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Mental health

It's important to remember to take care of yourself.

CONTENT WARNING

This section of the website contains information on the following sensitive topics: Anxiety, Depression, Substance Abuse, Death, Suicide

Resources on/off Campus

Your health is very important! If you or someone you know is suffering, here are some valuable resources available both on and off campus at UWL.

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Student Life: 608-785-8062 -- A great resource for students who need help meeting basic needs.

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Student Health Center: 608-785-8558 -- Medical providers available for student health care, such as primary and mental health.

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Violence Prevention: 608-785-5126 -- Support for anyone on campus who has experienced sexual assault, stalking, violence, abuse, or threats.

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La Crosse County Mobile Crisis: 608-784-4357 -- Local mental health support.

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Suicide & Crisis Lifeline: 988 -- Nationwide mental health support via phone, text, or chat.

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Text 'Hopeline' to 741741 -- Nationwide text-based mental health support.

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Mantra Health -- By enrolling through UWL, you can get virtually connected to a licensed master's level therapist or psychiatric nurse practitioner. If you have bipolar disorder, disordered eating, substance use problems, or active self-harm thoughts, start with a scheduled assessment at CTC (608-785-8073 or myhealth.uwlax.edu) to find out if this is right for you.

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For more resources and information, visit the official Counseling & Testing UWL Page!

On/Off Campus Health Resources

Social Anxiety Disorder (SAD)

#00, this section is for you! It's specified in the script that #00 has Social Anxiety Disorder (SAD). Here, this section of the website is dedicated to informing you of SAD. It's normal to be nervous in certain situations, such as getting butterflies in your stomach or stuttering on your words. But, with SAD, everyday interactions cause great anxiety due to a fear of being negatively judged by other people. This anxiety can be so severe that it can disrupt even the simplest parts of life like your daily routines. SAD can be chronic, but there are ways of prevention to help!

Social Anxiety Disorder (SAD)

Symptoms of SOcial Anxiety Disorder

One's comfort levels can vary depending on specific situations. Feeling nervous in  specific situations, note, aren't exactly signs of SAD. There are people who are very naturally reserved and naturally keep to themselves. SAD is when nervousness, anxiety, fear, and avoidance interferes with one's relationships, work, school, daily routines, and other activities. SAD usually begins in one's early to mid-teens. However, SAD can begin in younger kids or adults.

Physical symptoms of SAD include:

Blushing. Fast heartbeat. Trembling. Sweating. Upset stomach or nausea. Trouble catching your breath. Dizziness or lightheadedness. Muscle tension. Feeling that your mind has gone blank.

Emotional and behavioral symptoms include:
Fear of situations where you'll be negatively judged. Worry about embarrassing and/or humiliating yourself. Intense fear of talking/interacting with strangers. Fear that others will notice that you look anxious Fear of physical symptoms that will cause you embarrassment (blushing, sweating, trembling, having a shaky voice, etc.) Avoiding doing things and/or speaking to others out of fear of embarrassment. Avoidance of situations where you're the center of attention. Anxiety in anticipation of a feared activity/event. Intense fear/anxiety during social situations. Analyzing your performance and identifying your flaws after a social interaction. Expecting the worst possible consequences from a negative experience during a social situation.

Common everyday experience that may be difficult with SAD include: Interacting with unfamiliar people or strangers. Attending parties or social gatherings. Going to work or school. Starting conversations. Making eye contact. Dating. Entering a room in which people are already seated. Returning items to a store. Eating in front of others. Using a public restroom.

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Causes of Social Anxiety Disorder

Social Anxiety Disorder can be caused by many biological and/or environmental factors.

Inherited Traits:
Anxiety disorders tend to run in families. However, it isn't clear if how much SAD is created through genetics and how much is created due to learned behavior.

Brain Structure: A part of the brain called the amygdala plays a role in controlling fear response. People who have an overactive amygdala might have an overactive fear response, which in turn causes increased anxiety and fear in social situations.

Environment: SAD may be caused from learned behavior. People may develop SAD after a significant embarrassing social situation. There's also a prediction that SAD may be linked with parents who either model anxious behavior in social situations, or are controlling and overprotective of their children.

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Risks and Complications of social anxiety disorder

There are a lot of things that can increase the development of SAD. These risks include:

Family History:
If your parents or siblings have SAD, you're more likely to develop the condition.

Negative Experiences: Children that have experienced bullying, rejection, and humiliation are more likely to develop SAD. On top of that, negative life events such as trauma, abuse, and family contact may be associated with SAD.

Temperament: Children that are shy, timid, and restrained when facing strangers and/or new situations maybe more likely to develop SAD.

New Social or Word Demands: SAD symptoms start typically in the teenage years. However public speaking, making important work presentations, and/or meeting new people can trigger SAD symptoms.

Having an Appearance or Condition that Draws Attention: An example of this would be facial disfigurement, stutters, or tremors due to Parkinson's disease. These can increase the feelings of self-consciousness and can cause SAD to develop.

Social Anxiety Disorder can lead to the following complications:
Low self-esteem. Trouble being assertive. Negative self-talk. Hypersensitivity to criticism. Poor social skills. Isolation and difficult social relationships. Low academic and employment achievement. Substance abuse (ex: drinking too much alcohol). Suicide or suicide attempts.

