Hey everyone,
I agree with you on this. Schools usually have physical/dental health check ups yearly for all students. Companies may provide subsidies for their employees for their yearly physical/dental health checkups. I believe that schools and companies can normalise mental check ups to further support and encourage them to take care of their mental well-being.
Majority of the clinics only provide either physical or mental check-ups. I’m unsure if there are clinics offering 2-in-1 packages containing both physical and mental check ups for their customers. But, I believe that clinics should provide mental check ups as one of their services as well. But, there are many complications - the expenses to sustain, doctor qualifications, license to provide the service, etc.
From my understanding, primary and junior college teachers play a crucial role in supporting students’ mental well-being by fostering peer connections and providing support to those who needs it. However, younger students lack the awareness to identify that they need help and the lack of resources can further hinder their ability to seek support. Polytechnic and especially university students have busy schedules (additional weight should they work part-time) and would rather priortise their limited time on studies or leisure than to seek help. Plus, they may fear that seeking help could negativity effect their academic standing as they would have to declare any physical/mental conditions to their schools. In addition, poly/uni students are encouraged to be independent at this stage of life, which in turn pressure them to manage their problems independently. Thus, further deterring them from seeking support.
Workers are more likely to neglect their mental well-being due to sigma, heavy workloads, and fear of negative repercussions on their job security.
It’s great that celebrities such as Yvonne Lim, Adele, Prince Harry have spoken about their mental health struggles. As respected public figures, their openness helps reduce stigma and encourages others to seek help. However, one downside is that people may oversimplify complex problems, making it normal for someone to experience/feel a certain a way (at some point in life). This may cause people to feel that their feelings are invalidated or brushed by others.
I feel that education for both adults and children are equally important for themselves as well as the future generations. Encouraging and adopting healthy coping habits can reduce stress and in serious cases, the probability of prodrome symptoms (early signs and symptoms that precede the onset of a disease or condition).
Many children tend to follow the habits and practices of their parents or guardians. This influence includes lifestyle, work ethic, personal beliefs, and coping strategies. As children grows, they shape their own habits and beliefs through observations and guidance from their parents or guardians. Educating young children about self-care can positively influence their future habits. When children express their newfound understanding of self-care, the responses from their parents or guardians can vary, leading to different outcomes.
Here are the possible outcomes:
- Positive Reinforcement: Parents are already practicing good self-care methods. Parents embrace the conversation, actively support and engage with their child’s interest in self-care. They may even adopt similar practices themselves.
- Curiosity and Engagement: Parents may not be practicing good self-care methods but are interested and open for discussion. In turn, leads to meaningful discussions about self-care practices benefiting both the child and the parent. It may lead to a change in perspective and a willingness to adopt healthier practices.
- Seeking External Support: Parents may realise they lack knowledge about self-care and decide to seek external resources (e.g., online), to improve their understanding and practices.
- Resistance or Dismissal: Parents may or may not be practicing good self-care methods and are resistant to change. Parents may dismiss the child’s ideas, believing that their own approaches are sufficient, which could lead the child to feel unsupported and discouraged.
- Influence on Siblings: If there are siblings, the child’s discussions about self-care might influence their siblings. Both may adopt healthier self-care practices. Unlikely to create competition or discord.
- Conflict: The child and parents may have differing views on self-care, leading to disagreements and tension within the family as they navigate their beliefs and practices.
- Overwhelming Pressure on Parents: The child’s interest in self-care might inadvertently place pressure on the parents to change their habits quickly, leading to frustration or resistance.
Generally:
- Good outcome: When children express their needs or concerns and receive encouragement and support from their parents, it fosters a positive environment for self-care. This supportive response helps children develop healthy habits and a strong sense of self-worth, reinforcing the idea that their needs are important. As they grow up, they are more likely to prioritise their mental and emotional well-being. When these children become parents themselves, they are likely to model the same supportive behaviors, breaking the cycle and promoting a healthier approach to self-care in future generations. This creates a nurturing family dynamic that values open communication and emotional resilience.
- Bad outcome: When children express their needs or concerns and are discouraged or dismissed by their parents, it can lead to a lack of self-care habits as they grow up. This pattern can create a cycle where children internalise the belief that their mental needs are not important, leading them to neglect their mental and emotional well-being. As they become parents themselves, they may unconsciously repeat these behaviors, perpetuating the cycle.
Breaking this cycle often requires awareness and intentional change, both on the part of the parents and the children. It is easier to change their mindset and habits in their early childhood and adulthood. It is equality important for parents to lead by example. Educators (e.g., lecturers and teachers) play an important part to create supportive environments that encourage open and safe discussions as well as providing resources for students to develop their own coping strategies.
I believe that mental conditions are normal response to abnormal levels of stress. We should judge people less, and be more compassionate and accepting of others. Showing genuine care and treating people with sincerity will foster a more supportive environment and bring more happiness in our daily lives.
As someone who works in mental health, I’ve seen firsthand how transformative seeking help can be, but also how much courage it takes to take that first step.