therefore, therapeutic ketosis can be considered as a metabolic therapy by providing alternative energy substrates. It has been estimated that the brain derives over 60% of its total energy from ketones when glucose availability is limited. In fact, after prolonged periods of fasting or ketogenic diet (KD), the body utilizes energy obtained from free fatty acids (FFAs) released from adipose tissue. Because the brain is unable to derive significant energy from FFAs, hepatic ketogenesis converts FFAs into ketone bodies-hydroxybutyrate (BHB) and acetoacetate (AcAc)-while a percentage of AcAc spontaneously decarboxylates to acetone. Large quantities of ketone bodies accumulate in the blood through this mechanism. This represents a state of normal physiological ketosis and can be therapeutic. Ketone bodies are transported across the blood-brain barrier by monocarboxylic acid transporters to fuel brain function. Starvation or nutritional ketosis is an essential survival mechanism that ensures metabolic flexibility during prolonged fasting or lack of carbohydrate ingestion. Therapeutic ketosis leads to metabolic adaptations that may improve brain metabolism, restore mitochondrial ATP production, decrease reactive oxygen species production, reduce inflammation, and increase neurotrophic factors’ function. It has been shown that KD mimics the effects of fasting and the lack of glucose/insulin signaling, promoting a metabolic shift towards fatty acid utilization. In this work, the author reports a number of successful case reports treated through metabolic ketosis.