Preventing social anxiety disorder

There is no possible way to predict what will cause someone to develop Social Anxiety Disorder, nor when someone will develop it. But, there are many different methods to reduce the symptoms of SAD when you're nervous and anxious.

Get Help Early:
Like other mental health conditions, SAD can be harder to treat the longer you wait.

Keep a Journal: Keeping track of your life can help you and/or a mental health professional figure out what's causing your stress. It can also help you identify what makes you feel better.

Set Priorities: By managing your time and energy, you can reduce your anxiety. Spend time doing things that you love and enjoy!

Avoid Unhealthy Substance Use: Alcohol and drugs, as well as caffeine or nicotine, can cause and/or worsen anxiety. If using these substances, quitting them may cause you to become anxious. If quitting these substances is hard to do on your own, see a health care provider or find a treatment program or support group that can help you!

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Social Anxiety Disorder Mannerisms + overlap with Autism

There are many different kinds of nervous characteristics that one diagnosed with SAD can have. However, keep a note that these mannerisms and characteristics also occur in Autism. Some people with SAD can have Autistic traits, some Autistic people can be diagnosed with social anxiety, some people can be diagnosed with social anxiety with a misread Autism diagnosis that remains missed. There is a lot of overlap!

Note the various symptoms and causes of a SAD diagnosis, listed higher up on this portion of the site. Take that and compare it to the criteria for an Autism diagnosis. For someone to be diagnosed with Autism, they have to show persistent signs of each three areas of the first list with social communication/interaction. They also must show at least two of four kinds of restricted/repetitive behaviors in the second list. Both lists are down below (Provided by the Centers for Disease Control and Prevention):


Social Communication/Interaction: Persistent signs in social communication and interaction that can be caused by many and/or multiple contexts (all examples are illustrative, not exhaustive):

  • Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.

  • Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.

  • Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.


Restricted/Repetitive Behaviors: Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following (all examples are illustrative, not exhaustive):

  • Stereotyped or repetitive motor movements, use of objects, or speech (Ex: Simple motor stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic phrases).

  • Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior (Ex: Extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take the same route or eat the same food every day).

  • Highly restricted, fixated interests that are abnormal in intensity or focus (Ex: Strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests).

  • Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment (Ex: Apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching or objects, visual fascination with lights or movement).

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Take note of the overlaps! It can be hard to determine the differences, especially when both traits of SAD and Autism are occurring at once. But, here are a few traits to take note on with the context of Autism (as provided from Neurodivergent Insights):

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Eye Contact - A study discovered that someone who is socially anxious make initial eye contact with another person but then look away. This pattern of eye contact associated with anxiety is used as an emotional avoidance strategy. Someone who is Autistic will be slower with making eye contact due to either discomfort with eye contact or the lack of motivation for eye contact.

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Social Motivation - Some Autistic people can be highly socially motivated, some need lots of alone time. Someone with social anxiety might experience more sadness and strain when they are socially isolated, while someone with Autism may feel more comfortable. It's very essential to recognize that, even though many Autistic people have less social motivation, this exists on a spectrum.

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Body Posture - Someone with social anxiety are more likely to talk in a timid voice and stand farther away from others. Autistic people (who aren't masking: to hide or disguise parts of oneself in order to better fit in with those around you) may be less aware of the typical neurotypical social expectations. Autistic people tend to either stand too close to people or stand far away from people and experience discomfort when other people stand close to them.

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Social Cues - Someone with social anxiety will intuitively read social cues. Autistic people will either struggle to read cues or will read cues through their pre-frontal cortex of their brain (analytically). Some Autistic people who are high-masking can be very good at analytically reading social cues. But, they can experience debilitating fatigue after being in social situations where they do this for prolonged periods of time.

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Body Language - Someone with SAD tend to have heightened sensitivity to the body language of other people. For Autistic people, they can struggle to pick up the meanings of someone else's body language. Autistic people who are high-masking are more likely to be hypersensitive in an emotional tone, which may be interpreted as the ability to interpret body language intuitively. They may analytically study body language, rather than intuitively understanding body language.

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Note that symptoms of social anxiety and traits of Autism can co-occur. Someone who has symptoms of social anxiety can make it difficult to detect whether or not they also show traits of Autism.

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But, there are many different kinds of nervous/anxious body language, whether someone does or doesn't have a Social Anxiety Disorder diagnosis. Listed below are the 12 most common signs of nervousness, as compiled from the Center for Hyperhidrosis Columbia University Medical Center.

