SMASH THE STIGMA
Made by volunteers, for volunteers
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Welcome Have these cold, dark autumn nights got you wanting to curl up with a good read? Then look no further as the autumn edition of Smash the Stigma, the PAPYRUS volunteer magazine is here! This month we have welcomed two more volunteers to the team, Deanne Dunstan, who has written a fabulous article about the play, Every Brilliant Thing, and Tuathla Tudd, who has been interviewed about self-care. We are very grateful for their input so far and look forward to their future contributions. We also have a number of guest pieces in this edition; our volunteer from London writes about his struggles with autism and suicidal thoughts; our Northern Ireland volunteer shares their experience about losing their brother, and our volunteer from Wales shares tips about how to cope better with exams. We also have regular articles from the editorial team, including an article highlighting research about young suicide, an article about HOPEWALK, experiences of ASIST training, a guide for students for the new academic year, as well as puzzles and other articles.
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Firstly, we would like to thank you for reading the first two issues and for all the wonderful feedback we have received.
The team for this issue are: Mike Barber Tuathla Todd Deanne Dustan Bibi Wood Kaleh Ali Alex Peak Alice Kidd Shaun Longstaff Nikita Joshi Thanks also go to Imogen Capper Lauren Greenland and, Lewis Marriott We are always looking for articles from volunteers, so if you would like to contribute, please do not hesitate to contact us via volunteer@papyrus-uk.org
Contents 4 News 6 Volunteer news and views 10 Lived experience 16 Creative 18 Self-care spotlight and support 27 PAPYRUS pinboard
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News
PAPYRUS works with volunteers from across the UK – here’s an insider’s insight into what’s been happening in each of our PAPYRUS regions and nations, over the past few months...
NORTHERN IRELAND As the Northern Ireland team continues to grow and develop in terms of visibility, our volunteers have begun undertaking work on exciting new projects. These include our first ever volunteerorganised HOPEWALK at the end of October, which so far has raised nearly £400! We also have some exciting opportunities ahead, where some of our volunteers will be able to facilitate our training for very interested groups and organisations. Watch this space!
WALES As lockdown restrictions have been eased, our volunteers have been slowly getting out and about again across Wales; raising awareness and getting people interested in the work of PAPYRUS. We had some people who put their lives in the hands of gravity by taking part in a PAPYRUS parachute jump, a dedicated team of volunteers organised a touch rugby competition in Blackwood that raised over £3,500 and our volunteers were able to return to leisure centres, libraries, pubs and anywhere where someone could be persuaded to put up a PAPYRUS poster. In the run-up to October, volunteers in Wales collaborated on a project: HOPEWALK Cymru where we would organise the regular HOPEWALKs under one banner for Wales and attempt to walk 1621 miles between us – one mile for every young person who died by suicide in Wales and England in the last full set of figures. This has led to some great volunteer-led HOPEWALKs, including in Llandudno where volunteers battled through heavy rain and … err ... saved the life of a badger during the walk. It’s amazing what volunteers can do!
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NORTH WEST Things are all full steam ahead for Volunteering in the North West. We introduced our new Volunteer Coordinator in July, and Lydia has been working hard to grow the team, since. Due to the world slowly opening up again, there are plenty of new opportunities on the horizon for our volunteers to get involved with – both virtually and face to face. In terms of training, we have been training North West volunteers to become Awareness Raisers and Champions alongside London and West Midlands volunteers, so it’s been great to meet volunteers from across the UK. We also have a few of our Champions signed up to attend our Applied Suicide Intervention Skills Training (ASIST). On World Suicide Prevention Day, we had many volunteers raising awareness through social media and through their own individual projects within the community. North West volunteers, watch this space whilst our lovely team of volunteers continues to grow!
WEST MIDLANDS This autumn, volunteers have been attending community events across the Midlands for the first time since March 2021. It’s been great to be able to have one-to-one conversations with those affected by suicide, and to tell them about the work of PAPYRUS and HOPELINEUK. To honour World Suicide Prevention Day, we attended a large public event in Telford, which brought together a range of suicide prevention organisations in the city centre. Volunteers from the West Midlands co-produced a digital campaign resource for World Suicide Prevention Day. We were inspired by this year’s theme of ‘Creating Hope Through Action’ and created an e-card which supporters and volunteers could send to spread messages of hope. We have an exciting project running for a year in Warwickshire, as we were successful in securing funding from the Warwickshire Covid-19 Mental Wellbeing and Resilience Fund. The funding will enable us to recruit and train new volunteers, and to further train and develop existing volunteers to engage in suicide-prevention activities. The project is all about building resilient and mentally-healthy communities, and we will be aiming to set up a self-sustaining group of volunteers to increase awareness of suicide prevention in the county.
