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Education

Passion Through Lived Experience: Krystal’s Journey to Her MSW

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A few months ago, I had the pleasure of speaking with Krystal Reddick who is a blogger, a social work student, and overall someone with so much passion and drive. At the age of 23, Krystal was diagnosed with Bipolar Disorder during her Master’s in Education grad program.

Ten years later, through her own self-discovery and recovery towards mental wellness, Krystal has decided to pursue a career in social work. Having lived experience and the professional background gives her a unique outlook on the field, and she plans on continuing to share her story in order to help others along the way.

Prevailing research states 1 in every 4 individuals suffer from a mental illness which equates to approximately 61.5 million people in the United States. Also, current research tells us that 50 percent of all chronic mental illness begins by age 14, and 75 percent of all chronic mental illness will manifest by age 24. – Social Work Helper

In the spirit of sharing her experiences, you can view our conversation below:

SWH: Being someone with lived experience and a working professional, what perspective do you bring to the field that differs from your peers who do not have lived experience with a mental illness?

Krystal:As someone with lived experience and an aspiring mental health professional, my perspective feels like a combination of an insider and an outsider. As an insider, I know what my personal experiences have been with my bipolar disorder; I’ve been manic, depressed, and stable. At the same time, once I finish graduate school and become a social worker, I’ll have to have a certain amount of distance and firm boundaries. I hope to be a social worker that can draw on my lived experience; I hope it makes me more understanding and compassionate and patient.

SWH: You stated that you sought out help at your school but it wasn’t helpful. How was that process for you? Did you feel comfortable asking for help? What about it didn’t make it helpful?

Krystal: While I was depressed in graduate school it took me weeks to get up the coverage to seek help from a college therapist. My energy levels were low, and I had practically no follow through. But I eventually made an appointment with a therapist on campus. The process wasn’t that helpful. And I understand why now, a few years removed from the experience.

The therapist recommended I seek outside care through my mother’s health insurance as the grad school’s system was swamped with students. At the time I thought he did not take me or my depression seriously. But I understand now that it was a resource issue. However, his response wasn’t helpful at the time and I never sought help again. It took all I had to come and see him. The only reason I got help was because a subsequent manic episode ended the depression, and I landed in the hospital.

At the time, I thought he did not take me or my depression seriously. But I understand now that it was a resource issue. However, his response wasn’t helpful at the time and I never sought help again. It took all I had to come and see him. The only reason I got help was because a subsequent manic episode ended the depression, and I landed in the hospital.

SWH: What made you have a career change from education to social work?

Krystal: I have been in the education field for 9 years. My own lived experience along with the experiences of a few of my family members coupled with my time as a high school English teacher, have all prompted me to switch careers from education to social work. As a teacher, I felt constrained in my attempts to work with the students. As a teacher, I had to focus on the academic side of things. But I found myself also concerned about my students as people, concerned about their social-emotional development and their development as human beings.

SWH: Can you tell us about the process you took when you had to take a leave from school? What was that like for you?

I experienced my first bout of depression while in my last year of graduate school for education. It was debilitating. I lost about 15 pounds. I didn’t sleep or eat or bathe. I barely left the house. And I avoided family and friends. However, a few months later I became manic. The mania was disruptive in ways that the depression was not. And resulted in a 3-week hospitalization during the spring semester of graduate school.

There was no way I was going to graduate on time, so I withdrew from school to focus on my health and recovery. I felt like a failure for having to “drop out.” All of my college friends were either still in law school or medical school, or were already in the workforce making good money. I felt like a bum in comparison. However, I’ve since learned that “comparison is the thief of joy.” I try not to compare myself or my journey to others. Life is a lot less stressful that way.

SWH: What would you say has been the most helpful in your recovery?

