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INTRODUCTION

Mental health is a state of well-being in which an individual realizes their own abilities, can
cope with the normal stresses of life, work productively, and contribute to their community. It
encompasses emotional, psychological, and social well-being, influencing how people think,
feel, and act. Mental health is essential at every stage of life, from childhood and adolescence
through adulthood. It determines how we handle stress, relate to others, and make choices.

Key components of mental health include:

1. Emotional well-being: The ability to manage emotions and express them

appropriately.
2. Psychological well-being: Involves having a sense of purpose, belonging, and
satisfaction with life.
3. Social well-being: Encompasses forming healthy relationships and being able to
interact positively with others.

Good mental health is more than the absence of mental disorders. It involves a positive state of
mind that allows individuals to thrive and enjoy life. Understanding mental health is crucial for
promoting well-being, preventing mental disorders, and improving overall quality of life.

Definitions of Mental Health

1. World Health Organization (WHO)

According to the WHO, mental health is "a state of well-being in which an individual realizes
his or her own abilities, can cope with the normal stresses of life, can work productively and
fruitfully, and is able to make a contribution to his or her community" (WHO, 2018). This
definition emphasizes the positive dimension of mental health, focusing on the capacity to
enjoy life and create a balance between life activities and efforts to achieve psychological
resilience.

2. Mental Health Foundation

The Mental Health Foundation defines mental health as "the mental and emotional state in
which we feel able to cope with the normal stresses of everyday life, can work productively,
and can make a contribution to our community" (Mental Health Foundation, 2015). This

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definition underscores the importance of emotional well-being and the ability to function in
daily activities.

3. U.S. Department of Health & Human Services

Mental health is described as "an integral part of health; indeed, there is no health without
mental health" (U.S. Department of Health & Human Services, 2019). This perspective
highlights the interconnection between mental and physical health and the importance of a
holistic approach to overall well-being.

IMPORTANCE OF MENTAL HEALTH AND WELLBEING

The importance of mental health and well-being cannot be overstated, as it significantly

impacts all aspects of life. Here are key reasons why mental health and well-being are essential:

1. Physical Health: Mental health is closely linked to physical health. Poor mental health
can lead to chronic conditions like heart disease, stroke, and diabetes, while good
mental health can enhance physical well-being and longevity.
2. Quality of Life: Good mental health contributes to a higher quality of life, enabling
individuals to enjoy daily activities, form meaningful relationships, and achieve
personal and professional goals.
3. Productivity: Mental well-being enhances productivity and performance in
educational, professional, and personal settings. It helps individuals focus, make
decisions, and solve problems effectively.
4. Resilience: Good mental health fosters resilience, allowing individuals to cope with
stress, adversity, and life's challenges more effectively.
5. Social Relationships: Mental well-being is crucial for forming and maintaining healthy
relationships. It promotes empathy, communication, and conflict resolution skills.
6. Economic Impact: Poor mental health can lead to decreased productivity, increased
absenteeism, and higher healthcare costs, affecting individuals, families, and society.
Investing in mental health can lead to economic benefits through improved productivity
and reduced healthcare expenses.
7. Development and Growth: For children and adolescents, good mental health is
essential for healthy development, learning, and emotional growth. It lays the
foundation for a fulfilling and productive adult life.

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8. Prevention of Mental Disorders: Promoting mental well-being can help prevent the
onset of mental disorders. Early intervention and support can mitigate the impact of
mental health issues and improve recovery outcomes.
9. Community Well-being: Communities with good mental health are more cohesive,
safer, and more supportive. Mental well-being contributes to social harmony and
reduces stigma associated with mental health issues.

Understanding and prioritizing mental health and well-being are crucial for fostering a healthy,
productive, and fulfilling life for individuals and communities

MENTAL HEALTH NEEDS OF INDIVIDUAL ACROSS LIFESPAN

Mental health needs vary significantly across the lifespan, from infancy to old age, reflecting
the unique challenges and developmental milestones at each stage of life. Understanding these
needs is essential for promoting well-being and supporting healthy development throughout
life.