LONDON The London volunteers have been incredibly busy since the last edition of Smash the Stigma, from raising awareness and promoting volunteering at Fresher’s Fairs to delivering SP-ARKs for World Suicide Prevention Day. Imo has been incredibly proud of all the hard work; it’s been great seeing volunteers out in the community and so many Champions deliver their first SP-ARKs. London is also pleased to be training lovely new volunteers with the wider PAPYRUS team and is looking forward to seeing what they will achieve. Speaking of the wider PAPYRUS team, it’s really exciting to witness the growth of the volunteer team as we have gained Lydia, the new North West Volunteer Coordinator, and Danielle, the new Cardiff Volunteer Coordinator
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Volunteer news and views Suicide by children and young people By Mike Barber, London volunteer I would like to bring to your attention a research article: Suicide by children and young people. National Confidential Inquiry into Suicide and Homicide by People with Mental Illness (NCISH). Manchester: University of Manchester, 2017. The aim of the study was to find “common themes in the lives of young people who die by suicide”. The researchers collected evidence on 922 suicides by under 25-year-olds during 2014 and 2015. This means that this research is independent of any Covid-19 related issues.
The key findings were that: · There is rarely one single cause for suicide in young people, there is a combination of factors both previous and current · Most children come through the stresses which can cause suicide without serious harm · Family factors are very important and management of these is crucial in suicide prevention · Other factors include, mental or physical illness, childhood abuse, bullying, health issues, social isolation, alcohol or drug misuse
There should be greater emphasis placed on support for mental health in schools, colleges and universities. Specifically, there should be more support for those bereaved, especially by suicide, more support for looked after children and for LGBT [sic] young people. Specific action is needed to support those bereaved, especially by suicide. There should be greater emphasis placed on support for mental health in schools, colleges and universities. There is too much information about suicide methods on the internet and there should be further efforts to have this removed. There should be greater collaboration between front line services, including risk management and improvement of access.
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The National Confidential Inquiry into Suicide and Homicide by People with Mental Illness Suicide by children and young people in England. Manchester: University of Manchester, 2016, cited ten common themes in suicide by children and young people. These may increase over time, thereby increasing risk. Further to this suicide may then occur as a result of a crisis. The ten themes are: 1. Family factors such as mental illness 2. Abuse and neglect 3. Bereavement and experience of suicide 4. Bullying 5. Suicide-related internet use 6. Academic pressures, especially related to exams 7. Social isolation or withdrawal 8. Physical health conditions that may have social impact 9. Alcohol and illicit drug use 10. Mental ill health, self-harm and suicidal idea Common stresses in young people are usually overcome by the majority. However, for a minority these stresses are serious and present a real risk. Consequently, when young people present with signs of distress, these should never be dismissed as “transient or trivial”. The report found that there is often a pattern leading to suicide in young people, categorised by cumulative risk. This can include traumatic experiences in early life, a build-up of adverse conditions, adolescent high-risk behaviours (also in early adulthood), and a “final straw” event or crisis. Part of the difficulty is that this final event, may not seem severe, so the context of historical and present difficulties must be considered. In terms of prevention, there are pointers as to how we can help prevent suicide in children and young people. 1. Because adverse early life experiences can make young people vulnerable, anything which can be done to improve such experiences will be of benefit. This will require working with families and agencies to support vulnerable children 2. As they get older, support should be available, in the form of better mental health provision in schools, access to CAMHS and support for those who self-harm or engage in alcohol or substance abuse 3. In workplaces, colleges and universities, healthy initiatives should be promoted and there should be a system for management of potential crises. Although one becomes an adult in law at the age of 18, each person is different. However, at the age of 18, young people move from children’s services to adult services. The report advocates development of the services, so that there can be flexibility in the transition point Finally, self-harm is a “crucial indicator of risk” and should always be treated seriously, even if the physical injury is minor. The frontline services which deal with self-harm are crucial. There should be more availability of psychological assessment and therapies should be readily available. I would urge you to read the report, which can be found at: Suicide in Children & Young People in England 2016 (manchester.ac.uk)
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World Mental Health Day By Kaleh Ali, London volunteer At PAPYRUS mental health is a very important matter, that’s why World Mental Health Day is of such significance to us. World Mental Health Day takes place on the 10th October. It is a day all about the awareness, education and support for people with mental health issues. The first celebration of World Mental Health Day was in 1992 in more than 150 countries, it is now celebrated internationally!
“Caring for the mind is as important and crucial as caring for the body. In fact, one cannot be healthy without the other.”
Why is World Mental Health Day important? World Mental Health Day is important as it helps to create more awareness of mental health and how as individuals, we can be more involved making sure that people living with mental health problems or suicidal thoughts can have more support. The day allows an opportunity for everyone as individual or as groups to talk about and discuss how they are working on mental health issues, suicide prevention and what else needs to be carried out in order for mental health care to become a common reality for everyone internationally.
How could you participate in World Mental Health Day? There are many ways you can get involved on World Mental Health Day, this can be either in small or big ways, whichever way you are comfortable. As any difference is a difference regardless if it is small or big. One of the best and initial ways to get involved is by creating your own awareness and educating yourself and adopting a more positive mental health perception, especially with our current day stigma around mental health issues. If you are part of a community or workplace you could initiate ways in which you can use the day for creating awareness and support around mental health for example through having posters put around.
