Month 1 Unit 1 Skills for Lifelong Learning
Welcome
In this unit, you will develop the study skills that are needed for successful study and to
support lifelong learning. The unit will support you to identify and analyse your learning
abilities and requirements and develop your study plan.
To pass this unit, you need to demonstrate that you can meet all the learning outcomes for
the unit. The assessment criteria outlines the requirements that you will be expected to
meet in your own area of work and in accordance with Standard Operating Procedures
(SOPs) to achieve the learning outcomes of the unit.
Contents
•
•
•
•
Be able to demonstrate the qualities and abilities required of an independent learner
Understand plagiarism and the importance and consequences of plagiarism
Be able to correctly reference information sources
Be able to maintain own health and well-being
Be able to demonstrate the qualities and abilities required of an independent learner
Models of Reflection
This module will focus on several models of reflection, and look at how these, or similar models can
be used to support your development. The module then sets out a number of activities, including a
Reflective Account that you will need to complete ready for your next session. An exemplar Reflective
Account has been included to aid you.
Reflection models are often fairly similar. This is because they are all designed to help the person
reflect on an event, and try to learn from it, in order to complete it more effectively next time, through
the use of experience and theory, in order to deepen understanding. There is no 'right' model. You
should use the one that makes the most sense to you and the situation.
Let's take a look at 2 well-known models:
The above diagram illustrates Gibb's model of reflection. Gibb breaks down the process into
set stages and focuses on how the person felt about what happened.
Activity:
Think back a few hours or a few days until you can recall a work-related event. Work your
way round the cycle above, and consider if the model helps you to view the situation, or
how you may tackle it in future, any differently.
•
Top Tip:
It is worth noting that this model doesn't take into account any prejudices you may take into
the situation or event, so you need to be mindful of how these may affect your view of the
event, and subsequent behaviour. If you ignore this aspect, then you are unlikely to reflect
on the situation to your full potential.
Kolb's Learning Cycle
This model has its foundations in Kurt Lewin's work on experiential learning but was
progressed to be a set of reflective prompts and even a way to structure a piece of reflective
writing.
Stretch & Challenge: Optional Activity
Take some time to research other models of reflection.
Remember that this activity is optional, and there is no requirement for you to complete
it. However, if you want to challenge yourself, and enhance your learning experience,
this is a good way to do it. You can make your notes in the notes section below, or if you
prefer, you can write them by hand or in a word processing program and upload them
As a healthcare professional you are expected to implement the Codes of Practice Social
Care Wales; there are 7 of them. As a leader, you will be expected to ensure that your staff
are following these guidelines.
For a detachable or printable guide, here are the 7 codes of professional practice...
7 codes of professional practice
How continuing professional development contributes to professional practice
Professional development is not just to do with education or training and the development
of skills and interests. It is also about developing a better understanding of a worker’s
values, beliefs and experiences, and how they impact their behaviour. It is about
appreciating what motivates a worker to learn so that they can achieve their full potential.
Continuing professional development, or CPD, is the term used to describe the learning
activities health and social care workers engage in to develop and enhance their abilities. It
refers to planned, ongoing formal and informal activities that contribute to the
development of knowledge, skills, experience and understanding to improve practice and
support lifelong learning.
How to log your Continuing Professional Development (CPD):
Continuing
Professional Development Log - V1.doc
Legislative requirements, standards of codes of conduct and professional practice
Codes of conduct and professional practice set out the standards of behaviour and practice
required by workers in the health and social care profession. Practice guidance sets out
expectations for workers who must be registered with a regulatory body such as Social Care
Wales. The organisation keeps a register which identifies who is suitable to work in social
care in Wales.
A worker can lose their registration if they are found to breach their ‘fitness to practice’.
Practice guidance for health and social care workers is based around relevant national
occupational standards and it is informed by the views of people who access and use
services and other stakeholders, i.e. those who have an interest in the health and social
care profession.
Evaluating own knowledge, understanding and practice against relevant standards and
information
There are various ways in which to evaluate or assess our knowledge, understanding and
practice as a worker in the health and social care profession. This is done against relevant
standards and information so that we can gauge our behaviour and practice against
expectations set out by our organisation and codes of conduct and professional practice.