Krystal: I can’t pinpoint just one factor that has been helpful for my recovery. In fact, it has been a combination of medicine, therapy, my support system, and a solid sleep schedule that have helped me most. The medicine, if I take it regularly, keeps me stable and even-keeled. Therapy has been great because my therapist keeps me accountable to myself and the goals I’ve set for my life. Goals that have nothing to do with being diagnosed. He has tried hard to get me to live as normally as possible and not to be debilitated by a mental health label. Next, is my support system: my fiance, my family, and my friends. They all let me know if they see signs that an episode might be looming. They visit me in the hospital, they pray for me, and they love me

Next, is my support system: my fiance, my family, and my friends. They all let me know if they see signs that an episode might be looming. They visit me in the hospital, they pray for me, and they love me despite things I’ve done while manic that are not too nice. And lastly, a regular sleep schedule and good sleep hygiene are important to keep episodes at bay. I don’t sleep much during manic and depressive episodes. So trying to get as much sleep as possible, allows my brain to stay calm.

SWH: What advice would you give to other college students who find themselves struggling with their mental health?

Krystal: For other college students struggling with their mental health while in school, I’d encourage them to seek help. They do not have to go through this alone. I actually wrote an article for The Mighty about navigating mental health concerns while in college or grad school.

Check it out here: https://themighty.com/2016/08/how-to-navigate-college-or-grad-school-and-mental-illness/

Julia Cardoso is the Mental Health Staff Writer with a focus
on Anxiety Disorders. She is a graduate of Emmanuel College with a BA in Sociology and is on her second year MSW program at Simmons College. Julia is passionate about Mental Health and eliminating the stigma.

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Education

The Long Pathway: Journey to Understanding Mental Health

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Written by: Iman,  Introduction: Rosie, Billy, Anisah, and Fahim – Haverstock School Journalism Project

*Editor’s Note: UK Social Work Helper Staff Writer, Chey Heap, and myself worked with the Haverstock School Journalism Project to support budding young journalists in their pursuit to better understand mental health issues. The below work was written by an 11 year old student, and I am proud Social Work Helper was able to be apart of this effort. The article is a collection of interviews and collaboration with her classmates. They did an outstanding job of exploring and processing a complicated issue like mental health. – Deona Hooper MSW 

A recent survey stated that 20% of adolescents may experience a mental health problem in any given year. In the Journalism project, we choose the subjects we want to write articles on and because I personally had an experience that traumatised me when my brothers had been separated from me. It really felt like I had been deprived of the things that gave me the most pleasure, and it put me into a deep depression. No one could understand the way I felt.

If we had physical problems, people would have noticed, but the inner ones are not noticed. If you break your arm everyone knows, but there is a stigma attached to mental health problems.

I wanted to know about how psychologists and other professionals work and understand how they can help us so that young people who are experiencing mental issues will know they are not alone and can get help.

The article is titled ‘The Long Pathway’ because it takes a long time to train to become a helping professional and to research and understand different conditions, but it is also a long pathway to healing.

So, I decided to ask my classmates who have experience with mental health issues including depression and bereavement to help me with this project.

One person, we shall call him Stephen told me: His Nan had a very rare disease that messed with her head. It made her see things. “When we went to visit her she saw everybody but me! It made me feel sad and left out but no one knew how I felt”.

Another a girl called Sarah told me: “My Mum and my Nan were fighting and they stopped talking to each other and when I wanted to go out with my Nan my Mum wouldn’t let me that made me very upset and angry”.

I then wanted to know what it was like to train, work and research in the field of mental health.

Journey Through a Psychologist and her Trainees Eyes

Dr Gursharam Lotey, a young person’s clinical psychologist and Jasmeet Thandi a trainee clinical psychologist agreed to an interview at Camden Open Mind – an organisation that reaches out to young people and helps them deal with life situations including bereavement, bullying or educational issues. It gave us a unique insight into their work.

Jasmeet: I am constantly thinking about feelings. You are talking to someone you have never met before and you are asking:

“How do you feel?”

And it is probably a bit much. So we get beautiful Russian dolls, name each doll that we have made: happy doll, sad doll Yesterday, one girl put a sad doll inside a happy doll. So, on the surface, she seemed happy but on the inside, she was feeling a bit sad.

Q: Do you use your own experiences to connect with patients?

Gursharan: It is really important to be aware of your past to be able to connect with a young person

Jasmeet: A patient will tell you something and I think:

 ‘Ah I have experienced that…’

Q: How do you deal with the unexpected?