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What I did on World Mental Health Day For World Mental Health Day, I participated by creating awareness of it at the school I work at. I created awareness around the topic by discussing using child appropriate terms and language; what mental health is, and why mental health is important. We discussed ways and things we could do that makes us happy if we are feeling sad. Additionally, we spoke about if we are feeling sad or unhappy that’s okay and normal. We spoke about ways we could manage these feelings, maybe through talking to someone or a friend about how we are feeling. Lastly, as a class they did an activity where they did a spider diagram about things that makes them happy. They really enjoyed this activity as they were able to discuss with peers about what these things are that make us happy. Some of their pictures on the mind map included pictures of them spending time with their family, some included them playing the fun fair and some of them playing football.
PAPYRUS HOPEWALK In relation to the discussion around mental health awareness and how to get involved, eight years ago PAPYRUS set in motion HOPEWALK. This year it marks the ninth annual walk to #SmashTheStigma and to raise important funds for the prevention of young suicide. In the past years, people have helped raise thousands of pounds which has potentially saved so many young lives in the UK. All the support and money raised truly means so much to PAPYRUS.
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LIVED EXPERIENCE Autism, anxiety and suicidal thoughts By Alex Peak, London volunteer Openly talking about suicide has come to the forefront of the national conversation recently and we’re talking about it more than ever before. As PAPYRUS volunteers, we are promoting awareness and want to help prevent young people from taking their lives as much as we can. However, not much has been said about the connections between suicide, anxiety and learning disabilities, specifically autism. Mental health conditions and learning disabilities are often linked, and as such need to be treated in tandem. Tackling mental health issues in autistic people can be done in several different ways, including promoting neurodiversity in the workplace and helping to reduce the impact of isolation.
Anxiety from a young age It’s hard enough living with autism at home but the anxieties and worries are exacerbated further at school where assumptions can be made quickly by other students and teachers. It’s important to identify symptoms of anxiety and suicide early in children’s educational lives; those with autism often aren’t able to understand most social situations which invariably leads to them feeling excluded or singled out. It can be very hard to tell whether someone is joking or bullying them which contributes to social isolation and feelings of exclusion. Unfortunately, these factors and feeling often spiral into thoughts of suicide – this is certainly something I experienced. While adapting educational services for everyone with autism, as well as other learning difficulties, is a legal requirement, we need to look at autism and suicide together since there are clear links between the two. Those on the autistic spectrum are nine times more likely to die from suicide than a neurotypical individual, and this can be chemically traced to how our brains work; generally, if our bodies are not producing enough serotonin, a lot of negativity, repeated phrases and anxiety dominate our thoughts. Autistic people – and in fact anyone who has learning disabilities – need far greater accessibility to trained psychiatrists with that understanding, because at the moment it’s far more difficult than it should be to get that help required for those on the neurodiverse scale. Because of the major hurdles to get that support, we are losing far too many on the spectrum, regardless of age, to suicide
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The statistics 79% of adults on the spectrum haven’t been able to seek the right treatment for their mental health issues, whether that’s because of a lack of access to treatment, or being unable to find a specialist who understands the connections between autism, depression and suicide. Autistic children are 28 times more likely to have suicidal thoughts or attempt suicide – these are frightening statistics. According to a recent study in Denmark, the suicide rate amongst autistic individuals is three times higher than in those who are neurotypical. The research also found that the risks do not decrease with age and 90% of those on the autistic spectrum who attempted suicide or took their own lives had an accompanying psychiatric condition. What’s more, the article states that women on the spectrum are four times more at risk of suicide than males because their autism is diagnosed and treated later in life due to their symptoms being presented in a different manner to men. The links between treatment or diagnosis of autism and avoiding depression couldn’t be clearer.
“Tackling mental health issues in autistic people can be done in several different ways, including promoting neurodiversity in the workplace and helping to reduce the impact of isolation.”
Adaptations in the workplace Adapting to adult life can be very challenging for autisic individuals; trying to find a purpose with a job or carrying out everyday tasks like paying bills, booking restaurants or preparing for an interview can be incredibly stressful. The base-line of anxieties that neurodiverse people have is generally higher due to the excess stimulation and differences in neurological processing. With the greater awareness we now have, it’s so important for organisations to set out clear commitments to hire neurodiverse individuals and adapt their application and interview processes to work around any anxieties or special requirements. When interviewing, it’s important to understand autisitic people don’t respond well to ambiguous questions so making them clear and concise will make the potential employee feel much more relaxed. All these mentioned changes will go a long way to making the applicant feel valued and comfortable not just in the interview and trial stages but also when progressing through the company system, making sure they receive the right support and reassurance along the way. Little tweaks like carrying out the interview in a well-lit room with big windows and minimal background noise make a big difference to the atmosphere in the interview. Having only one or two people rather than a panel can also ease the pressure for the candidate. There are some companies actively making an effort to recruit and advertise roles for neurodiverse individuals – Universal Music, Financial Times and Ford being such examples, but more firms can benefit hugely from explicitly promoting roles for those with autism on their websites. Making those tweaks will avoid anxiety building, therefore avoiding any spirals into isolation and depression.