Sources of support within the organisation may be:
•
•
•
•
supervision
support with reflective practice, e.g. reflecting on an incident
appraisal
informal feedback.
Sources of support beyond the organisation may be:
•
•
feedback from colleagues in other health and social care organisations.
informal feedback from family and friends.
Responsibilities of employers and workers for continuing professional development
It is your employer’s responsibility to ensure they provide learning opportunities on an
ongoing basis. This involves linking job descriptions to the skills, knowledge and
competencies required by the service, identifying the training and development needs then
putting in place the necessary training or upskilling. This may be a legal requirement, for
example in relation to manual handling, or an organisational requirement, for example in
relation to organisational practice.
It is a worker’s responsibility to identify any continuing professional development needs
they have. This might include attending training or other ways of learning such as
shadowing or observing a colleague in their role for a period of time. A worker’s continuing
professional development may be identified in their personal development plan or appraisal
document.
Formal support
In any job role there is a range of support available to a worker which include:
•
Induction
Induction is a process of introducing a worker to their new role and their
responsibilities. This could help a worker to identify their strengths and
weaknesses at the outset and may establish areas they need to develop.
•
Training
Organisations will all have systems in place for training and Continuing
Professional Development (CPD). These could be run in-house (internally within
the organisation) or with another training provider (externally).
•
Training days/inset days/development times
Organisations will often have specific periods for workers to develop their skills
and knowledge; this could also prompt discussion about ways to improve.
•
Colleagues from other organisations may be able to offer training or shadowing
opportunities.
A worker's line manager or supervisor is a very important source of feedback as
they are ultimately responsible for their work and conduct. Feedback from a line
manager or supervisor should happen during appraisal and should be
constructive, that is, positive and helpful. Negative feedback is destructive and
doesn’t promote personal development and change. Supervision feedback could
be formal, in set meetings or reviews. However, supervision is also beneficial in a
more informal manner: regular catch-ups, meetings, chats over coffee, bumping
into each other at the photocopier and discussions as simple as asking how
someone is can also be important.
Learning Opportunities
In order for any learning to make a difference to a worker's practice, they must be prepared
to act on it and make changes. Think about the feedback they're given and the training they
have attended. They may not agree with the changes they're asked to make, for example,
they may be asked to do something in a way that they feel is inappropriate, is not within
their level of responsibility or would compromise health and safety. In situations like this, a
worker should talk with their supervisor or line manager. However, most feedback will be
positive and changes they're asked to make will be well within their capability.
Think about what a worker does, how they do it and how they can use their learning to
improve their practice. This might involve using a new way of moving and handling, or a new
method of communication they have not used before.
Ways to access and use information and support on knowledge and best practice relevant
to the role
Accessing and using information
A worker’s manager needs to ensure that the worker can contribute to the quality of care
and support that is provided, and that they do not make dangerous, or costly mistakes that
could put individuals at risk. This can involve a thorough programme of learning that takes
place during the first weeks of a new career or a learning programme of important basic
skills and knowledge that takes place over a longer period of time. Whichever approach is
used, the manager is best placed to make sure a worker’s training and development is
carried out properly.
Supervision or appraisal are often the best times to access current and reliable information
and support relating to knowledge and best practice relevant to a worker’s role. They can
use this information to plan and agree on their professional development plan, ensuring
their work is safe, current and follows best practice.
Applying learning to practice and transferring knowledge and skills to new situations
Applying learning
When applying learning to practice and transferring knowledge and skills, professional
development planning and ongoing training and development will help:
•
•
•
•
become a more effective, independent and confident learner
understand how a worker learns and apply their learning to different situations,
thereby developing in their job role, both as a learner and a childcare worker
set personal goals and evaluate and review progress towards achieving them
develop a positive attitude to learning and self-development throughout life.
Applying learning to practice may involve support from others, through observation of
activities, for example, working in pairs or just using the new learning straight away. This
might relate to actual practice, health and safety or how individuals accessing service are
supported. Any concerns had about applying learning to practice and transferring
knowledge and skills must be raised with the manager, so a solution can be agreed upon.
