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Distress and wellbeing (Distress (implications (developmental (stress…

- - - - personal
        
        Masse scale
        
        emphasis on individual descriptions of stress, common factors include pessimism and low self-esteem
      - clinical
        
        DAS
        
        multidimensional
        
        only 1 week, acute
        
        discusses feelings and behaviours
        
        Kessler
        
        unidimensional
        
        30 days
        
        focusses on feelings
      - Medical
        
        Ridner
        
        emphasis on perception of ability to cope rather than actual
  - - - most DSM diagnosis require distress to be experienced
        
        distress affects social, occupational and other important areas of functioning
      - distress impacts on clinical outcomes and needs to be addressed first and foremost
    - - cognitive model of stress appraisal
        
        evaluate difficulty and likely out come, consider resources and develop strategy. Sense of difficulty and hence distress are determined by this
      - stress can impede recovery but also allows for opportunity and growth
      - is part of everyday life but also a part of illness and disease
      - not a desired experience but still very common
      - stress diathesis model
        
        vulnerability + risk factors--> distress
        
        higher vulnerability leads to better outcomes when protective factors are applied and poorer outcomes with risk factors applied
    - - students report high levels of stress (higher than general population)
      - psychological well being worsens across the degree
      - exacerbates existing vulnerabilities
    - - indigenous populations
        
        levels of distress reveal clear difference in mental health issues between I and NI
        
        risk factors
        
        wide-spread grief and loss
        
        unresolved generational trauma
        
        separation from culture, identity issues
        
        economic disadvantage
        
        discrimination based on race or culture
        
        social disadvantage
        
        promotive factors
        
        social connectedness
        
        sense of belonging
        
        strong community governance
        
        connection to land, culture, spirituality and ancestry
        
        living on or near traditional lands
        
        self-determination
        
        passing on of cultural practices
- - - - hedonic scales
    - - SDT
    - - PERMA
  - - - self determination theory
        
        tendency for mastery and growth innate but not automatic
        
        social environments support and constrain capacity for growth
        
        three basic needs
        
        competence
        
        relatedness
        
        autonomy
    - - gratitude + kindness study
        
        kindness
        
        ^optimism, psych fcing, connectedness
        
        gratitude
        
        ^satisfaction, psych fcning and connectedness
        
        overall well being not significantly improved in 2 wks but promise
    - - enjoyment of learning
      - clarity of expectations
      - relationship with teachers most important
      - student services and support
      - environment culture and communications