Pacing -
A super common sign. Pacing around the room when giving a speech or presentation, or general pacing because of nerves. A way that the body can release built-up adrenaline is wandering around to calm nerves.
Fidgeting - Small movements made by the body, usually in the hands and feet, in times of nervousness. It's something that can happen in moments of big anxiety or in anticipation of discomforting moments.
Swaying/Rocking - This is similar to pacing. Stepping back and forth or swaying while giving a speech.
Leaning - It's often that, when someone is nervous, their posture is one of the first things to go. When someone is nervous, they can heavily lean to one side or the other.
Freezing - Many sings of stress come from movement, but the same can come from the exact opposite. It isn't uncommon for the body to freeze in times of stress and anxiety. Essentially, there's so much energy in your body that your body doesn't know what to do with it. So, instead of trying to release it, the body freezes.
Cracking of the Knuckles - Studies show that 54% of people crack their knuckles. It isn't uncommon for people to crack their knuckles.
Crossed Arms - This can often be a sign of disinterest or hostility. But, it can also be a nervousness body language cue. Not only is it noticeable, but it can be distracting and unprofessional to others.
Avoiding Eye Contact - It takes confidence to maintain eye contact, which is why police officers often use eye contact as a way to tell if people are telling the truth. When someone is uncomfortable, they'll most likely look away or break eye contact. The same is applied when dealing with nerves. If you're not feeling confident, it's less likely for you to be able to maintain eye contact.
Voice Tells - The most common of this is a quivering voice: a voice that is shaky and cuts in and out. Another example of a voice tell is talking in a faster pace, which can occur when built-up energy begins to come through the rapidly increased pace of talking. Filler words like "um" and "like" are used as crutches to fill in space and time when someone is nervous.
Blushing - Especially facial blushing, this is a big nervous body language cue. It's also one that's much harder to control. This is a natural reaction to the body, and there are some different kinds of medicines and therapies that can help with facial blushing.
Sweating - A little sweating in the hands or feet may be a natural reaction to a stressful situation. But there is a thing as excessive sweating.

Note that everyone experiences nervousness/anxiety differently, and that people use many different body language cues and coping mechanisms to help with their anxiety. Not everyone has every kind of body language cue, and not every method that helps with nervousness works on everyone. Not everyone has the same nervous habits, either! Here are other nervous habits from people with Social Anxiety, as listed from The Mighty:

 

  • Biting the insides of your cheeks.

  • Running your nails through sections of your hair.

  • Scrunching your toes up inside your shoes.

  • Counting your teeth with your tongue.

  • Picking at the sides of your fingers.

  • Biting your lip.

  • Stuttering or saying things twice.

  • Inability to control how loud or soft you speak.

  • Saying phrases such as "I know." and "Uh-huh." when you haven't heard what the other person was saying.

  • Your heart racing, which in turn can make it difficult for you to hear or think straight.

  • Constantly asking for reassurance.

  • Nervous chattering to talk about anything just to keep noise happening.

  • Fear of standing in awkward silence.

  • Yawning to avoid conversations.

  • Chewing gum.

  • Tapping your foot.

  • Zoning out despite how hard you're trying to pay attention.

  • Smile and/or laughing at inappropriate times.

  • Leaving unnecessarily early just to get to places and/or events.

  • Noticing all the exits in a room.

  • Being hyper-aware of when people are entering and/or exiting a room, or where people are gathering.

  • Not making eye contact due to the worry of the other person thinking you're creepily staring at them, but in turn you making eye contact and asking yourself if you're being weird or if you've been holding eye contact for too long.

  • Tapping your fingers on a table.

  • Bouncing your legs up and down.

  • Getting angry or upset seemingly out of nowhere.

  • Feeling sick, dizzy, or fatigued.

  • Using other people as a 'shield'.

  • Clicking a ballpoint pen closed and open consistently.

  • Sitting near the back of a room, but not the very last row to not get singled out.

  • Preferring to sit in an aisle seat to get a quick escape.

  • Grinding your teeth.

  • Clenching your jaw.

  • Confessing everything, even the things that don't need to be shared. If the thought pops in your head, even if the topic has moved on, you feel like you need to share it.

  • Narrating all of your actions. "This goes here, that goes there, I'm going to grab this, and this, and this..."

  • Looking into a mirror constantly to make sure you don't have any boogers, smeared makeup, or food stuck in your teeth.

  • Your hands shaking uncontrollably.

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For more resources, check out these websites!

Eating Disorders

Eating Disorders

#02, this section is for you! It's implied that your character has an eating disorder, however it isn't specified which one. With a bit of digging and research, we've found a few eating disorders that may be a match!

Anorexia (anorexia nervosa) is a very serious eating disorder where one is conscious of having a low weight. Thus, they limit how much food and drink they intake. People with anorexia have an intense fear of gaining weight. They are very controlling about their body image and shape. They use extreme efforts to maintain a very low weight, such as limiting the amount of food they eat via dieting and/or fasting and extreme amounts of exercise.

People with anorexia self-induce vomit to get rid of food in their body. The usage of laxatives, enemas, diet aids, and/or herbal products can also be used to maintain low weight. They may have a certain list of 'safe' foods to eat. They may be nervous and/or completely avoid eating in public. They may lie about how much food they've eaten. They may check for appearance flaws, complaining about parts of the body that are fat.

Anorexia

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For more resources, check out these websites!

Avoidant/Restrictive Food intake disorder (Arfid)

ARFID may seem similar to anorexia, but not quite. ARFID is characterized by super restrictive and selective eating habits. Due to selective pickiness and a low range of liked foods, people with ARFID tend to have nutrition deficiencies and have a low body weight.

Those with ARFID have an extreme pickiness when it comes to eating food. They find it hard to gain weight. They either rely on supplements, a feeding tube, or even both to get the required amount of nutrients they need. They may avoid particular foods based on their senses such as their color, their taste, their texture, etc. They may have difficulty chewing food, as well as trouble digesting certain foods. When they do consume foods, they may eat in very small portions.