Infancy

In infancy, mental health needs revolve around establishing secure attachments and responsive
caregiving. A nurturing environment promotes emotional development and helps infants build
trust and safety, which are foundational for future mental health.

Childhood

During childhood, mental health focuses on emotional regulation, social skills, and self-esteem.
Supportive relationships and positive experiences contribute to resilience and cognitive
development, crucial for adapting to academic and social challenges.

Adolescence

In adolescence, mental health needs include identity formation, managing peer relationships,
and coping with hormonal changes. Guidance and support help navigate stress, develop coping
strategies, and address emerging mental health issues like anxiety or depression.

Adulthood

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For adults, mental health involves managing life transitions, stress, and work-life balance.
Maintaining healthy relationships, coping with career pressures, and seeking support for mental
health concerns are vital for overall well-being and productivity.

Older Age

In older age, mental health needs focus on coping with retirement, potential health decline, and
loss of loved ones. Social support, engaging activities, and mental stimulation help maintain
cognitive function and emotional health, contributing to a fulfilling and active later life

COMMON MENTAL HEALTH DISORDER

Depression

Depression is a mood disorder marked by persistent feelings of sadness, hopelessness, and a

lack of interest in activities once enjoyed. Symptoms include changes in appetite and sleep,
fatigue, difficulty concentrating, and thoughts of death or suicide. Treatment typically involves
antidepressants, psychotherapy, and lifestyle changes.

Anxiety Disorders

Anxiety disorders involve excessive fear or worry that disrupts daily life. Types include
generalized anxiety disorder, panic disorder, social anxiety disorder, and specific phobias.
Symptoms range from chronic worry and panic attacks to intense fear of social situations.
Treatment often includes cognitive-behavioral therapy, medication, and relaxation techniques.

Schizophrenia

Schizophrenia is a severe mental disorder characterized by hallucinations, delusions,

disorganized thinking, and impaired daily functioning. Symptoms are categorized into positive
(e.g., hallucinations), negative (e.g., lack of emotion), and cognitive (e.g., memory issues).
Treatment usually includes antipsychotic medications and supportive therapies.

Bipolar Disorder

Bipolar disorder features extreme mood swings, including emotional highs (mania) and lows
(depression). Manic episodes involve elevated mood, increased activity, and risky behavior,

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while depressive episodes mirror symptoms of major depression. Treatment commonly

involves mood stabilizers, antipsychotics, and psychotherapy.

Obsessive-Compulsive Disorder (OCD)

OCD is characterized by unwanted, intrusive thoughts (obsessions) and repetitive behaviors

(compulsions) performed to alleviate anxiety caused by these thoughts. Common obsessions
include fears of contamination, while compulsions might involve excessive cleaning.
Treatment often includes cognitive-behavioral therapy, particularly exposure and response
prevention, and medication.

Intellectual Disability (ID)

Intellectual disability (ID) involves significant limitations in intellectual functioning and

adaptive behavior, impacting everyday social and practical skills. It typically originates before
the age of 18. Treatment focuses on personalized support, special education, and skill-building
interventions to enhance independence and quality of life.

CONCLUSION

In summary, mental health is a critical component of overall well-being, impacting every stage
of life. Addressing mental health disorders—such as depression, anxiety, schizophrenia, bipolar
disorder, OCD, and intellectual disability—requires a comprehensive approach that includes
early detection, appropriate treatment, and continuous support. Effective management involves
combining medical, therapeutic, and community resources to enhance quality of life and
functionality. Prioritizing mental health not only supports individual growth and resilience but
also contributes to a more inclusive and supportive society. By fostering understanding and
reducing stigma, we can create an environment where everyone has the opportunity to thrive.

