Conducted by colleague Anne C. Smith, from Queensland, Australia
On Saturday, May 2nd, Amanda and I, both entry level Masters students in Occupational Therapy at Thomas Jefferson University in Philadelphia, had the opportunity to present at the Virtual Ability Mental Health Symposium in Sojourner Auditorium, Second Life. Our presentation was titled “Everyday Language and Clinical Diagnosis in Depression and Anxiety” and focused on comparing everyday language used to describe the mental health conditions of major depression and generalized anxiety disorder with definitions of the clinical diagnoses. We were very excited to present on this topic because we both are very interested in mental health. We chose to focus on the language associated with depression and anxiety as well as the stigma that can surround these conditions because we both feel that these are very important topics that generally do not get much attention.
We began our presentation by discussing the importance that language plays on our everyday interactions. We explained the importance in understanding that medical terms can be quite different from the words we use every day to describe health conditions – including mental health. The first mental health condition that we focused on was clinical depression. We gave examples about the way that the term depression is used in everyday language and contrasted them to the actual diagnoses of clinical depression. Clinical depression is a mood disorder that is diagnosed by a doctor. In order to be diagnosed with major depressive disorder, an individual must meet 5 out of 9 criteria established by the DSM-V , which is a diagnostic tool for mental health conditions. In addition to defining clinical depression, we detailed the difference between the feeling of sadness and clinical depression.
The next mental health diagnosis that we described was generalized anxiety disorder. Generalized anxiety disorder is a clinical diagnosis that goes beyond the common feeling of anxiousness. To be diagnosed with generalized anxiety disorder, a person must have at least three out of the six criteria listed in the DSM-V.
In addition to defining these mental health diagnoses, we also discussed myths and facts about depression and anxiety disorders. For example, it is a common myth that people can control their depression and “snap out of it” if they want to. But in fact, people with depression cannot just “snap out of it.” Most people with depression benefit from treatment including medications and counseling. A common myth about anxiety disorders is that they are not very common, when in fact about 18 percent of American adults experience some type of anxiety disorder in any given year. It was interesting to hear from the audience about their take on these different myths. One audience member said that she was surprised to hear that some people actually thought that anxiety disorders were uncommon, while others shared that they were surprised to hear just how common they are.
Presenting in Second Life was an incredibly unique experience. As this was our first presentation in Second Life, Amanda and I were both rather nervous to begin. Once we started, however, we both became much more comfortable with presenting and came to really enjoy the process. Something that made the presentation very unique was the lively discussion with the audience. Being able to engage with the audience and hear about their real life experiences with the topics we were presenting on was fascinating. One audience member recounted her previous experience with having difficulty naming and explaining her emotions to her doctor. This led us deeper into discussion about complications associated with “invisible” conditions, such as the mental health disorders we were focusing on. In addition to this, we also talked with the audience about their reactions to the fact that depression is the leading cause of disability in the United States. One audience member remarked that she only thought that depression was caused by disability, and had never realized that it could also go in the other direction. Being able to spread information like this was very rewarding, and we are glad that the audience was able to learn from our presentation. Having the opportunity to hear firsthand from individuals in the Second Life community about their experiences with these topics and their interactions with healthcare providers was extremely valuable to both Amanda and me. We later discussed how hearing these experiences and learning from them will help us to become better healthcare providers. We had a wonderful time presenting and are looking forward to presenting again in the future.
Generalized Anxiety Disorder. (2013). In Diagnostic and statistical manual of mental disorders (5th ed.). doi: 10.1176/appi.books.9780890425596.dsm05
Major Depressive Disorder. (2013). In Diagnostic and statistical manual of mental disorders (5th ed.). doi: 10.1176/appi.books.9780890425596.dsm04
Mental Health Symposium – May 2, 2015 – Losing It: On Disability, Diagnosis, and Depression
See schedule of entire event at:
Looks like a great conference!
OT Students Jenna Hannan and Amanda Gilroy will present on “Everyday Language
and Clinical Diagnosis in Depression and Anxiety.”
On Saturday, March 21 at 10 am EDT (7 am SLT), I will present 7 Years of Adaptation and Renewal in Second Life at VWBPE 2015.
Please see the full description of this and other presentations at: http://vwbpe.org/conference/vwbpe-2015-calendar
Hope to see you there!
Filed under: 21st Century Education, Collaboration, Events, graduate students, Issues in Second Life(R) Program Development, occupational therapy, Planning and organization, Virtual Worlds | Tagged: VWBPE | Leave a comment »
OT Graduate Student Nicole Matyas, from Thomas Jefferson University, discusses the International Disability Rights Affirmation Conference held at Virtual Ability on October 3-4, 2014.