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The difference between ARFID and anorexia is that ARFID isn't due to the drive of a thin body and low weight. ARFID isn't due to wanting a better appearance. ARFID focuses on the kinds of food one consumes. It focuses on the lack of nutrition that the body needs. ARFID usually develops with other conditions such as obsessive-compulsive disorder (OCD), autism spectrum disorder (ASD), and attention-deficit/hyperactivity disorder (ADHD).

For more resources, check out these websites!

Other specified feeding or eating disorder (OFSED)

Eating disorders like anorexia are diagnosed by using a list of expected symptoms. These symptoms are physical, behavioral, and psychological. For someone that doesn't exactly fit in the expected symptoms, they're diagnosed with OFSED.

OFSED is common, accounting for the highest percentage of eating disorders of any person. It's just as serious as eating disorders like anorexia, and OFSED can develop into another eating disorder. OFSED is used as an umbrella term, and people with OFSED can experience very different symptoms. For example, someone with OFSED can have an atypical anorexia. This is when someone shows all the signs of having anorexia, but their weight is in a normal range.

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For more resources, check out these websites!

Grief and bereavement - Loss of a child

Soccer Mom, this section is for you! The loss of a child is not easy. This section of the site will provide resources about bereavement, specifically for the loss of a child, as well as resources for grief support.

Bereavement is known as the state when someone close to you has died. Grief and sorrow is normal. It's a healthy response to the loss of a loved one. Note that bereavement is NOT a disorder. Sadness is a normal response to loss. One thing to point out is the five stages of grief, a model made my Elisabeth Kubler-Ross.

Denial:
A person believes that the death has not happened.
Anger: A person is very angry and upset that the death has happened.
Bargaining: A person questions why the death happened, and if they had something to either do with it or help prevent it.
Depression/Sadness: The death can no longer be ignored, and the person feels an immense amount of sadness.
Acceptance: A person accepts that the death has happened and it has been incorporated into your life.

 

They can be angry and direct their anger towards others. They can feel guilty. There can be intense mood swings. Recovering from loss isn't set to a strict period of time. It may take someone years to recover from the loss of a loved one, or it may take them a few months. Common grief reactions are similar to other losses, but you may experience the following reactions (as provided from Cancer.Net):But, not that there is no 'right way' to grieve. Everyone grieves differently and reacts differently to loss. A person can have many different reactions. They can have a change in appetite, have a lack of productiveness, trouble sleeping, and crying spells.

  • Intense shock, confusion, disbelief, and denial, even if your child's death was expected.

  • Overwhelming sadness and despair, such that facing daily tasks or even getting out of bed can seem impossible.

  • Extreme guilt or a feeling that you have failed as your child's protector and could have done something differently.

  • Intense anger and feelings of bitterness and unfairness at a life left unfulfilled.

  • Fear or dread of being alone and overprotecting your surviving children.

  • Resentment toward parents with healthy children.

  • Feeling that life has no meaning and wishing to be released from the pain or to join your child.

  • Questioning or losing faith or spiritual beliefs.

  • Dreaming about your child or feeling your child's presence nearby.

  • Intense loneliness and isolation, even when around other people, and feeling that no one can truly understand how you feel.


As much as it hurts, it's very normal to grieve. There are many different suggestions to help yourself while grieving. Some suggestions are listed below (as provided from Cancer.Net):

  • Talk about your child often and use his or her name.

  • Ask family and friends for help with housework, errands, and caring for other children. This will give you important time to think, remember, and grieve.

  • Take time deciding what to do with your child's belongings. Don't rush to pack up your child's room or to give away toys and clothes.

  • Prepare ahead of time for how to respond to difficult questions like, "How many children do you have?" or comments like, "At least you have other children." Remember that people aren't trying to hurt you; they just don't know what to say.

  • Prepare for how you want to spend significant days, such as your child's birthday or the anniversary of your child's death. You may want to spend the day looking at photos and sharing memories or start a family tradition, such as planting flowers.

  • Because of the intensity and isolation of parental grief, parents may especially benefit from a support group where they can share their experiences with other parents who understand their grief and can offer hope.


Remember, everyone grieves and copes with grief differently. Remember that the memories and joyful moments that you spent with your child and the love you shared will always be a part of you.

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For more resources, check out these websites!

Grief and Bereavement - Loss of a Child
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Grief and bereavement - Loss of a parent

#08, this section of the website is for you! Experiencing the loss of a parent is not easy, especially when you experience it as a child. This section of the site will provide resources about bereavement, specifically for the loss of a parent as a child, as well as provide resources for grief support.

To restate the definition from the 'Loss of a Child' segment of this website, b
ereavement is known as the state when someone close to you has died. Grief and sorrow is normal. It's a healthy response to the loss of a loved one. There is no worst or best age to be when you lose a parent. Older children have spent decades building close relationships with their parents, while younger children may not understand death and its permanence. Teenagers also often rely on their parents for guidance and support during early adulthood. No matter when you lose a parent, it's difficult and can be traumatic.