REFFERENCES

World Health Organization. (2021). Mental disorders. Retrieved from

https://www.who.int/news-room/fact-sheets/detail/mental-disorders

National Institute of Mental Health. (2023). Mental health disorders. Retrieved from
https://www.nimh.nih.gov/health/topics

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Mayo Clinic. (2024). Mental illness: Definition, types, and treatment. Retrieved from
https://www.mayoclinic.org/diseases-conditions/mental-illness/symptoms-causes/syc-
20350453

American Psychiatric Association. (2024). Diagnostic and statistical manual of mental

disorders (DSM-5-TR). Arlington, VA: Author.

National Alliance on Mental Illness. (2023). Types of mental health conditions. Retrieved
from https://www.nami.org/About-Mental-Illness/Mental-Health-Conditions

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BOOK REVIEW

Overview

Title: Emotional Intelligence: Why It Can Matter More Than IQ

Author: Daniel Goleman
Publisher: Bantam Books
Publication Year: 1995
Pages: 384

Introduction

Daniel Goleman’s Emotional Intelligence: Why It Can Matter More Than IQ presents a
comprehensive examination of the role of emotions in human life. Goleman argues that
emotional intelligence (EQ) is as critical, if not more so, than traditional measures of
intelligence (IQ) when it comes to achieving success in various domains. By investigating the
relationship between emotions and cognitive processes, relationships, and overall well-being,
Goleman provides readers with insights into the importance of understanding and managing
emotions.

Summary of the Book Chapterwise

Chapter 1: What Are Emotions For?

Goleman introduces the concept of emotions, explaining their evolutionary purpose. He

discusses how emotions have developed as mechanisms for survival, helping individuals
navigate social interactions and respond to threats. This foundational understanding sets the
stage for the book's exploration of emotional intelligence.

Chapter 2: Anatomy of an Emotional Hijacking

chapter delves into the neurological underpinnings of emotional responses. Goleman describes
the interplay between the amygdala, responsible for emotional reactions, and the neocortex,
which governs rational thought. He introduces the concept of "emotional hijacking," where
strong emotions can override logical thinking, leading to impulsive decisions.

Chapter 3: When Smart Is Dumb

Goleman critiques the traditional emphasis on IQ as the primary indicator of intelligence. He

presents research showing that high IQ does not necessarily lead to success. Instead, he posits

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that emotional intelligence plays a significant role in achieving personal and professional goals,
highlighting instances where individuals with high EQ outperformed their more intelligent
peers.

Chapter 4: Know Thyself

Focusing on self-awareness, Goleman discusses the importance of recognizing one's emotions

and understanding their impact on behavior. He argues that self-awareness is the first step
toward emotional regulation and effective decision-making. The chapter includes practical
advice for developing self-awareness through reflection and mindfulness.

Chapter 5: Passion’s Slaves

This chapter addresses self-regulation, the ability to manage one’s emotional responses.
Goleman illustrates how individuals who can regulate their emotions are better equipped to
handle stress and make thoughtful decisions. He discusses strategies for enhancing self-
regulation, such as reframing thoughts and practicing patience.

Chapter 6: The Master Aptitude

Goleman examines motivation, emphasizing the role of intrinsic motivation in achieving

success. He argues that emotionally intelligent individuals are driven by a passion for their
work rather than external rewards. The chapter explores the traits common among highly
motivated people, including perseverance and resilience.

Chapter 7: The Roots of Empathy

In this chapter, Goleman discusses empathy and its significance in social interactions. He
explains how empathy allows individuals to understand and share the feelings of others,
fostering connection and collaboration. Goleman highlights the role of empathy in effective
communication and conflict resolution.

Chapter 8: Social Arts

Goleman focuses on social skills, outlining how emotional intelligence enhances interpersonal
relationships. He discusses the importance of effective communication, conflict management,
and building networks. The chapter emphasizes that strong social skills are essential for
leadership and teamwork.

