4. Young people (15-25 yo)
ABS 2007
75% of mental health problems emerge before 25 yo.
Young people account for 27% of mental health
problems problems each year.
1 in 4 receives professional help
5. Figure 1.1. Shifting the Prevalence of Mental Health towards Flourishing (Huppert & So, 2013)
27. “Mindfulness means paying attention
in a particular way; On purpose, in
the present moment, and non-
judgmentally.”
Prof. Jon Kabat-Zinn
28.
29. Have you ever been...?
• Driving and...
• Reading and...
• In a conversation and…
• In a team meeting and…
30. Have you ever been..?
• Totally in the moment?
• Able to let go of your worries or the noise in
your head (not judging, analysing, thinking)?
• Able to just be?
31. Autopilot
• Time travelling mind i.e., Past or
future focus - fantasizing, story
telling
• Analysing, judging, problem
solving
Mindfulness
• Stay at home mind i.e., Present
moment focus - in the now
• Observing, non-judging,
accepting
33. • Immunity
• Health behavior change
• Chronic pain
• Heart disease
Physical Health
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007; Ivanovski & Malhi, 2007; Ryan &
Deci, 2000; Chang, et al., 2004; Shapiro, et al., 2005; 1998.
34. • Depression
• Anxiety
• Stress
• Eating Disorders
• Panic disorder
• Personality disorder
• OCD
Mental Illness
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007; Ivanovski & Malhi, 2007; Ryan &
Deci, 2000; Chang, et al., 2004; Shapiro, et al., 2005; 1998.
35. • Positive affect
• Vitality
• Life satisfaction
• Self-esteem
• Optimism
• Coping style
Wellbeing
• Self-compassion
• Quality of life
• Attention & focus
• Emotion regulation
• Sleep quality
• Neural plasticity
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007; Ivanovski & Malhi, 2007; Ryan &
Deci, 2000; Chang, et al., 2004; Shapiro, et al., 2005; 1998.
36. • More pro-social & collaborative behaviour
• Increased empathy
• Less aggressive behaviors
Social
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007;
Ivanovski & Malhi, 2007; Ryan & Deci, 2000; Chang, et al., 2004; Shapiro,
et al., 2005; 1998.
37. • Increased emotional control
• Improved focused attention
• More task relevant focus
• Better decision making & problem
solving
• Better academic performance
Performance
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell,
2007; Ivanovski & Malhi, 2007; Ryan & Deci, 2000; Chang, et al.,
2004; Shapiro, et al., 2005; 1998.
38. Brett Kirk
“I was someone who worried a lot about my
footy and what everyone thought. I would go
home and lie awake at night and having
meetings in my head, so now I try to live more
day-by-day and be in the present moment.”
The Australian, 2007.
44. Daily Mindfulness
1. Pick an everyday activity
E.g. Eating, walking, brushing your teeth,
showering, or commuting.
2. Tune in by using your senses
i.e., touch, taste, hear, see or smell.
3. Notice when mind wanders, gently
unhook & bring it back
4. Be accepting & non-judgemental.
46. Mindfulness Challenge
Take 5 minutes per day to be mindful
• Mindfulness meditation
• Daily mindfulness
• Practice tools e.g., Mobile apps or websites
47. Mindfulness Tools
• Smiling Mind (mobile & web, AUS)
• Buddhify (mobile, UK)
• Headspace (mobile & web, UK)
• The Now (random reminder for 21 days)
• Re-mindful (random reminder)
But I do think that it provides an amazing wellbeing opportunity to influence the health and wellbeing of Australian men & boys.
Mental health and substance use disorders account for 60-70% of the burden of disease among 15-24 year olds.
ABS statistics
The prevalence of 12-month mental disorders varies across age groups, with people in younger age groups experiencing higher rates of disorder. More than a quarter (26%) of people aged 16-24 years and a similar proportion (25%) of people aged 25-34 years had a 12-month mental disorder compared with 5.9% of those aged 75-85 years old.
2. 12-MONTH MENTAL DISORDERS(a), by Age(b)
The prevalence of 12-month mental health disorders in 2007 varied across the age groups, with both males and females experiencing higher rates of disorder in the younger age groups. Over three-quarters (76%) of people who experience mental disorder during their lifetime will first develop a disorder before the age of 25 years.