According to Parenting for Brain, an estimated 3.5% of children under the age of 18 (which comes to approximately 2.5 million children) in the United States have experienced the death of their parent. According to Psychology Today, early parental loss is relatively common. It affects roughly about 1 in 20 children. Also, according to Vitas Healthcare, the death of a parent is the most common form of bereavement in the United States, with almost 12 million Americans burying a parent every year. Know that the loss of a parent can create many changes and psychological effects. Some effects include the following:

  • An increase in the probability of inadequate child care and the worsening of the family's economic status.

  • Increased pressures for the grieving child to take on the responsibilities of the dead parent, as well as to isolate from friends.

  • Changes in the child's behavior, increase stress, increase in sleep disturbances, and an increase in poor psychological well-being.

  • Increased risk for depression, anxiety, somatic complaints, post-traumatic stress symptoms, shorter schooling, less academic success, lower self-esteem, and more sexual risk behaviors.


It's important that the child who has experienced the loss of a parent is given the ability to grieve in a healthy way. But, there are many misunderstandings and cultural beliefs that prevent children from getting the appropriate support they need. Society tends to believe that bereaved adult children need to 'get over mourning and quickly move on' due to the expectance of our parents eventual deaths. It's important that the child who lost their parent gets the appropriate health, care and support that they need without society and/or cultural barriers preventing it. Down below is a list of feelings that one can feel, as well as suggestions that can help with the bereavement of the loss of a parent, both from the sources Healthline and Cruse Bereavement Support:

Grief and Bereavement - Loss of a Parent
  • Having a range of feelings is very normal. You may feel differently from one moment to the next, and these feelings can often contradict each other. You can feel a wide variety of emotions like shock, grief, numbness, regret, guilt, anger, etc.

  • You can feel lost. You might find yourself feeling like a child again, even if you do have adult responsibilities.

  • If you had a great, important relationship with the parent, the loss may mean losing a source of love, someone who taught you that you were the most special person. If you had a difficult relationship with the parent, the loss may mean that you might regret what you didn't have and for a relationship that's now unable to be healed.

  • The loss of a parent may make your own death seem nearer and this can be frightening.

  • The balance of generations changes when a parent dies. The realization that you are now an older generation can be a shock.

  • The loss of a parent can mean that you've lost a connection to your childhood.

  • In some instances, if you or your family members have been looking after a parent who's been suffering from a life-changing illness, you may feel some relief after their passing. This is very normal. It's okay to want their pain to end and it's difficult to watch them suffer.

  • Know that what feelings you feel are valid. It's normal to feel other emotions after the loss of a parent such as anger, frustration, guilt, shock, emotional numbness, confusion, disbelief, a sense of unreality, hopelessness, despair, physical pain, depression, and/or thoughts of suicide. No matter how the experience is, your feelings are always valid even if they don't line up with what others think you 'should' feel.

  • It's important to let yourself feel all of your feelings. There is no single right way to grieve and no set amount of time for you to automatically expect to feel better. There's no stages. There's no check list. Denying your feelings may seem like a faster route to healing, when it isn't. Others might expect you to bury your grief and move on before you have come to terms with the loss.

  • Remind yourself that the process of grief is a difficult and painful one. Don't let the opinions of others sway you.

  • Take care of yourself and your well-being. The loss will often have a significant impact on your life. Your state of mind may change rapidly without warning. You might have sleep problems, more or less of an appetite, irritability, poor concentration, and/or increased alcohol or substance use. You may find it tough to work, complete household tasks, and/or see your own basic needs. Wrapping up your parent's affairs may leave you overwhelmed, even when you have to take care of the tasks alone.

  • Finding a balance is key. Some distraction can be healthy, provided that you still make time to address your feelings.

  • Set aside 7-9 hours each night for sleep.Get enough sleep.

  • Avoid skipping meals. If you don't feel hungry, choose nutritious snacks and small meals of mood-boosting foods.

  • Hydrate and drink plenty of water.

  • Keep moving and stay active to energize yourself and raise your spirits. A daily walk can help.

  • Aim for moderation. If you drink alcohol, try to stay within the recommended guidelines. It's understandable if you want to numb the pain, but increased alcohol use can have health consequences.

  • Reset. Rest. Recharge with fulfilling hobbies. Hobbies can be things like gardening, reading, art, and/or music.

  • Be mindful. Meditating and/or keeping a journal can help you process your emotions.

  • Speak up. Talk to your healthcare provider about any new physical or mental health symptoms. Reach out to friends and other loved ones for support.

  • It can help to think of ways to remember your parent and keep them as a part of your life. This can mean doing things like creating a memory box, a special album of pictures, or organising time for family and friends to come together and remember.

  • Birthdays, anniversaries, Mother's Day and Father's Day can be difficult after a parent dies. It can help to think in advance of how you're going to manage.

  • Talking to family members and other loved ones about what your parent meant to you and sharing stories can help keep their memory alive.

  • If you feel unable to openly talk about your parent for the moment, it can help to collect photographs of special times or write them a letter expressing your grief about their passing.

  • Not everyone has positive memories of their parents. People often avoid sharing negative memories about people who've passed. If they abused, neglected, or hurt you in any way, you may wonder whether there's any point to dredging up the old pain.

  • If you've never discussed or processed the loss of a parent, you might find it harder to heal and move forward after their death. Opening up to a therapist or someone else you trust can help lighten the load.