The importance of seeking and learning feedback on practice
Seeking and learning
To use feedback effectively, a worker will need to become aware of how constructive
feedback on their performance is critical to their ongoing personal and professional
development. This feedback can take many forms and may be given verbally or in writing. It
may be given by their manager, work colleagues or by individuals and their families.
Feedback on their performance may be given informally e.g. through discussions with
colleagues at team meetings or with individuals and their families, or it might be given
formally through the staff supervision process. As a health and social care worker, it is
important that workers accept constructive criticism, reflect on it, and then use it in a
positive way to enhance their personal and professional development .
Principles of reflective practice and why they are important
Reflective practice
Reflective practice is about looking back and reflecting upon an experience that has
occurred during practice. It encourages reflection and thoughts about what happened,
decisions that were made, actions that were taken and the consequences of those decisions
and actions.
Emotion is central to reflective practice as it enables a worker to explore their feelings,
values, and judgments around a specific practice. This is to support deeper learning about
what happened and why. Ultimately, reflective practice enables a worker to learn from
what happened to develop and improve their future practice.
Reflective practice enables us to achieve a better awareness of ourselves, our knowledge
and understanding, our skills and competencies, and workplace practices in general. It
involves:
•
•
•
•
•
considering what we did
considering why we did it like that
considering whether it was successful
considering whether it could have been done better
planning for any changes to our future practice.
The purpose of supervision and appraisal
Supervision and appraisal
Supervision is an effective way of providing support, improving standards, of reducing risks
and of addressing poor performance and stress. This should cover:
•
•
•
all aspects of practice
the organisational, professional and personal objectives to be achieved
the career development needs of the worker.
An appraisal is a formal process which usually takes place annually to review a worker’s
performance and improvement over a specific period of time. Supervision and appraisal are
mechanisms that allow a worker and their manager to discuss openly and frankly, any issues
relating to the worker’s performance. It is not part of the disciplinary process; rather, it
gives the worker and their manager an opportunity to identify the things that they are good
at, and where they might benefit from further training and support. In a larger organisation,
they may also be guided by a mentor.
Mentorship is an informal arrangement and is usually provided by an experienced and
trusted person who is not part of the formal supervisory process. Mentorship is often
provided by a senior worker, who will offer continuous advice and support. A worker’s
manager or mentor will be identified in their personal development plan.
The role and responsibilities of employers and workers for undertaking supervision and
appraisal
Supervision and appraisal
An organisation should have a performance management policy which describes the
arrangements that it has to improve the performance of workers. This is to enable the
organisation to achieve its goals and deliver effective health and social care services. These
arrangements will include information about roles and responsibilities for supervision and
appraisals, the purpose of supervision and appraisals and expectations around the
frequency of meetings. Some organisations include templates that managers and workers
use to record the main content of their supervision and appraisal meetings.
Managers must assess performance against relevant standards and agreed on performance
indicators, for example, attendance on courses, a specific skill, a specific target. They must
discuss a worker’s knowledge, understanding and achievements, including what the worker
has learnt and achieved since their last appraisal/supervision meeting; their personal
attitudes and conduct; and their learning and personal development needs. They are also
required to exchange views about a worker’s practices – a worker’s strengths and how they
can improve; their concerns and how they might be dealt with; how they would like their
career to develop and what they need to do to further their development. Finally, both are
required to agree on a date for a further meeting, to ensure that the worker’s development
is continuously reviewed.
Activity
Watch the video and consider the questions below.
Supervision; Supporting staff and improving care
1. What style of supervision is encouraged in the organisation?
2. How does the worker benefit from supervision?
Role and responsibilities
Informal supervision, whilst not quite as structured as appraisals and performance reviews,
is a very useful source of support. Informal supervision takes place on the job, by someone
who is trained and who has the relevant experience.
Workers, in their supervisee role, are responsible for attending supervision and appraisal,
planning and preparing for their meetings, and agreeing on the outcomes and objectives of
supervision and appraisal. Training needs can be identified, and future roles discussed.