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Support outside the workplace Empathy and patience are two of the most powerful weapons we have to help autistic individuals tackle isolation, depression and anxiety. The way in which all these mentioned traits need to be treated are the same as each other. When an autistic person knows that the environment around them is supportive and encouraging, the benefits are boundless and enables an autistic person to enjoy life so much more, knowing they are accepted and loved as they are. Structure is well-known to be a common trait in autistic people, so creating a structured schedule and daily or weekly routine is a great idea as it gives a real purpose and a reason to get up in the morning. Finding new interests and hobbies, organising a workout schedule or finding an organisation to volunteer for are all great additions to this routine, and will give structure to the week. Stress, mood swings and anxiety are all reduced hugely and, as a result, connections with family and friends are stronger and deeper.
A holistic approach Throughout an autistic person’s life, from youth through school and into the workplace, anxieties are almost certain to crop up, as they navigate what is often a foreign and confusing world. The road out of depression and their survival will be significantly easier if autism and suicide are approached together. Actively promoting neurodiversity in the workplace ensures everyone on the autism spectrum feel valued and wanted for who they are straight away, promoting their wellbeing and having a positive knock-on effect to reduce the risk of depression, or worse, suicide. Taking a holistic approach to autism, depression and anxiety, and treating all three together in school, the workplace and in everyday life, will help bring down the shockingly high suicide rate amongst the autistic community.
If you’re aged 35 or under, and experiencing thoughts of suicide, call HOPELINEUK on 0800 068 414 07860 039967 or email pat@papyrus-uk.org – open 9am to midnight, every day of the year. We are also anybody concerned for a young person who might be experiencing thoughts of suicide.
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My journey with suicide By Shaun Longstaff, Northern Ireland volunteer Ten years ago I lost my only brother to suicide. On the face of it he was an extremely successful businessman with a partner, two young children and another on the way. Alcohol was a part of his life but nothing that we thought was a massive problem. He died by suicide on a trip to London where he was watching his beloved rugby team the All Blacks play England. It seems like yesterday but this week 20 years ago he was phoning me from New York where he was working to tell me that a plane had just flown into Twin Towers. I’ll never forget the phone call. In fact exactly where I was standing… exactly like I’ll never forget the phone call I received from his partner to tell me that Craig was no longer with us, 10 years after that. It has taken me a long time to deal with the sadness. Pretty much nine years before I could even speak about it without crying. In the last year I began my journey with PAPYRUS. I wanted to try and make a difference and ideally prevent other people from making a decision like he did. I truly believe that if my brother had known the immense sadness that fell upon my family then he would not have made the decision he did. He was in a very high-pressure business; an environment that expected results. Many of us face life pressures in different ways. Many of us need help. That’s not a weakness. In my environment – a professional sporting background – the stakes are high and only recently have we begun to embrace the strength behind admitting that you are vulnerable. I’m still in my early stages with PAPYRUS but I want to be able to speak to people about the hope that PAPYRUS brings. I believe that there is still a problem with people talking about suicide. That there is a massive level of shame and a huge issue with stigma I’m being taught how to present the PAPYRUS story and about the structures/ help and the information that PAPYRUS can provide as an organisation. I’ve been welcomed and made to feel as though my story is worth telling and also that I would be helpful to the organisation. Hopefully I’ll be a useful addition to our small team in Northern Ireland as we seek to spread the word of hope. Thank you for reading.
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An honest review of ASIST By Alice Kidd, London volunteer In July, I was given the opportunity as a PAPYRUS volunteer to attend ASIST training in Brixton. I have wanted to complete this training for years, so I jumped at the chance. ASIST (Applied Suicide Intervention Skills Training) is a World Health Organisation recognised two-day course that trains participants to recognise when someone may be having suicidal thoughts, and to work through a suicide first aid model to help keep a person at risk safe and encourage them to access support.
Day one Nervousness was the overwhelming emotion as I approached the building on the morning of the first day. The mystery of what was about to come, coupled with the notion of spending two entire days talking about suicide was a little nerve-wracking and scary but also quite invigorating too. Around 15 people sat in the room flicking through the booklet while we anxiously waited for the session to start. Our trainers were PAPYRUS staff, and it was immediately obvious how experienced and confident they were at delivering ASIST, which helped calm my nerves and put me more at ease. After an introduction to the course and how the next two days would be structured (along with plenty of warning that these days would be incredibly demanding and we should expect to feel exhausted at the end), we were split into smaller groups to have an honest look at our attitudes, beliefs and experiences. This for me was one of the most challenging yet rewarding elements of the whole course. Comparing your attitudes on a deeply stigmatised topic with a group of strangers encourages you to challenge misconceptions you might not even realise you had and enables you to open your mind to new perspectives.