  • You might consider creating a small home memorial with photos and mementos, planting their favorite tree or flower in your backyard, adopting their pet or plants, continuing work they found meaningful (like volunteering or community service), and/or donating to their preferred charity or organization.

  • Knowing you can no longer address the past might leave you feeling as if you're doomed to carry that hurt forever. Instead of clutching tight to any lingering bitterness, try viewing this as an opportunity to let go of the past and move forward for your sake.

  • Friends and loved ones may offer comfort, but a grief support group can fulfill a different kind of social need by connecting you to others who have experienced similar losses.

  • Grief is a complex process that takes time. Feelings of grief may come and go, with the intensity of grief going up and down at various times.

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Most importantly, remember that grieving is completely normal. Grieving is a healthy process that looks different for everyone. Make sure that you're given the healthy support and processes that you need to help you!

For more resources, check out these websites!

Asthma and Sports

#13, this section of the website is for you! Here we have provided what you'll need to know about Asthma, and how it affects #13's ability to participate in sports.

There are actually two different kinds of Asthma that #13 has the possibility of having. Which one #13 has is up to the choice of the actor. The two kinds are Asthma and Exercise-induced Asthma, and there are lots of differences between the both of them. Listed down below is an overview of both conditions along with the symptoms, causes, risk factors, complications, and preventions (provided from Mayo Clinic).

Asthma and Sports

Asthma

Asthma is a medical condition where the airways in the lungs narrow, swell, and might produce extra mucus. This results in making it more difficult to breathe and can cause coughing, a wheezing sound when you breathe, and/or shortness of breath. Asthma can either be a minor inconvenience or a major life problem from interference with daily activities to a life-threatening asthma attack. An asthma attack (also known as an asthma exacerbation or an asthma flare-up) is defined as the sudden worsening of asthma symptoms. The muscles around airways tighten, irritated, or swollen, which results in a difficulty to breathe. Asthma is uncurable, but symptoms can be controlled.

The symptoms of Asthma vary from person to person. Symptoms can happen at various times, only during certain times of the day (like Exercise-induced Asthma), or symptoms can happen all the time. Asthma symptoms include the following:

  • Shortness of breath.

  • Chest tightness or pain.

  • Wheezing when exhaling, which is a common sign of asthma in children.

  • Trouble sleeping caused by shortness of breath, coughing or wheezing.

  • Coughing or wheezing attacks that are worsened by a respiratory virus, such as the cold or the flu.


For some people, asthma symptoms become more intense in certain situations. There are multiple examples of this. Exercise-induced asthma is the worsening of asthma symptoms during exercise, as well as when the air is dry and cold. More about Exercise-induced asthma will be listed later. Occupational asthma is triggered from workplace conditions from things such as chemical fumes, dust, or gases. Allergy-induced asthma is the triggering of asthma symptoms from airborne substances like pollen, mold spores, cockroach waste, or pet dander.

The causes of Asthma aren't clear. But, it's likely due to environmental and genetic factors. There are many different kinds of triggers that can cause symptoms of Asthma to occur. These different kinds of triggers differ from person to person. Asthma triggers include the following:

  • Airborne allergens (pollen, dust mites, mold spores, pet dander, or particles of cockroach waste).

  • Respiratory infections like the common cold.

  • Physical activity.

  • Cold air.

  • Air pollutants and irritants like smoke.

  • Certain medications. These include beta blockers, aspirin, and nonsteroidal anti-inflammatory drugs such as ibuprofen (Advil, Motrin IB, and others) and naproxen sodium (Aleve).

  • Strong emotions and stress.

  • Sulfites and preservatives added to some types of foods and beverages. These include shrimp, dried fruit, processed potatoes, beer, and wine.

  • Gastroesophageal reflux disease (GERD), which is a condition where stomach acids build up into the throat.


There are many different kinds of risk factors that are thought to increase the chances of developing Asthma. These factors include the following:

  • Having a blood relative with Asthma like a sibling or a parent.

  • Having another allergic condition. Examples of which are atopic dermatitis (the causing of red, itchy skin) or hay fever (the causing of a runny nose, congestion, and itchy eyes).

  • Being overweight.

  • Smoking.

  • Exposure to secondhand smoke.

  • Exposure to exhaust fumes or other types of pollution.

  • Exposure to occupational triggers. Examples of which are chemicals used in farming, hairdressing and manufacturing.


Complications of Asthma symptoms include the following:

  • Signs and symptoms that interfere with sleep, work, and other activities.

  • Sick days from work or school during asthma flare-ups.

  • A permanent narrowing of the tubes that carry air to and from your lungs (bronchial tubes). This affects how well you can breathe.

  • Emergency room visits and hospitalizations for severe asthma attacks.

  • Side effects from long-term use of some medications used to stabilize severe asthma.


While Asthma is uncurable, there are many ways to control and prevent Asthma symptoms. Examples of which are the following:

  • Follow an asthma action plan: This is a detailed plan formulated with the help of your doctor and health care team that includes medications for managing an asthma attack. Asthma is a condition that needs regular monitoring and treatment: Following an asthma action plan can help control the symptoms.

  • Getting vaccinated for influenza and pneumonia: Staying current with vaccinations can help prevent the flu and pneumonia from triggering an asthma attack.

  • Identifying and avoiding asthma triggers: Finding out what causes asthma symptoms and taking the steps to avoiding those triggers can help control your symptoms.

