Wellness Recovery Action Planning (WRAP ) for 3rd Level Students Nóirín Mannion, Mental Health Support Worker, NUIG.

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1 Wellness Recovery Action Planning (WRAP ) for 3rd Level Students Nóirín Mannion, Mental Health Support Worker, NUIG.

2 What is the Role of the Mental Health Support Worker? Person Centred Holistic approach Students Choice Advocate Case manage Non judgemental Referral Education Practical support Problem Solving Sleep Hygiene Timetable for life

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4 Building Capacity existing and new SUICIDE OR SURVIVE The Eden Programme

5 18 year old student. First family member in college. Next in family toddler. Home sick and unsure about course choice, not engaging with other students and feeling isolated and tearful. Financial difficulty as low income family. Used to play fiddle and Gaelic Football but stopped since he started University. Experiencing anxiety and panic attacks. Gave up medication before coming to University as he thought it would be a fresh start.

6 Provided support Information and reassurance to student in 1:1 meetings. Supported student to apply for student assistance fund. Linked in with Trad Soc and Gaelic Football team. Supported student to attend Student Health Unit to discuss treatment options in order to make an informed decision. Information on WRAP and place offered.

7 The Wellness Recovery Action Plan or WRAP, is a self-designed prevention and wellness tool that you can use to get well, and stay well.

8 Mary Ellen developed WRAP in 1997 with a group of people who had lived experience of mental health challenges. WRAP is now being used by people and in groups around the world. WRAP is recognised as an evidence-based group intervention in SAMHSA s National Registry of Evidence-based Programs and Practices (NREPP, 2010) Cannot be Carried out on people Values and ethics vital to WRAP e.g. There is unconditional acceptance of each person as they are, unique, special individuals, including acceptance of diversity with relation to culture, ethnicity, language, religion, race, gender, age, disability, sexual orientation and readiness issues Facilitated by qualified Facilitators Must be well at the time of taking part You own your own WRAP It is a live document-no beginning and end! As you change it changes!

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10 Evaluation based on Seminar 1 of WRAP. Completed over two days with Students from NUIG. Evaluation based on 49 students.

11 Key Concepts of Recovery Hope Personal Responsibility Self Advocacy Education Support

12 Increase of 21% in students taking responsibility for their own wellness.

13 Increase of 29% in students feeling that they would be able to tell someone about their experience of mental health problems

14 Increase of 59% in students knowing how to build their own support system.

15 The Wellness Recovery Action Plan or WRAP Wellness Toolbox 1. Daily Maintenance Plan 2. Triggers & Action Plan 3. Early Warning Signs & Action Plan 4. When Things are Breaking Down & Action Plan 5. Crisis Plan 6. Post Crisis Plan

16 Wellness Toolbox Things you do to keep yourself well and the things you do to help yourself feel better when you are not feeling well. Talk to family or friends Listen to music 31% increase in students having a number of things they do to keep themselves well. Use relaxation exercises Go to the Gym. Read a book Watch a DVD Go out for a meal Phone a friend

17 Daily Maintenance Plan 1. Describe how you feel when you are well Talkative, Energised, Calm, Happy, Content 2. A list of things you need to do every day to keep yourself feeling well Get up one hour before lectures Take my medication after breakfast Eat three meals a day Spend time with my housemates 3. Things you might need to do but not necessarily every day to keep yourself well Go to my support group Get a check up with my GP.

18 Increase of 55% in things students can do everyday to keep well.

19 Triggers: Events or circumstances that may make you feel uncomfortable Being really tired Anniversary dates Stress Spending too much time alone Action Plan: A plan that you feel will keep you from feeling worse if a triggering event occurs. Do everything on my daily maintenance plan Exam time Call a support person Substance abuse Do some breathing exercises

20 Increase of 39% in students being aware of what triggers are

21 Early Warning Signs Internal and may be unrelated to reactions to stressful situations Gut feeling Feeling anxious Lack of motivation Action Plan Do Everything on my Daily Maintence Plan Avoid doing things on daily maintenance list Talk to a supporter Avoiding people Increased smoking Spend 10 minutes relaxation 3 times each day Spending too much money Spend 1 hour doing something I like

22 70% increase in students knowing what to do if they experience early warning signs.

23 When things are breaking down. You may feel that things are feeling worse but not at crisis. You are still in control. Feel oversensitive Action Plan- Clear and directive Can t sleep Avoid eating Make appointment with my GP Take time off college Go home to my parents house Substance abuse Bizarre behaviour Contact the Mental Health Support Worker Suicidal Thoughts

24 15% increase in students identifying when they are feeling worse.

25 Crisis Plan In spite of your best planning and assertive action you may find yourself in a crisis situation where others will need to take over the responsibility of your care. Nine parts to your crisis plan. Completed when you are well Instructs others about how to care for you when you are not well Keeps you in control when it seems like things are out of control.

26 54% increase in students having a plan for Crisis.

27 Post Crisis Plan Time to Heal Time to reflect Time to learn Time to Nurture

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32 Thankyou & Questions

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