The use of reflective practice in supervision and appraisal
Supervision and appraisal
Reflective practice enables health and social care workers and their supervisors to reflect on
practice that has taken place. This includes consideration of what has worked, whether best
and/or recommended practice has been followed shortfalls in the quality of provision and
how they can be improved, and other areas for future professional development.
Including reflective practice in supervision helps the supervisor to know the supervisee
better and gain insights into their experience of their role and responsibilities. This becomes
key in planning workforce development, and in managing change. For both supervisor and
supervisee, a good reflective practice should highlight the needs of the individual being
supported.
The importance of effective supervision, reflective practice and relevant learning
opportunities on the well-being of individuals
Effective supervision, reflective practice and relevant learning
Effective supervision, reflective practice and relevant learning opportunities benefit the
worker, their managers, the organisation and more importantly individuals accessing care
and support. To be successful, this requires a clear organisational performance management
policy that supports continuing professional development.
Supervision, reflective practice and relevant learning opportunities ensure that services
provided meet the needs of individuals, that staff work to their full potential and that
practice is safe, current and meets legislative requirements, agreed ways of working and
organisational policy and practice.
Areas of work where own literacy, numeracy and digital competency skills are needed to
support professional practice and ways to develop them
Literacy, numeracy and digital competency skills
By recording events we are able to work with an individual to identify their care and
support needs. When a worker first starts in their role they would not know if any of the
individuals they work with have any special needs or require a different type of approach
due to not being able to hear, for example. The record must be precise and agreed with the
individual who is accessing care and support. This requires the use of literacy and digital
skills. The personal plan or care and support plan is a legal document; the individual has the
right to see their records and can review these records frequently. When writing personal
plans it is important to keep in mind who has the right to read these records and the
importance of factual recordings.
Completing medical records, incident sheets and personal files, for example, all need good
literacy, numeracy and digital competency skills. If any of these areas need developing,
discussion with a manager can identify ways forward. This might be through formal training
or shadowing another worker.
Understand plagiarism and the importance and consequences of plagiarism
Plagiarism is:
The practice of taking someone else's work or ideas and passing them off as one's own.
(Oxford Dictionary, 2020)
When you quote other people’s work, ideally it should be no more than a sentence or two.
It is common for longer quotations (3 lines or more) to be written in a separate, indented
paragraph, with the name of the author clearly stated underneath, often to the right-hand
margin, as shown above. Quotation marks are omitted.
Shorter quotes are often embedded into the sentence you are writing. The exact words you
are quoting, including all original punctuation, should be in quotation marks.
You cannot copy paragraphs from a website or book and simply reference where the work
came from.
You also cannot change a few words from a copied paragraph, even if you reference where
it came from.
The best way to avoid plagiarism is to read around a subject, using several different sites
and books and then write your own understanding of what you have read, in your own
words. You can then reference at the end, all the sites/books you used.
Video
What is plagiarism and how to avoid it
GDPR: Top tips
Please ensure that any evidence you are providing for your qualification has any personal or
sensitive company data removed.
There will be times when you are asked to provide evidence to prove your competence.
However, you, your colleagues, company or customers have a right to privacy. Therefore,
whenever you are asked to supply evidence consider the following:
Be able to correctly reference information sources
Referencing
It is important to reference your work correctly to ensure:
o
o
o
You are giving the original author’s credit
To show you have been reading around the topic effectively
To avoid plagiarism
There are lots of ways to reference and this qualification does not specify which method to
use. However, in the UK the most widely recognised method is Harvard Referencing and
here’s how to do it.
There are two parts to Harvard Referencing:
•
In-text citations
These are used within the main body of your writing whenever you directly quote,
paraphrase or reference a source. It is usually a shortened version of the full reference
(which you write out in the reference list at the end of your essay).
•
Reference list
This is a list of all sources you have referenced within your writing.
A reference list should:
o
o
o
o
Be at the very end of your essay/answer/writing
Be titled ‘References’
List all sources in alphabetical order by author’s surname
Contain more detailed information about the source
When quoting from a book
In-text citation
•
•
Use speech marks around any direct quote (you can use either single or double
quotation marks, but be consistent!)