  • Monitor your breathing: You can learn the warning signs of an impending asthma attack. These could include light wheezing, slight coughing, or shortness of breath. Regularly recording yoru peak airflow with a home peak flow monitor can help: A peak flow monitor measures how hard you can breathe out.

  • Identify and treat asthma attacks early: If you act quickly, you are less likely to have an asthma attack. When your peak flow measurements decrease and alert you, take your medication as instructed. Immediately stop any activity that may have triggered the attack.

  • Take your medication as prescribed: Don't change medications without talking first to your doctor, even if your asthma seems to be improving.

  • Pay attention to increasing quick-relief inhaler use: If you find yourself relying on your quick-relief inhaler, such as albuterol, then your asthma is not under control. See your doctor about adjusting your treatment.

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Exercise-induced asthma

Exercise-induced asthma is when the airways to your lungs narrow or squeeze during hard physical activity. This causes the symptoms of Asthma to occur such as shortness of breath, wheezing, coughing, and other symptoms after exercise. The medical terminology for this condition is called exercise-induced bronchoconstriction (brong-koh-kun-STRIK-shun). Many people with asthma have exercise-induced asthma, but many people without asthma can also have it. Most people with exercise-induced asthma continue to exercise and remain active if they treat their symptoms. This treatment includes asthma medicines and taking steps to prevent symptoms before starting physical activity.

The symptoms of exercise-induced asthma include the following:

  • Coughing.

  • Wheezing.

  • Shortness of breath.

  • Chest tightness or pain.

  • Fatigue during exercise.

  • Poorer than expected athletic performance.

  • Avoiding activity, which happens mostly in young children.


Again, it isn't clear what causes any kind of Asthma. For a long time, it was thought that the cause of Exercise-induced Asthma was cold air. But, recent studies have shown that the culprit that causes Exercise-induced asthma is dry air. Cold air contains less moisture than warm air. So, breathing in cold, dry air dehydrates the air passages in your lungs. This causes the air passages to constrict, which reduces air flow. Other contributors to the causes of Exercise-induced Asthma include chlorine or other fumes. These can irritate the lining of airways, which can contribute to breathing difficulties.

Risk factors of Exercise-induced Asthma are more likely to occur in people with Asthma and elite athletes. About 90% of people with Asthma have Exercise-induced Asthma. Again, the conditions of Exercise-induced Asthma can also occur in people without Asthma. Risk factors of Exercise-induced asthma include the following:

  • Dry air.

  • Cold air.

  • Air pollution.

  • Chlorine in swimming pools.

  • In a gym setting, fumes from perfume, paint, new equipment or carpet.

  • Activities with long periods of deep breathing. These include long-distance running, swimming, or soccer (<-- wow, what a coincidence!).

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Some tips to help prevent Exercise-induced Asthma symptoms are listed down below, provided by the American Lung Association:

  • Start any exercise with a warm-up period.

  • Cover your nose and mouth with a scarf when exercising outdoors in cold temperatures.

  • Limit exercise or strenuous activities outdoors when the air quality is unhealthy (orange) and avoid outdoor activities when the air quality is red, purple, or maroon. (Colors represent air quality radar charts used in weather forecasts).

  • Remember to include a cool down period after exercise.

  • If you start to feel pain or a tight feeling in your chest, have a cough or become short of breath during exercise, stop the activity right away and take your quick-relief inhaler. Sit down and try to relax. Try a belly breathing exercise for relaxation.

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For more resources, check out these websites!

Girlhood - Society and mental health as a woman

Girlhood - Society and Mental Health as a Woman

"Are there certain things people expect you to do just because you're a girl?"

"Yeah, that they have to be perfect and always look their best and act their best, but the same is not required for a man."
- Stephanie, 10th Grade, Black girl. From a research interview conducted by Imani Minor. (Psychology Today)

Imani Minor, a graduate of Northwestern University and alumni of the Development of Identities in Cultural Environments (DICE) Lab, researched and interviewed (under the advisement of Dr. Onnie Rogers Ph.D.) 123 adolescent girls, all 10th graders who identified themselves as Black, Latina, and White. All of them answered questions about what it means to be a girl. After Rodger listened to just 15 of the girls' answers, two major things became clear. First, they spoke constantly about the constraints that society poses on girlhood, not the opportunities. Second, society's expectations restrict a girl's ability to feel, express, and present themselves fully in the world.

"What do you think others think about girls?"

"I think a lot of people tend to, like, put females down. It's, like, horrible how kids are growing up and their parents are like: "Oh, stop crying like a little girl." and things like that, that like, from a young age, brings, um, like, pictures of females in such a negative way." - Alyssa, Latina girl. From a research interview conducted by Imani Minor. (Psychology Today)



"Can you tell me about a time when you felt you were expected to act more proper?"