In the 12 months prior to interview in 2007, 30% of females aged 16-24 years had experienced symptoms of mental disorder. The proportions of males that experienced symptoms of mental disorder 12 months prior to interview were lower, at 23%, for both these age groups. Among women, Anxiety disorders had the highest prevalence of all disorders across all age groups, with rates above 20% for all age groups of women between 16 and 54 years. The proportions of males who experienced Anxiety disorders were lower, with 9% of males aged 16-24 years and 12% of those aged 25-34 years experiencing Anxiety disorders in the previous 12 months. Females aged 16-24 years had nearly twice the prevalence of 12-month Affective disorders compared with males in the same age group (8% and 4% respectively). Males aged 25-34 years had more than three times the prevalence of 12-month Substance Use disorders compared with females in the same age group (11% and 3% respectively). Both males and females in the younger age groups had higher prevalences of Substance Use disorders than those in older age groups.
10 psych nationallly – confidential, independent, off-site
Group programs – Manage your mind, mindfulness, mental health literacy, growth mindset, happiness
Campaigns – 5 ways to wb, band 4 hope, RU OK?
Welcome to the Art of Wellbeing…
We’re kicking off with an activity (blind portrait)
The Five Ways to Well-being are a set of evidence-based actions which promote people’s wellbeing. They are: Connect, Be Active, Take Notice,Keep Learning and Give. These activities are simple things individuals can do in their everyday lives.
The Five Ways to Well-being were developed by nef from evidence gathered in the UK government’s Foresight Project on Mental Capital and Wellbeing. Over 400 studies were reviewed. The Project, published in 2008, drew on state-of-the-art research about mental capital and mental wellbeing through life.
Great news – 5 relatively simple ways to wellbeing have been identified; as we shared at Induction Camp.
In 2008 the New Economics Foundation (nef) was commissioned by the UK Government to conduct a review of the work of over 400 inter-disciplinary scientists from across the globe.
The aim was to identify a set of evidence based actions to improve wellbeing
Easily incorporated into every day… now commonly known as the 5 Ways to Wellbeing
Ref: http://www.nef.org.uk
Football is not enough. We need put a lot of pressure and have high expectations from these young men...it is also our responsibility to
Marv Levy – former American and Canadian football coach, speaker and author
Passionately argues that players must know who they are and what they stand for, in order to bring their best.
Football is not enough. We need put a lot of pressure and have high expectations from these young men...it is also our responsibility to
Marv Levy – former American and Canadian football coach, speaker and author
Passionately argues that players must know who they are and what they stand for, in order to bring their best.
Emphasise the importance of taking care of wellbeing / mental fitness / matters of the mind (encourage use of their own words to describe)
Make a comparison between physical and psychological fitness…
People readily accept it is important to nurture physical health & wellbeing. They also accept that much of what happens on ‘game day’ is played out between the ears.
Yet still people feel far less confortable with the idea that it’s important to nurture psychological wellbeing.
ACTIVITY: Raise hands those who do at least one things every day to consciously attend to their physical fitness? Now raise your hands if you do at least one thing a day to attend to your psychological fitness? If any hands raised, ask if happy to share examples…?
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007; Ivanovski & Malhi, 2007; Ryan & Deci, 2000; Chang, et al., 2004; Shapiro, et al., 2005; 1998.
Howell, A. J. (2009). Flourishing: Achievement-related correlates of students' well-being. Journal of Positive Psychology, 4, 1-13.
Suldo, S. M., Thalji, A., & Ferron, J. (2011). Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model. Journal of Positive Psychology, 6, 17-30.
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007; Ivanovski & Malhi, 2007; Ryan & Deci, 2000; Chang, et al., 2004; Shapiro, et al., 2005; 1998.
Before we dive into the detail – let’s introduce ourselves.
I’d like you to imagine a speech that is being held in your honour. Perhaps your retirement speech from football.
Please share your name… and one thing you’d like to have said about your character at your retirement speech.
E.g., respected, fun, compassionate, humble.
WHAT ARE VALUES?