Gursharan: The best thing to do is to not panic and to just think why that person might be sharing something with you that might be a bit out of the ordinary; and to be able to hold this inside, even if you are thinking: Wow! This is not what I expected!

Q: Do you ever get scared of your patients?

Gursharan: Not scared as such… I worry about them but our aim is for them to go home and be safe.

Jasmeet: Not scared I worked on a unit where adolescents had committed crimes. Once you get to know someone you can really understand the context and why things have happened. Understanding them is really important.

Q: What challenges do you face in your work?

Gurshuram: If something really complex and serious is happening within a young person’s family and you have several families like that all on the same day it can be quite challenging to not think about it when you go home.

Gursharam and Jasmeet explained training to be a clinical psychologist was like embarking on a long pathway and it felt like we were given a fascinating peek into what that entails.

Thank you, Gursharan and Jasmeet. We think Camden Open Mind gives an invaluable service.

Journey Through a Psychology Lecturer’s Eyes

Tony Cline is a now a psychology lecturer and trains child psychologists. When Tony was twenty-one, he found himself in a room with a new computer, but this computer was gigantic. It took up a WHOLE room!  He punched information into cards and it would take three weeks to process. Unfortunately, when Tony made a mistake, it would take another three weeks to process. Since then, technology is the biggest change he has seen.

Tony specialises in research as well as teaching and over the years has worked on subjects like dyslexia and has organised dyslexia conferences. Elective mutism was another subject in which he took an interest. This is where a young person can talk but only with some people. People thirty years ago often thought the child was just being naughty, but Tony’s analysis showed they weren’t, they genuinely had problems.

An example would be a pupil refusing to communicate with their teacher. The review of research highlighted a treatment called ‘Fading In’ where the child talks to the people they are comfortable with. For example, while the child is talking to their parents about something very interesting, the teacher appears at the door but does not enter. The second time, the teacher might come in but not stay, and on the third time the teacher stays and joins in the conversation. There is now a new name for the condition is called Selective Mutism.

I asked about the difficulties his students face to become trained professionals:

Tony: One of the things students do is they carefully train and prepare for an interview and then despite what they have been told about the child before they meet them, there is sometimes much more than is said.

I wondered whether there are difficult situations whilst he was teaching.

Tony: Yes. You can sometimes see that it is making someone in the group think about their own lives and they have had a bad time; for example noticing when a student is being hit by a subject like bereavement because they have experienced it.

Although Tony has years of experience, he still says to his new students: “I am going to learn something from you.”

I learnt lots from everyone I met on this fascinating journey and hope this article will be the first of many that shed light on an area that is difficult for people to understand.

Thank you. Gurasharam, Jasmeet, Tony, and classmates.

Brief description of the project:

The Haverstock School Journalism  Project exists to give underprivileged young people a very high standard of journalism training and proper assignments.

The students have interviewed all sorts of people from a lady firefighter to Baroness Lola Young of Hornsey, recently they contribute to the University College London, Amnesty Journal, and provide regular articles for On the Hill Magazine. The project is funded by the John Lyon’s Charity.

The Project Co-ordinator

Danielle Corgan worked in broadcast documentaries for over a decade, mainly with the award-winning documentary company Goldhawk Media Ltd. She helps the students research their subjects, prepare interview questions, organises the interviews, and write and structure print quality articles. She strongly believes every child can write well and encourages them to develop their own voice. She has worked with youngsters with Special Education Needs and Looked After children on the project with very good results.

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Aging

Social Workers Can Now Learn Medicare Online and Earn Continuing Education Hours

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Social workers can now earn continuing education hours while they learn Medicare at their own pace, anytime and anywhere with Medicare Interactive (MI) Pro, an online Medicare curriculum powered by the Medicare Rights Center.

MI Pro provides the information that social workers and health professionals need to become “Medicare smart,” so they can help their clients navigate the Medicare maze. The online curriculum contains information on the rules and regulations regarding Medicare—from Medicare coverage options and coordination of benefits to the appeals process and assistance programs for clients with low incomes.