"I feel, like, if we go to a restaurant and it's, like, men are, like, allowed to, like, laugh and like, be like boisterous but, like, ladies just have to sit there and, like, smile and look pretty." - Hannah, White girl. From a research interview conducted by Imani Minor. (Psychology Today)

Imani Minor's findings showed that 72% of the girls spoke about restrictions on self-expression. Being a girl means that you just cannot be. To be a girl means that you cannot assert what you want and need, particularly if it inconveniences others. Minor also identified that one-third of the responses (32%) referenced general or broad constraints. Constraints like being "more polite and more put together". Other responses targeted restraints such as expectations about their body (56%), voice (39%), and emotion (17%). Expectations of body are related to how they should present themselves, how they carry themselves, and how they move around a space. Expectations of voice refers to how girls can use their voice and speak their mind, if at all. Emotion refers to the gender stereotype that girls are 'emotional', how girls should or shouldn't express themselves emotionally.

"I just be relaxing or chilling and them my mom just be like: Hey, cross your legs." - Andrea, Latina girl. From a research interview conducted by Imani Minor. (Psychology Today)


"Being well-spoken and not, like, speaking out and voicing your concerns or complaining about anything, standing up for yourself." - Hailey, White girl. From a research interview conducted by Imani Minor. (Psychology Today)


"They expect all girls to be, like, nice all the time to everybody, but then, like, boys I feel, like, aren't expected to do that as much. ... Um, sometimes if I'm, like, in a bad mood and talking to a classmate, they'll be like: 'Oh, like, why are you so angry and stuff," when, like, I'm just not in the mood to talk." - Lydia, White girl. From a research interview conducted by Imani Minor. (Psychology Today)

Minor's research builds off of prior research on mental health in girls. According to The Crisis of Connection (Brown & Gilligan, 1992; Gilligan, 1990; Way et al., 2018) girls face pressures to disconnect from themselves in order to maintain superficial relationships with others as they reach adolescence. This disconnection is linked with negative mental and physical health outcomes for girls and women like depression and anxiety. Girls' ability to show up in the fullness and realness of who they are is linked to their mental health. Minor's study and interview shows that girls speak about interpersonal expectations demonstrates the varying, extensive, and related areas whereby girls are pressured to disconnect from themselves (Psychology Today).

So, what really is the state of being a girl? Is there a definition? What is girlhood? The answer is that there is no definite answer. The definitions of girlhood are different between societies. They change and vary widely now more than ever. It gets even more complicated when we think about age. When does girlhood end? With adolescence? Or does it end when one turns eighteen? Does it even end in one's mid-twenties? Age isn't the only factor that defines it. Society and cultural construct also have factors in constructing their own unique meaning of 'girlhood'.

According to Girl Museum, the term 'girl' is generally defined by society. But society's definitions have varied over time. The social construction of gender theory emerges from social constructivism (a school of thought that proposes that everything people 'know' or see as 'reality' is partially, if not entirely, socially situated). From this, our definitions are based on reactions and beliefs of people and others around us. Our definitions are based on the people in our societies.

As described by Kora Tseng on Medium, as culture and society change so do our social constructs. Some social constructs are created, some fall out of existence and lose their meaning. Some social constructs remain but change over a vast period of time. One of these constructs is gender, like traits that are thought to be 'masculine' or 'feminine'. Essentially, the adaption to social pressures reinforces that gender is a social construction than something that has arisen from biology. Gender varies with cultural change.

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According to Amanda K. Allen and Miranda A. Green-Barteet, both delve into questions such as: Why are girls expected to persist? How is this taught? When does a girls' persistence become resistance? How is a girls' resistance viewed in contrast to persistence? They argue that: "While girls' persistence is often celebrated as a desirable trait of normative girlhood, girls' resistance - which is often portrayed with non-normative girlhoods - is often viewed with suspicion and mistrust, as something that must be monitored, controlled, and even stopped or prevented.

They open their journal article with an iconic viral moment of nineteen-year-old Greta Thunberg. On December 27th, 2022, Thunberg replied to a tweet sent to her by media personality Andrew Tate. Andrew Tate's tweet was intended to mock Thunberg's commitment to environmental activism. The tweet included a picture of his cars and stated:
 

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Rebecca Solnit, an American writer, described the post's energy as: "Cars are routinely tokens of virility and status for men, and the image accompanying his tweet of him pumping gas into one of his vehicles, coupled with his claims about their 'enormous emissions,' had unsolicited dick pic energy."

What was Thunberg's response?

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Even though Thunberg has collected praise and recognition from world leaders for her activism on climate change, she also continues to deal with being publicly mocked and attacked by individuals like Tate and former president Donald Trump. Allen and Green-Barteet describe Thunberg's responses "demonstrate the extent to which her persistence in advocating for climate change awareness and activism has also become resistance. She exhibits the 'ability to withstand,' and in so doing, she opposes 'an occupying or ruling power', both of which are integral aspects of resistance.' They explain that 'the potential of girls' alternative, resistant self-interpretations to challenge not only normalizing forces, but sometimes even the structures of power relations, is an important concept recognized within girlhood studies and a key narrative within girls' literature.'

The experiences and restrictions that girls experience from society's social constructs has also become its own area of study: 'girlhood studies'. The existence of gender, culture, and political structures with society formulate our social norms. Studies like Minor's show how various cultures and societies shape gender norms and restrict girls ability to express themselves. We'll end with a quote from Aline Fontanelli from Spiegeloog: "... It seems that it's girls who know best how to build a positive community out of unfortunate circumstances. To find comfort in what oppresses you is not a way to stay complacent but simply a means of survival."

For more resources about girlhood and girlhood studies, check out these websites!

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