Values are enduring beliefs or attitudes that guide our behaviour, choices and actions across different circumstances
Values can be thought of as what you stand for as a person
Many people spend very little time thinking about what they stand for in life.
The science tells us that people who know their values and act accordingly, have greater wellbeing and mental fitness.
WHAT ARE VALUES?
Values are enduring beliefs or attitudes that guide our behaviour, choices and actions across different circumstances
Values can be thought of as what you stand for as a person
Many people spend very little time thinking about what they stand for in life.
The science tells us that people who know their values and act accordingly, have greater wellbeing and mental fitness.
Example value = connection
Valuing connection with other people, or places, might mean being loving and supportive of the people in your family.
The behaviours that may reflect this are staying in contact, remembering events & birthdays, making time to connect in person when possible, and sharing a meal or activity together.
These are behaviours that are consistent with the value connection
Former West Coast Eagles player, Ashley Hansen has completed his Bachelor of Science (Exercise and Sports Science).
Values are different to goals…
Goals have an end-point and can be ‘achieved’ and ‘ticked off’ as complete
Values are enduring and influence several aspects of your life… they point you in the direction of your goals
Eg. Education from handout
This slide demonstrates the difference between the goals / behaviours – and values.
Goals / behaviours: win 4 points this week, train x hours per week, execute game plan, beat specific opposition player, win flag, etc
Values: teamwork, success, integrity etc
ACTIVITY # 1: PERSON-VALUES MATCHING (handout #1)
This activity helps players to understand what values are by getting them ti identify the values of well-known identities.
Players to get into pair or triads…
Match each identity with 1 OR 2 values you feel they represent
List 2 new values for each identity
List another person / identity who exemplifies these values
ACTIVITY # 3– write on tags:
Invite group to brainstorm why values are important for WELLBEING, PURPOSE, MEANING, AND RESILIENCE
Some suggestions include… (share as many as needed to get the ball rolling)
Ask players to write as many reasons they can think of on cards which we’ll gather (across all clubs to share with other players)
Gives you direction in life and ensures you don’t wander aimlessly
Helps you set goals and identify priorities
Helps you make better decisions that have your priorities at heart
Influences how you treat people and strengthens relationships
Helps you identify when you have made a mistake or misjudgment
Helps you think of how you might do things differently in future
Builds resilience
Underpins a fulfilling and purpose-driven life
What the players said…
Invite group to brainstorm why values are important for WELLBEING, PURPOSE, MEANING, AND RESILIENCE
Some suggestions include… (share as many as needed to get the ball rolling)
Ask players to write as many reasons they can think of on cards which we’ll gather (across all clubs to share with other players)
Gives you direction in life and ensures you don’t wander aimlessly
Helps you set goals and identify priorities
Helps you make better decisions that have your priorities at heart
Influences how you treat people and strengthens relationships
Helps you identify when you have made a mistake or misjudgment
Helps you think of how you might do things differently in future
Builds resilience
Underpins a fulfilling and purpose-driven life
ACTIVITY # 4: WHO DO YOU LOOK UP TO?
Image #1 Nicki Winmar – pride, leadership, connection
Image #2 Swans player – family, connection, love, balance
This activity helps players to identify values I others they respect and admire, as a stepping stone to identifying their own values in the next activity.
Invite group to spend 3 minutes thinking about someone they look up to or admire.
Players are to think about what it is specifically that they admire… what values do they feel the person demonstrates or lives to?
Share thoughts about who and what they value (in pairs, or as whole group if possible)
Usually do a card sort task with the players....
Optional Activity # 9 - ideal 50th birthday visualisation
Let’s now look to the values we see in ourselves. This is a private activity and you won’t be required to share your thoughts on this one.
Sit comfortably, close your eyes, and take a few breaths… let’s cast ahead to your 40th birthday… where a celebration is being held in your honour
This could be a big celebration with countless family and friends… or a small, intimate dinner with only those most closest to you. When you imagine this event, don’t be held back by logic or reality… those you want to be there, are. Those you don’t, aren't. Everyone who matters to you is there… family, friends, partner, teammates, pets, role models, etc. Take a moment to think about where you are, and who is with you.