With every new presentation we hold in Second Life we learn a little more about the virtual community and a lot more about ourselves as future occupational therapists. Our most recent discussion, “What is OT?” was held at the Sojourner Auditorium in Virtual Ability. The discussion was an exciting one for us; we continually learn throughout our courses about the importance of advocacy for our future profession, meaning we need to act as educators and proponents for OT and all that it entails. Widespread understanding of our skill set is important because only through increased awareness will we be able assist all potential clients and communities that may benefit from our services. Professionals and clients alike need to comprehend the impact we could possibly have on various situations so that the necessary requests and referrals can be made to begin therapy. Without an accurate understanding of our scope of skills, accommodations and interventions may be withheld, thereby withholding progress from people. Therefore, we were especially motivated for this presentation because it gave us a way to get the word out about OT and act as advocates for the profession to which we have devoted our lives!
The prior knowledge we gained through our courses at Thomas Jefferson University, Jefferson School of Health Professions this year definitely shaped the structure and content of our discussion. We began by asking our audience what OT means to them to try to gain an idea of the experiences people have had with OT. As we anticipated, there was some confusion about what OT encompasses, though some attendees did report prior OT interactions. We used this opportunity to outline occupational therapy, including the populations served, the environments addressed, and the interventions used.
According to The American Occupational Therapy Association (AOTA), occupational therapy “helps people across the lifespan participate in the things they want and need to do through the therapeutic use of everyday activities (occupations).” Our audience was extremely forthcoming in their responses and shared many activities that they do every day that hold meaning for them beyond just the activity itself. Responses reflected a desire for mastery and independence in daily functioning; for instance, putting on a woman’s undergarment meant much more to one attendee than just getting dressed; it meant she could take care of herself. OTs play a key role in helping people to attain goals such as this one.
We also discussed why OTs use meaningful occupations in therapy specific to each client. The audience members recognized that OT works this way in order to utilize people’s own intrinsic motivation to progress. One attendee shared an experience her mother had in a session that was not meaningful or stimulating for her because it did not include activities that were personally meaningful for her, so her motivation to progress was absent. Though we never like to learn about negative experiences, stories such as this one help us OT students realize the importance of staying client-centered in therapy. We are excited that our graduate experience is preparing us to work with our clients in this way.
Our discussion then progressed to cover some of the specifics of OT, including the environments in which we work (schools, clinics, hospitals, industries, senior centers, and many more), the populations we work with (across the lifespan and all diagnoses), and the practices we use and believe in. One of the practices that sparked a lot of conversation was Universal Design. Universal Design has 7 principles: equitable use, flexibility, simple and intuitive nature, perceptible information, tolerance for error, low physical effort, and adequate size/space. These principles are meant to guide the construction of spaces so that everyone can participate and engage equally within the space, regardless of size, shape, ability, and needs. Our audience thought of many ways this idea could be applied, and we hope to see more UD in the future since all people have the right to a comfortable, safe environment that meets all needs.
This discussion was one of our favorites because OT is our passion. We were fortunate to have such an interactive audience, filled with participants of many backgrounds with a wide range of experiences and knowledge about OT. We hope we shed light on our profession, its goals, and its services. We plan to continue to act as advocates for OT and for our clients throughout the future.
Note: You can see our slideshare presentation here
As graduate students new to Second Life, we continue to learn about the similarities and differences between “real life” and the virtual world. For example, we know that in both, technology adds a new layer to the ways we define and experience relationships. But, while we are very familiar with how people communicate through texting, email, and various social media outlets in real life (RL), we wanted to understand the relationship experience in Second Life (SL). Do people build and maintain relationships differently than in “RL”? How are relationships structured in SL? Do SL and RL relationships overlap?
Our preparations for this event differed from our past events, which were largely scripted, beginning with an informative presentation and leading into open discussions. Since we are SL newcomers, we felt that our points of view on this topic did not hold much value. We went in with quotes from users found on community forums, a few relevant statistics on SL relationships, and some formulated questions to guide the discussion. From there, the attendees took the reins.
The attendees expressed a sort of translation between SL and RL social behaviors and relationships of any kind—friendship, companionship, or romantic: there are boundaries, norms, and expectations. With that said, some individuals indicated that SL is a place where they can compensate for challenges in RL, such as disabilities, relationship troubles of their own, or self-esteem issues. As explained in Leshed & McLeod’s (2012) article and shown throughout the discussion, people in SL reveal their “layers” in different arrangements than in RL: “…individuals share experiences, emotions, and who they are from the inside while holding back information such as material life name, contact details, occupation, and age.”
This goes hand-in-hand with “alt-avis,” a theme discussed in depth. People use these to adopt identities for different purposes—education, social interactions, etc. The majority of attendees expressed their choices to keep their identities separate. There seemed to be no overlap between these avis; lives were organized and structured on SL accordingly. Dr. Boellstorfff’s talk delves deeper into the structure of the SL community and how individuals with disabilities fit into these communities.
We left the discussion with the realization that Second Life relationships are not different from RL. In our lives, we take on different identities that we share…or don’t share…depending on the context. We often separate our professional life from our social life, and although we don’t call it an “alt-avis,” isn’t that what it really is? The only difference is that in RL, our external layers are the first to show. With the use of technology, however, this line is being blurred, and the ways in which we reveal our layers is jumbled. The discussion was an educational insight into the world virtual relationships, as well as a way to understand interactions in all dimensions.