Either before or directly after the quote or paraphrased wording list the author’s
surname and year of publication (and page number, if citing a direct quotation),
for example:
Direct quote
…as Jones (1980: 8) argues, “Managers are not always leaders.”
of publication: page number)]
[Surname in text (year
Indirect quote
…it has been asserted that those in management positions do not always make great
leaders (Jones, 1980).
Reference list
Book references should be written in the following format in your reference list:
Author’s last name, Author’s initial(s). (Year of publication) Title (in italics), edition (only
include this if not the first edition), Place of publication, Publisher: page numbers (if
necessary. E.g. p.159 or pp.159-161, if referring to multiple pages)
For example:
Jones, A. (1980) What Makes A Leader, 2nd edition, Cambridge, Oxford Press.
Jones, A (1980) What Makes A Leader, 2nd edition, Cambridge, Oxford Press: p.173
When quoting from a report
In-text citation
•
•
Use speech marks around any direct quote (you can use either single or double
quotation marks, but be consistent!)
Either before or directly after the quote or paraphrased wording list the author’s
surname/authorship and year of publication (and page number, if citing a direct
quotation), for example:
Direct quote
“Quotation” (World Health Organisation, 2018: 27).
Indirect quote
The World Health Organisation (2018) claims that its policy has had a significant effect on
Europe.
Reference list
Report references should be written in the following format in your reference list:
Author’s last name(s), Author’s initial(s) (or authorship, e.g. organisation
name). (Year) Title of Report (in italics), edition/version (if applicable) [type of
medium (e.g. online)] Place of publication, Publisher. Available at: <URL for the report>
[Accessed Day Month Year].
For example:
World Health Organisation (2018) European health report 2018: more than numbers –
evidence for all [online] Copenhagen, WHO Regional Office for Europe. Available
at: <https://www.euro.who.int/en/data-and-evidence/european-health-report/europeanhealth-report-2018/european-health-report-2018.-more-than-numbers-evidence-for-all2018> [Accessed 29 April 2019].
When quoting from a website
In-text citation
•
Use speech marks around any direct quote (you can use either single or double
quotation marks, but be consistent!)
•
Either before or directly after the quote or paraphrased wording list the author’s
surname/authorship and year of publication (and paragraph number, if citing a
direct quotation from the text), for example:
Direct quote
The Met Office (2013: paragraph 11) explains that “climate change played a secondary role
in making winter 2013-14 as wet as it was, providing about 10-15% of the excess rainfall.”
Indirect quote
It has been implied that climate change still played a significant role in making the winter of
2013-14 one of the wettest on record (Met Office, 2013).
Reference list
Website references should be written in the following format in your reference list:
Author’s last name, Author’s initial(s). (or Website Name or Organisation's
Name) (Year) Title of the web document or web page (in italics) [type of medium] (date of
last update (if available)). Available at: <website address> [Accessed Day Month Year].
For example:
Press Office, Met Office (2017) What caused the record UK winter rainfall of 201314? [online] (22 June 2017). Available at: <https://www.metoffice.gov.uk/about-us/pressoffice/news/weather-and-climate/2017/record-uk-winter-rainfall-of-2013-14> [Accessed 14
October 2019].
What to do if there are several authors for one piece of work
In-text citation
If there are between one to two authors of a text, you simply list them in the order given on
the book/report/website, for example:
Jones and Jefferson (1982) found that…
Previous research in this field (Jones and Jefferson, 1982) discovered…
If there are three authors or more for the work you are citing, then use the name of the first
author followed by " et al." in italics, for example:
This was shown to be the case when Taylor et al. (2015)...
“Quotation” (Taylor et al., 2015).
“Et al.” is short for the Latin term “et alia,” meaning “and others.”
Reference list
Whilst we are able to shorten the in-text citation if there are multiple authors of a text, in
the reference list you should always list the surnames and initials of ALL authors, for
example:
Two authors
Nelson, B. and Economy, P. (2010) Managing for Dummies, 3rd edition, Hoboken, Wiley
Publishing.
Three or more authors
Taylor, A., Morgan, D., Alberts, B., Johnson A. D. (2015) Introduction to research in the
health sciences, 6th edition, Edinburgh, Churchill Livingstone.
Give all authors’ names, using ‘and’ for two authors, or separated by a comma and a space
for more than two.