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Sharing our personal stories and experiences with the group was something I had anticipated might be asked of us before the course, yet I don’t think it’s possible to fully prepare yourself for such a task until you’re right there in the moment. Before joining PAPYRUS it had been many years since I’d described my experience out loud and I had never shared it with strangers. Having shared my story a few times now to different groups of people, I have personally found this process to be extremely cathartic and valuable – a real life story forces the world to recognise that suicide is very real and the more we talk about it, the less stigmatised it becomes. After the group discussions, we moved onto the intervention model which teaches you how to deliver an intervention on somebody who is showing signs of feeling suicidal (or has made it clear that this is their plan). This model is scientifically proven to reduce suicidal feelings in people at risk and is supported by a ‘safe-for-now’ objective, which helps you deliver the person to immediate, short-term safety. It is tricky to get the hang of at first, but after seeing it in action it is really effective and also flexible to any situation you may be in. I headed home at the end of day one completely shattered (missed my stop on the overground) but inspired and looking forward to the day ahead.
Day two Everyone was more comfortable with each other by day two and as we chatted in the morning it was clear that we had all found the previous day mentally and physically draining. One participant told me that they had slept for 12 hours! We proceeded through learning the rest of the model and were then informed we would be spending the day participating in role play to practice the model. Whilst the idea of role play generally fills me with dread, I knew that this would be vital for solidifying the method and understanding how it would work in practice. So, I put my nerves aside and got stuck in with the intervention practices. We started off with some whole group practices and then in the afternoon were put into pairs and took it in turns to deliver interventions. Surprisingly, I actually found the one-on-one role playing much easier because you could take your time with it and take it in whichever direction you feel makes most sense – you just have to ignore the 15 people watching you deliver it!
PAPYRUS believes that at least two people in every organisation should be ASIST trained. If you are a PAPYRUS volunteer, you can complete ASIST free of charge. More information can be found on the PAPYRUS website, or by getting in touch with your Volunteer Coordinator.
The best thing about ASIST is that you aren’t just walked through the motions. Across the two days you are challenged and encouraged to adapt your ways of thinking, whilst also being supported and given confidence to participate, which ultimately gives you the confidence you need to deliver the life-saving model should you ever need to. It’s not just the model you learn too – I’ve learned skills I can apply to everyday life, such as how to be more observant and to spot signs that those around me might need support, and I’ve improved my reflective listening skills (a lot of the time, listening is much more powerful than offering advice). The main feeling I had walking out of the building at the end of day two (apart from complete mental exhaustion and a strong desire for pie and mash) was that, just like everybody should complete first aid training, everybody should complete ASIST.
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Creative
HOPE is... By Tuathla Todd, West Midlands volunteer
Creating pieces of art that ignite your soul, Red Devils scoring a winning goal, Eagles elegantly swooping through the sky, they look so free, A new-born baby looking up at me, what is it that you see? The fireworks that explode when you smile, Intriguing podcasts that keep you up for a while, Never ever forgetting your first love, Greatness looking down at you from above. How even when you are at your darkest, a star still shines bright, Ocean waves crashing against the shore, but still persevering with might, Pleasantly remembering that there is always tomorrow, Every colour of the rainbow. The thing with feathers that nests in your heart, How love can leave footprints, so tread gently from the start, Raindrops falling down from the sky, painting the ground, Orange sun smiling down on you, now you are found, Understanding that you are good enough; you are fine, Glitter that gets stuck on your skin and makes you shimmer and shine, Hot chocolate on a cold, wintery day, very divine. A good book that speaks to your soul, Cats when they sit on your lap, now you are whole, The way music soothes and makes everything seem possible, Idyllic places that are unforgettable, Observing displays of love and laughter, Netflix shows with a happily ever after. 16
My brillia
1. My first bri was on Net
2. Another br calming.
3. My last bril mostly liste
Have you ever thought about making a list of all the brilliant things in your life? I hadn’t until I went to see Every Brilliant Thing, an incredibly funny and honest play. In this one-woman show, we go on a journey with the narrator as she sets out to make a list of all the reasons for staying alive after her mum attempts to take her own life. Her list eventually reaches a million! Livvi Parsons is sensational as the narrator, bringing the whole play to life in a fun and energetic way. As a young seven-year-old girl, the list includes, ‘people falling over, the colour yellow, staying up past your bedtime and being allowed to watch tv; kind old people who aren’t weird and don’t smell’. The list was put away until mum made a second attempt 10 years later. There are some brilliant lines throughout the play, but the one that resonates the most with me is… In order to live in the present, you have to be able to imagine a future that will be better than the past…that’s what hope is and without hope we couldn’t go on. I found Every Brilliant Thing totally engaging because the audience takes part in the whole performance. Arriving at the venue, we were given small, numbered cards listing all the brilliant things and invited to call these out in turn – mine were ‘ice cream’, (that’s the first thing on the list), and ‘cycling downhill’ (no. 999). Throughout the play, different members of the audience are also asked to take on different roles – Mrs Patterson, the kind teacher at school who has the sock-dog puppet, the dad, the vet, and the university lecturer.