“For over 25 years, social workers have been turning to Medicare Rights’ helpline counselors for clear and concise information on how to help their clients access the affordable health care that they need,” said Joe Baker, president of the Medicare Rights Center. “Now social workers can enroll in MI Pro and learn—or enhance—their Medicare knowledge at their convenience while fulfilling their continuing education requirements.”

The Medicare Rights Center, a national nonprofit consumer service organization, is the largest and most reliable independent source of Medicare information and assistance in the United States.

Licensed Master Social Workers and Licensed Clinical Social Workers can earn continuing education hours when they successfully complete any of the four MI Pro programs: Medicare Basics; Medicare Coverage Rules; Medicare Appeals and Penalties; and Medicare, Other Insurance, and Assistance Programs. Each MI Pro program is comprised of four to five course modules.

All MI Pro programs are active for one year following registration.

MI Pro courses are nominally priced. Additionally, social workers who purchase all four programs at once will receive an automatic 20 percent discount.

Medicare Rights Center is a national, nonprofit consumer service organization that works to ensure access to affordable health care for older adults and people with disabilities through counseling and advocacy, educational programs, and public policy initiatives.

Available only through the Medicare Rights Center, Medicare Interactive (MI) is a free and independent online reference tool that provides easy-to-understand answers to questions posed by people with Medicare, their families and caregivers, and the professionals serving them. Find your Medicare answers at www.medicareinteractive.org.

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Education

Cyber Safety for Today’s Teens

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It goes without saying that technology has fully inserted itself into most aspects of our day-to-day lives—and children and teens are no exception. Children are learning to swipe smartphones before they learn to turn the pages of a book, and many of them are swiping on their own devices. For parents, the endless exploration of technology raises many concerns for children and teens.

Parents need not only be aware of what their children are getting from the constant connectivity, but also what they may be putting out into the digital universe. Yes, the horror stories surrounding teens and technology are vast and worrisome, but these hard-learned lessons can provide other families with safe cyber practices that will make all the difference for security and peace of mind.

Limit screen time, especially for youngsters. We may have grown to rely on our devices in the adult world. I, myself, use my phone for everything from navigation, to paying bills, to making grocery lists—the list (no pun intended) goes on and on. However, for children, it is essential their screen time be limited and purposeful. Use screen time as an occasional reward, but make sure that everyone is clear about how long they can use the device and for what purposes.

If you feel that your child must have a phone for staying in touch, consider phones or plans that provide programmed options for usage. For instance, there are ways to program children’s phones so that they are only able to call or text a set list of phone numbers. You can also set restrictions on how data is used or what websites or apps your children can access. The key here is to keep your children’s circle small when introducing them to their first phone—the stricter the parameters, the more peace of mind parents will have about children using technology.

Be aware of your child or teen’s social media presence. Keep a very watchful eye on your child’s use of social media and limit access to devices when concerns arise. You should insist on access to or control over your teen’s social media accounts whenever necessary. If you suspect that your child is cyberbullying or being cyberbullied, take the phone.

Keep records of any evidence that your child is being bullied, including text messages, screenshots, profile posts or photos, etc. Schools today are cracking down on bullying; however, parents must present documented, repeated instances of harassment or bullying before school officials will intervene.

Along the same lines as cyberbullying concerns, parents should monitor social media accounts to ensure that children are protecting themselves and being digitally responsible. Teens today are so concerned with obtaining “likes” and gaining “followers” that they lose sight of how vulnerable they may be making themselves online. Explain to them that, even with privacy settings, nothing is 100% private when it comes to posts, comments, photos, etc.

Make sure that teens are not using personal information, like a full name, specific address, current location, or school. Social media sites make it extremely easy to tag one’s location, but too often teens fail to consider who might be keeping tabs on their location. Gently, but firmly, remind your children that not everyone on social media is who they claim to be.

Talk about the permanency of our digital footprints. This means once posted online ownership no longer belongs to you. Even deleted material is not ever fully erased if even one person has captured, saved, or screenshotted the post.

Not only can deleted posts resurface, people can edit or manipulate the photo or post in any way they choose. Teach children and teens to think carefully before making a post.

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