What if you are not directly quoting?
If you are using the ideas of someone else but not directly quoting them, you still need to
reference them.
See the examples of how to indirectly quote from each source type above.
Reference List
Your reference list should include references for ALL the works you consulted in order to
write your answer/essay/report, whether you directly or indirectly quoted them in your
writing, or if you just read them to understand more about the subject.
•
•
•
•
Present your reference list on a new page at the end of your document and title
it ‘References’.
The reference list should be presented as a single list and not subdivided in any
way (e.g. by source type; book, website, etc).
The references should be listed alphabetically (by first author’s last name /
organisation name).
If you have several references by the same person, list them chronologically,
from earliest to most recent.
Print out our Harvard Referencing Guide, which you can find in the 'Additional Resources'
section at the top of this page, to help you when writing your work.
It's a good idea to make a note of all details you will need in order to reference whenever
you read or use a source, to save you forgetting where you found/read something. This
way, if you reference as you write, the task of referencing will be much easier!
Harvard referencing guide
How to research information
There will be times when you will need to undertake independent online research to find information.
Knowing how to research effectively can save you hours, so here are a few tips.
How to Google like a pro
Be able to maintain own health and well-being
Wellbeing in the context of health and social care
Differences between the medical and social models of disability
Listen to the audio clip below for further information on this subject.
Interdependence between good physical and mental health
In the past, the mind and the body were viewed as two separate entities. However, more
recent studies have shown that physical activity has positive effects on both mind and
body.
Looking after physical health helps build resilience against physical diseases and illnesses.
There is a link between moderate amounts of exercising and reducing the chances of
developing heart disease, hypertension, osteoporosis and type two diabetes.
Physical activity helps in the development of resilience and coping strategies in managing
mental health. Being active helps mental health as a distraction to unhelpful thinking (which
improves mood), increasing a sense of control and confidence (when achieving a goal that is
a challenge) and interaction with other individuals (as a way of developing mutual support).
Physical activity often involves a social element which can impact positively mood and a
sense of well-being too. It is important to remember that humans are social beings and
need to experience life within a social context. Remember, this applies to YOU and the
INDIVIDUALS you support.
Being physically fit helps individuals do the activities that they want to do, which in turn
boosts mood and general well-being. So, everyone needs a certain level of physical fitness
to be able to take part and enjoy life.
The human body can be compared to a car; it needs maintenance and fuel to work.
A car would not be expected to start and keep going with no petrol and no servicing to keep
it roadworthy.
Alongside physical activity, everyone needs to have a good, healthy, balanced diet, quality
rest and sleep.
Mental health
Mental health is something that affects daily life. It is influenced, and influences, how
everyone feels about themselves, mood, thinking and behaviour. It is important to recognise
that there is a difference between not being mentally healthy and having a mental health
problem.
Think about having good mental health and poor mental health sitting on a horizontal line
with one at each end.
Every individual’s experience of mental health will be on this line somewhere and, of course,
it changes over our lifetime. Feelings of being stressed and scared about something (such as
sitting an exam) can go once the results are in. When these feelings stay for a longer time
and stop us from doing the things we want to do, it can be an indication of a more serious
problem.
Having good mental health is linked to our well-being and ability to cope with what life
throws at us. Taking care of our mental health helps us develop the resilience to bounce
back after an upsetting or stressful time and to get on with our lives in the way we want to.
Cognition
Cognition is the ability to think. It involves processes such as attention, reasoning skills, the
ability to weigh up information to make decisions, memory and language and so on. Abilities
in cognition are an essential aspect of our daily life and allow us to engage in daily activities
such as learning.
Studies in children show a link between routine physical activity and enhanced cognition.
Physiological changes occur within the body when exercising which can impact positively
the cognition of students. An increase of oxygen in the blood and an increase of blood flow
to the brain helps to clarify things and allow individuals to think more clearly. Alongside this,
an additional chemical interaction occurs: the brain senses a moment of stress on exertion
and counteracts this by producing a protein that protects the brain. This protein also has a
‘reset’ function and repairs the neurons associated with memory.