Every brilliant thing By Deanne Dustan, West Midlands volunteer At 17, the narrator’s list includes ‘Andre Agassi, skinny dipping, deciding you’re not too old to climb trees’, and later at the age of 20 – ‘staying up all night talking; people who can’t sing but either don’t know or don’t care; not worrying about how much money you’re spending on holiday because all international currency looks like monopoly money’. And while writing this endless list, music is playing – Ella Fitzgerald, Curtis Mayfield, Billie Holliday, Ray Charles. Her first entry was ‘ice cream’ and it ends with ‘listening to a record for the first time, turning it over in your hands, placing it on the deck…’ (no. 1,000,000). I think this was especially for dad who used to escape to his study to listen to music. I came away thinking we should all write ourselves a list of all the brilliant things in our own lives, and when we feel depressed, we can just remind ourselves of all the brilliant things that make life worthwhile. My ‘three musketeers’, crusty white toast with lashings of butter and marmalade, long sunny days, chocolate buttons – these are some of the things that would be on my list, what would be on yours? All the proceeds of this play have gone to PAPYRUS in memory of actor Simon Hawkins, ‘talented, generous and greatly missed’.
ant things, By Kaleh Ali, London volunteer
illiant thing that I enjoy doing is watching documentaries. The most recent documentary I watched tflix called Hope Frozen.
rilliant thing that I enjoy doing is visiting nature places. I find that nature places and walks are very
lliant thing is listening to music from all different genres and countries. When I’m studying, I en to classical music, as it helps me to focus.
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Self-care spotlight and support Back to school, college, university. By Mike Barber, London volunteer
By the time this is published, schools will have been back for about a month and universities and colleges about to start.
This is supposed to be a survival guide for the new academic year. Many will be starting a new phase of education, be it reception, primary school, secondary school, sixth form, college or university. Change can be very stressful. Parents/ guardians/ carers will worry about their children being happy, being able to cope, making friends, possibly being away from home for the first time. Pupils/ students will find everything a bit new and will learn to adapt. Most people cope with these changes very well and after a few days or weeks have settled into their stride. But for some, the doubts and worries take longer. It is important that you use the support networks in place. There is usually someone you can talk to confidentially. For parents of children at school, I would advise not to be a “helicopter parent”, i.e. allow your child to find his or her feet. Don’t be contacting the school about every little thing. In general, school staff know what they are doing and they have had much experience of bringing children through the system. Obviously, if you are worried, or have serious concerns, do contact the appropriate person and work together to solve the issues. Once a child turns 18, for example at university, the staff will not speak to parents about the students. This can be frustrating, but it is part of the growing up process. There are some principles which apply to all. So, whatever your age or level of study, the following will help (in no particular order):
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Self-care
• Have a positive attitude, be ambitious, don’t be afraid to fail and learn from your mistakes (and other people’s!) • Eat a healthy, balanced diet, which takes account of your lifestyle, so for example, if you undertake a lot of exercise, eat appropriately. • Keep hydrated, so drink plenty of water, the recommended amount is about two litres per day. • Regular exercise has many positive benefits, both physically and mentally. • Make time to follow your interests. • Ensure that you get enough rest and in particular sleep. Persistent late nights are not healthy.
Academic work
• Obviously, work hard, but work smart and be efficient. • Have a schedule. • Plan rest breaks into your schedule – as a minimum after each hour of study; it could be after each half hour and then just take a five-minute break. Make sure you take a lunch hour and go outside if you possibly can, as it’s good to have a break from your study space. • Make sure that you have the right equipment or know where to access it. • Know where everything is, notes, books etc. • Where possible, prepare for the lessons, lecture, seminars coming up. • For older students, make sure that you have undertaken the requisite reading. • Regularly look over what you have previously studied, work this into your weekly schedule. • Be aware of different learning styles, use different techniques to help with your learning, eg mind maps, mnemonics etc. • Remember different subjects and topics, will require different techniques. • Plan for short term goals, leading to longer term success. • Definitely, no social media while working, it’s too distracting! • Be creative, where appropriate. Think before putting pen to paper.
Assignments and revision
• Don’t re-write notes, highlight, learn keywords, summarise, and summarise the summary. • Where necessary follow the guidelines concerning annotation and referencing. • Do not plagiarise i.e. do not try and pass off other people’s work as your own; you will always be caught out. You can use others’ work as long as you give them the credit for it. • Whilst working on an assignment, regularly check that you are answering the question. • Don’t leave things to the last minute, put in false deadlines well ahead of the real ones, finish your assignments in plenty of time and submit well before the final deadline. • Proofread your work with a fine-tooth comb or ask someone your trust to look over it for you. • Be honest, if you are struggling with something, admit it, ask for help, don’t try to ‘cover it up’ or ‘bury your head in the sand’. Definitely, don’t let things build up so that they reach a crisis point. • Institutions are governed by all sorts of academic rules – don’t break them.