Now it’s time for the speeches. Visualise one person who is very important to you, standing up and making a short speech in you honour. Rather than telling embarrassing stories or making jokes, this person speaks about who you are… what you stand for as a person… why you are important… and what makes them proud of you. Take a moment to think about what it is you would most love to hear this person say about you (pause 30-60 seconds). Perhaps it’s time to hear from someone else now. Again, take time to consider what it is they would say about you… about what makes you tick… what lights you up… what it is you stand for.
Now bring your attention back to the present moment by focusing again on your breath. You may feel happy, sad, moved, thrilled by this experience… it’s really normal to feel a combination of things. Open your eyes and jot down what was said about you… and think about what values lie beneath.
Identifying our values is the first important step to living a values-driven life….
But ACTION must follow
(Remember: values are like the compass… they point us in the right direction – but they don’t get the work done for us)
Committed action is the goal-setting and steps we take in the direction of our VALUES.
Once we’ve considered and identified our values, ideally we adopt behaviours and actions that serve them.
All our behaviour or actions are either consistent, or inconsistent with our VALUES
Invite players to think about the difference between acting in accordance with your values (authentic, real, honest, true, alive)
And acting in contrast with your values (not quite right, uncertain, second guessing, hoping for the best, bit ‘off’)
Pick one small step that you can take today to take you closer to your values?
Welcome & Introduce self as facilitator….
Multi tasking....
Formal mindfulness definitions… Jon Kabat Zinn, 1994
http://www.youtube.com/watch?v=xoLQ3qkh0w0
ACTIVITY
When are you on autopilot? E.g., driving, when tired, brushing teeth?
When are you more mindful? E.g., listening to music, with kids, travelling.
Do you spend more time on autopilot or being mindful?
Mindfulness experts?
Research evidence drawn from:
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007; Ivanovski & Malhi, 2007; Ryan & Deci, 2000; Chang, et al., 2004; Shapiro, et al., 2005; 1998.
This is meant to be a brief overview of the wellbeing benefits – do not need to spend a lot of time on these slides.
Immunity is especially important for AFL players – increased risk of illness and injury and slower recovery.
We are particularly interested in the role of stress and mindfulness and will talk more about that next session.
Draw attention to “coping style” and “sleep quality”
IMAGE: Ashley Hansen, past player now at Bulldogs as PDM
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007; Ivanovski & Malhi, 2007; Ryan & Deci, 2000; Chang, et al., 2004; Shapiro, et al., 2005; 1998.
IMAGE: David Mundy, Freo Dockers
Allen, et al., 2006; Brown & Ryan, 2003; Brown, Ryan, & Creswell, 2007; Ivanovski & Malhi, 2007; Ryan & Deci, 2000; Chang, et al., 2004; Shapiro, et al., 2005; 1998.
IMAGE: Brett Kirk, former captain of Sydney Swans, and ambassador for Smiling Minds.
Who else uses mindfulness to look after their wellbeing and performance?
US Marines, AC Milan, Fuzzy Agolley, Tiger Woods, Russell Brand, Dalai Lama, Chigaco Bulls, Dr Andrew Rocheford, Sydney Swans & Collingwood, Cameron McAvoy, Ellen Degeneres, LA Lakers, Seattle Seahawkes (Superbowl 2014)
There are formal and informal mindfulness practices. The traditional approach to mindfulness training is via meditation. We will show you these techniques and some informal techniques.
Has anyone here meditated?
What are some of the ideas you associate with meditation (opportunity to myth bust)
Not mystical
Not sleep or relaxation (often a by product)
Not empty mind
It is about notice your thoughts and learning to unhook from them
ACTIVITY: 5 minute mnf of the breath
Debrief afterwards:
What did you notice? Could you unhook from your thoughts? Where did your mind want to take you? How do you feel now? Difference between mindfulness and sleep; relaxation as a by product but not primary purpose.
ACTIVITY: (approx 10 mins)
Dont pre-empt this – just jump into the activity.
Divide players into pairs and then as each persona to be either A or B.
Brief both teams seperately – A’s are to try and start a mindful conversation (e.g., what are your plans for the day off?) – be present, be interested. B’s are to be un-mindful & disinterested. Let the conversation run for 1-2 mins. Debrief what is felt like to be present/unpresent.