These interactions increase alertness, attention and reasoning skills. It is easy to make the
connection between this and the impact of this on cognition. Physical activity results in
better behaviour in the classroom, showing an increase in ability to concentrate and results
in the achievement of better results academically.
Cautionary note
Although there is a positive link between physical activity and good mental health, there is
also a cautionary note to be added to this to make a complete picture. There are instances
which show that the interdependence between physical activity and mental health can have
negative implications.
For some individuals, exercising can become a pre-occupation. This can lead to the balance
between leisure, work and self-care, becoming unhealthy. When exercise becomes an
obsession for individuals it can result in feeling a lack of control as the regime takes over.
This type of behaviour not only has a detrimental impact on the physical body (such as
damage to weight-bearing joints), it can also cause stress, anxiety and exhaustion as the
pressure to exercise becomes overwhelming. Short-term, high-intensity exercise can be
detrimental to mood, whereas good mental health has been associated with medium and
long-term regimes of moderate physical intensity.
This high-intensity is incorporated into the training for elite athletes. The specific training
regime developed for athletes at this level is essential for developing the endurance needed
on the pitch. However, it can result in changes in mood which is added to when they have
limited time to recover. The pressure to perform in training and on the pitch can lead to
feelings of stress and concerns about performance.
Other behaviours associated with more extreme physical activity can also have an impact on
mental health. The use of steroids to increase the body’s ability to train can also have a
negative impact on mental health. These substances have been linked to changes in mood
such as irritability and manic, risk-taking behaviours. The symptoms of depression have also
been associated with users that cease to use steroids and with psychotic symptoms (which
can lead to unpredictable behaviour).
Benefits of engagement in activities
Meaningful activities can benefit individuals in a variety of ways, listen to the audio below
for more information:
There are many emotional benefits for individuals who participate in meaningful and
creative activities. This can include:
•
•
•
•
•
•
•
relaxation
pleasure
having the opportunity to express themselves
building self-esteem
building confidence
feeling a sense of achievement
alleviating boredom.
For example, painting can allow individuals to express themselves. It can also create feelings
of pleasure and help individuals to relax. Other activities such as singing can help to relieve
tension and alleviate boredom. If singing as part of a group, it can help an individual to feel
part of something, which in turn can help them to feel a sense of achievement. Activities
that encourage the use of touch can help to release stress and tension.
Anxiety & depression
As well as changing the body’s shape, undertaking physical activity also prompts internal
changes. The bodies chemical balance alters when we are exercising and endorphins are
released which make individuals feel good. This has an impact on mood, alongside giving a
boost of energy, it reduces worrying and helps aid better sleep.
These factors can affect mental illnesses such as anxiety and depression. Neurotic illnesses,
such as anxiety and depression are, in part, a result of chemical changes in the brain. The
positive chemical changes that occur when exercising can help alleviate the low mood and
stress that accompanies mental illnesses.
Introducing physical activity into daily life in a regular way helps reduce tension and
frustration levels. This in turn helps both the body and mind’s ability to cope with stressful
times when and if they arise.
Physical activity can help shift the focus from unhelpful thoughts that fuel feelings of anxiety
or depression. Apart from the chemical changes that occur in the body, it also can give a
different perspective on life. Being mindful when engaging in the activity brings a sense of
calm, which enables individuals to look at things with greater objectivity. This has a direct
impact on mental health and well-being as it helps individuals feel more in control and able
to manage mood by challenging or ignoring unhelpful thoughts.
Sedentary behaviour
Sedentary behaviour can have a negative impact on mental health and well-being.
Sedentary behaviour is when low levels of energy are expended in the activity being done.
Most often, this type of behaviour is associated with 'screen time’: the use of laptops,
televisions, tablets, mobile phones and so on. Interacting with these devices usually occurs
whilst sitting and requires limited movement. The day is filled with many hours of sedentary
behaviour can become a problem. It affects physical health by reducing cardiovascular
fitness and metabolic rate, which can result in an increase in weight gain.
Inactivity can also impact the mental health of an individual. Diminished feelings of wellbeing and an increased sense of distress are associated with sedentary behaviour. This is
especially the case when this takes place in social isolation. This can impact mood and selfworth, which can lead to the development of mental illnesses such as depression.