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Working relationships Much of your education depends upon your relationships with your peers and your teachers/ tutors/ lecturers/ supervisors. Ensure that these are positive and work in the best interests of all. Be considerate of others’ points of view, without surrendering your own, but be prepared to admit if you are wrong. Be polite during discussion. Don’t waffle, be concise. Back up your opinion.
Mental health Be aware of your own and others’ mental health. Education can be very stressful. Do not put unrealistic expectations upon yourself or on others. If somebody comes to you with a problem, take it seriously and find out where they can go for help, be it just talking things through with a sympathetic ear or more serious. Most educational institutions will have a pastoral team, find out how to contact them (both for yourself and for others).
Social aspects There is also a social element to education. Nobody is expecting you to be friends with everyone and each person is different. Some will have a large social group, others will prefer smaller more intimate groups. There is no right or wrong. Don’t overdo the socialising; everything in balance. Pursue your interests; the Students’ Union will have lots of clubs and societies that you can join. It is a good way to meet people and will contribute to your self-care.
Personal responsibility As you get older, you are expected to become more independent. Time management is an essential skill. At school this will start with homework and progress to study periods. At college and university, you have much more ‘free time’. You will need to use this wisely.
Final thought Finally, keep everything in perspective. You don’t need to know where it will all lead in later life. Having an idea may help, but it is not essential.
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PAPYRUS preparation pencil case By Bibi Woods, London volunteer
2. Self-care
1. Balance
3. Connect with others
4. Ask for help
5. Try new things 6. Keep healthy
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A two-time university student’s rough guide to managin By Nikita Joshi, Wales volunteer Exams are a difficult time for anyone, but it is important we get regularly tested to make sure our knowledge and skills are up to date. Academic stress is known to negatively affect student’s performance1,2, but under pressure from written exams, OSCE’s (practical exams) and oral presentations, how can we manage our stress?
1.
Start in good time
As university students we should all have access to a central timetable, even before exams are announced. This means that it is possible to plan in advance. As we have a lot of exams, it is useful to schedule things in an organiser, along with any reports or assignments present in the term. This will allow you to look in advance each week, and not be overwhelmed or surprised by examination announcements when things get busy. Preparing in advance does not mean increasing your workload to an unfavourable amount and missing out on social events and relaxing time for yourself, but it does mean there is more time to revisit and get through the material, be more present in lectures and understand the topic better. Preparation could include writing lecture notes and condensing them, making a pneumonic, or reading around the subject. If there are multiple exams and deadlines, spacing things out means that you don’t get as overwhelmed.
2.
Find out how you learn best
Find out what makes you interested in a topic, and what does not hold your interest as much, in order to maximise your learning efforts. One way to do this is by doing a VARK questionnaire3. From here you can find out what type of learner you are – visual, auditory, reading/ writing and/or kinaesthetic – and you can direct yourself to aids that might be better suited to you. Perhaps, using more than one route of learning suits you better. There are many resources outside of lectures, including articles textbooks and websites, but also plenty of resources on YouTube and social media. Failing that, you can make your own!
3.
Practice makes perfect
This is especially true for OSCE’s and presentations. If you can take some time out of your day to do utilise models to learn anatomy or read orthopantomography radiographs or practice makeup on a model, you will feel more comfortable and prepared when it comes to doing the OSCE. If you have a presentation coming up, practice delivering your presentation in the mirror, and believe in what you are saying. Practice in front of yourself, your peers, your family perhaps. Then it’s just a matter of delivering something you’ve delivered many times before.
References 1. Crego A, Carrillo-Diaz M, Armfield JM, Romero M. Stress and academic performance in dental students: the role of coping strat 2. MacGeorge EL, Samter W, Gillihan SJ. Academic stress, supportive communication, and health. Communication Education. 2005 3. Fleming ND. VARK: A Guide to Learning Styles. Online information available at: http://www.vark-learn.com [Accessed April 2020 4. Macgowan MJ, Wong SE. Improving student confidence in using group work standards: A controlled replication. Research on S 5.
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Zaccaro A, Piarulli A, Laurino M, Garbella E, Menicucci D, Neri B, Gemignani A. How breath-control can change your life: a syste
ng exam stress 4.
Group work is your friend
From my own experience I have found group work can be a useful revision aid and is great for switching up my routine. Whether practicing from past papers or practicing thyroid examinations, there’s always things that you can improve on. Your fellow students and friends are going through the same thing as you are, so this is useful for finding out areas you are weak at, different perspectives and ideas, or question and answer sessions to keep you sharp. The social support can also give you confidence and autonomy4.
5.