Reductions in time spent sitting, whether when working or in leisure time, can impact
positively on mental health by increasing our energy levels and alertness.
Mental ill health
There is no health without mental health’ (World Health Organisation). The well-being of
individuals is dependent upon good physical and mental health.
Mental health impacts the overall well-being of an individual and refers to emotional health
and well-being.
Mental health problems range from daily worries and anxieties to serious depression and
suicidal thoughts. Many individuals have mental health problems and worries from time to
time.
A mental health problem becomes a disorder or an example of mental ill-health when it has
ongoing signs and symptoms which cause considerable distress and affects day-to-day
functioning. It affects the way that individuals feel, behave and interact with others. Some
periods of mental ill-health may be temporary while others cause persistent and long-term
difficulties.
Examples of conditions that indicate mental ill-health are:
•
•
•
•
•
•
depression
anxiety disorders
schizophrenia
eating disorders
addictive behaviours
bipolar disorder (sometimes called manic depression).
A mental illness can cause problems at home, school, work and relationships. Mental
illnesses often come in episodes with periods of good mental health in-between.
Good mental health gives resilience to cope with difficulties, good relationships with others,
a sense of control and ability to make decisions supporting well-being. Some physical
conditions such as long-term illness and disability impact on mental health.
Mental ill-health can impact physical health. Depression has been found to impact coronary
disease. The impact of mental health difficulties can be as great as physical health
difficulties and has a significant impact on self-esteem, confidence and well-being.
Factors that can contribute or lead to mental ill-health
A number of factors can contribute to or lead to mental ill-health:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
low self-esteem
lack of confidence
genetics - many mental illnesses run in families
abuse including neglect
family break up
dysfunctional family life/structure
life changes e.g. separation, divorce, unwanted career change
bereavement
physical illness or injury
brain injury/head injury/epilepsy
poor nutrition
poor social skills and ability to relate to others
experiencing discrimination
poverty/debt
long-term stress
unemployment
•
•
•
•
•
•
poor housing/homelessness
drug and alcohol abuse
caring responsibilities
domestic violence
bullying
trauma e.g. accident, military combat.
Support available to help individuals with mental ill-health
There are a number of charities and organisations that offer advice and support to
individuals suffering from mental ill health and the families that care for them.
Charities and organisations:
1.
2.
3.
4.
5.
6.
7.
MIND Cymru
1000 lives
Mental Health Foundation
Mental Health Wales
Time to Change Wales
Hafal
Helplines
Information that supports health promotion
Many types of health promotion materials are used in everyday life. Health promotion
materials include:
•
•
•
•
•
posters
leaflets
websites
television adverts
social media.
They are designed to inform, motivate and support individuals to maintain and improve
their health and well-being.
Different types of materials are aimed at different target groups.
A target group is who you aim your health promotion campaign at.
The target group of health promotion materials can be almost anyone: children,
adolescents, employees, men, women, the old, the young and so on. Campaigns are much
more effective if they are targeted at a specific group and tailored to meet that group’s
needs.
Older people are less likely to use social media, so campaigns targeted at older people
would have no use on social media; whereas adolescents use social media frequently,
therefore this method would be more suited to this target group.
Posters/Leaflets/Websites
Health promotion posters are used to inform people about health promotion topics, such as
vaccinations, road safety, health screening etc. They may use shock tactics to get people’s
attention. They can be placed in places such as schools, GP’s surgeries and hospitals. Posters
may provide limited information about the issues and where to go to get help.
Healthcare leaflets aim to provide accurate, relevant, up-to-date health information and
advice in a simple, accessible way.
As we live in an increasingly digital age, the need for information on demand allowing
individuals instant access to the advice they need to make active informed choices about
their own health and well-being.
Some examples you may have seen :
Social media
Increasingly, public bodies are using social media channels to share information and engage
with their target audiences.
Individuals are increasingly using peer-to-peer support via social media when diagnosed
with a chronic condition, or to seek advice if they are worried about their health or the
health of others.
They are also more likely to adopt healthy lifestyle changes and follow medical advice if they
are receiving online support and encouragement from their peers.