Don’t overwork
Many people want to be overachievers, and many times this is achievable. However, a good word-life balance is more important. This is especially important around exams, as you don’t want to get burnt-out, engulfed and overcome with the blues. Give yourself little treats instead, such as watching your favourite TV show, catching up with someone or taking some time out to go for a nice walk. Don’t let people spook you into thinking that you’re very behind or that everyone is very relaxed. Being a student can sometimes put you in a competitive head space, but it’s important not to compare yourself to others, just focus on improving yourself. Know that everyone works at their own pace, and you should work at a pace that is not unrealistic but suits your goals.
6. Breathe When things get too much, utilise breathing techniques. Slow breathing techniques can help emotional control and psychological well being5. Personally, slow, deep breathing helps me to return to the present and get rid of unhelpful thoughts.
7.
Always talk to someone If you are struggling
Asking for help is not embarrassing or shameful. Chatting to a good friend, family member or tutor can help get things out of your system. They may be able to offer you helpful solutions to your problems. You don’t have to go through it alone!
8.
Believe in yourself
Whether you are in high school or you have gotten into the university/ college of your choice – you can get past this exam! Think about all the great things that you have achieved and try to replace any negative thoughts with this. It’s not the end of the world If you have to re-sit an exam. Sometimes, you are your greatest competition, but in order to work this angle in a healthy way, it is important to try to keep things in perspective and learn from your mistakes.
tegies and examination-related self-efficacy. Journal of dental education. 2016 Feb 1;80(2):165-72. 5 Oct 1;54(4):365-72. 0]. Social Work Practice. 2017 Jul;27(4):434-40.
ematic review on psycho-physiological correlates of slow breathing. Frontiers in human neuroscience. 2018 Sep 7;12:353.
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Meet the volunteers In this instalment of Meet the volunteers we interview our new addition to the Smash the Stigma team, Tuathla, one of our fundraising volunteers in Birmingham about her self-care practices.
Hi Tuathla, so what’s your favourite self-care practice at the moment? Right now, I’m really into bird watching. During lockdown my mum and I decided to set up a bird feeder and it’s been so relaxing to sit out together. We’ve managed to see robins, goldfinches and nuthatches to name a few! Just being out in nature in general is my favourite type of self-care. I also think caring for others is a big part of it, and my volunteering work is really rewarding. Doing good deeds for other people helps me feel like what I’m doing is purposeful and connects me with others.
That’s interesting, I’ve never thought about self-care like that but completely agree. How do you maintain boundaries when caring for others? It’s a difficult to find the right balance and notice when it becomes too much. When you’re in a good place you can often do a little bit more work than when you need more time to yourself. Going overboard can be distressing when volunteering or working with people in general.
How do you personally recognise when you’ve gone over that threshold? I think I just feel a little bit more on edge. It’s a gut feeling that you need to really acknowledge and listen to. When you’re not feeling like doing something 100%, and maybe not even looking forward to it, there’s no need to push yourself to do it! When it happens for me, I try to step back and remember that it’s normal and happens to everyone. Hopefully others who are helping people as part of their self-care can recognise that. We all want to help everyone but if you’re not in the right place or even just feeling a bit worn out, it can make you feel worse.
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Do you have a routine time for your self-care? Not as much… I’ve thought about it but I just do as much as I need at the time, which sometimes is a lot, and sometimes not as much. If I try and pressure myself to do some self-care, it becomes very unenjoyable, so I just allow myself to take the time whenever I feel like it without any guilt.
What does self-care mean to you? I didn’t used to practice self-care in such a deliberate way, but now I find it so beneficial to unwind and let go of distractions and anxieties. In a way I re-connect with myself and feel good about where I am.
And finally… the opposite. What in your opinion is NOT self-care? Doing anything stressful! Things like catching up on work, even though may prevent stress for you in the future, is not a way to look after yourself in the present.
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Support services HOPELINEUK
HOPELINEUK is PAPYRUS’s free and confidential helpline, ran by trained suicide prevention advisers. www.papyrus-uk.org Call: 0800 068 41 41 Text: 07860 039 967 Email: pat@papyrus-uk.org 9am to midnight, every day of the year.
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LGBT+ support services Mermaids UK – https://mermaidsuk.org.uk/
Gendered Intelligence – https://genderedintell gence.co.uk/ Mind Out – https://mindout.org.uk/
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PAPYRUS pinboard Upcoming dates for your diary SP-ARK and Q&A session - Thursday 11th November 5:30pm – 6:30pm SP-EAK Suicide Prevention Explore Ask Keep Safe - Saturday 27th November 10am – 1:30pm Safeguarding Training - Thursday 2nd December 5:30pm – 7:00pm Champions Workshop - Tuesday 7th December 5:30pm – 6:45pm
Wellbeing and self-care Headspace – https://www.headspace. com/ Mental Health Mates – https://www.mentalhealthmates.co.uk/ Calm – https://www.calm.com/
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If you would like to be involved in the next issue, please contact our volunteering team via email on volunteer@papyrus-uk.org
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