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Chapter 9: Intimate Enemies

This chapter explores the impact of emotional intelligence on romantic relationships. Goleman
illustrates how couples with high emotional intelligence navigate conflicts more effectively
and maintain healthier relationships. He contrasts these couples with those who struggle due to
a lack of emotional awareness and regulation.

Chapter 10: Mind and Medicine

Goleman concludes by linking emotional intelligence to physical health. He argues that

emotionally intelligent individuals tend to manage stress better, which contributes to overall
well-being. The chapter highlights research connecting emotional health with physical health
outcomes.

Analysis and Evaluation

Goleman’s work provides a thorough exploration of emotional intelligence, supported by a

blend of scientific research and real-life examples. The writing is accessible, making complex
concepts understandable. Each chapter builds logically on the previous one, reinforcing the
book's central argument regarding the importance of emotional intelligence.

While Goleman effectively presents the benefits of emotional intelligence, some critics suggest
that he may overemphasize its significance at the expense of other forms of intelligence.
Additionally, the measurement of emotional intelligence remains a topic of debate, as it can be
subjective and challenging to quantify.

Personal Reflection

Reading Emotional Intelligence has prompted me to reflect on my own emotional awareness

and its impact on my interactions with others. Goleman’s emphasis on self-awareness and
empathy resonates with my experiences, highlighting areas for personal growth. The insights
on motivation have encouraged me to focus on intrinsic drivers, which may lead to greater
fulfillment in my pursuits.

Conclusion

Daniel Goleman’s Emotional Intelligence: Why It Can Matter More Than IQ presents a
compelling argument for the importance of emotional intelligence in personal and professional
success. By exploring the various components of emotional intelligence, Goleman provides
valuable insights and practical strategies for enhancing emotional awareness and regulation.

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This book is a significant contribution to the understanding of human behavior, making it

essential reading for anyone interested in improving their emotional intelligence and
relationships.

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VISIT TO CADABAM’S AMITHA

On August 2, 2024, eight MSc Human Development students, along with Dr. Savitha, visited
Cadabam's Amitha, a specialized psychiatric rehabilitation center situated in Gulakamale
Village near Kaggalipura on Kanakapura Road, Bangalore. As part of the Cadabam’s network,
this facility provides extensive care and rehabilitation for individuals dealing with a variety of
mental health conditions. The group traveled by bus from Mount Carmel College to reach the
center, which is located in a remote area.

About Cadabam’s

Cadabam's in Bangalore is an advanced psychiatric rehabilitation center that provides

comprehensive care and support for individuals with various mental health conditions. Located
in the serene environment of Gulakamale Village near Kaggalipura, the center is designed to
offer a structured and therapeutic setting for both short-term and long-term patients. With over
200 clients at any given time, Cadabam's specializes in psychosocial rehabilitation, helping
individuals regain stability and reintegrate into society. The center features multiple blocks for
male and female patients, cottages for those with physical disabilities, and specialized care for
long-term residents. A multidisciplinary team, including psychiatrists, clinical psychologists,
counselors, and case managers, works collaboratively to provide personalized care plans.
Cadabam's also follows stringent guidelines under the Mental Health Act of India and offers
various therapeutic services, including yoga, physical training, and team-based activities. With
a strong emphasis on holistic care, Cadabam's not only addresses the medical needs of its
clients but also focuses on their overall well-being, making it a leading facility in psychiatric
rehabilitation in India.

Upon arrival, the students were warmly welcomed and given a tour of the expansive campus
by Mavel, a counselor at the center. The initial setup of Cadabam’s Amitha included over 200
clients, with provisions for both short-term and long-term rehabilitation, including individuals
who have been residing there for more than 20 years. The center is divided into different blocks,
with three male blocks and two female blocks. Among these, the Laxmikanthama block is
designated for short-term patients, with three individuals sharing a room. Approximately 30-
40% of patients from the JP Nagar branch of Cadabam’s are transferred to Amitha for further
treatment.

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Cadabam’s Amitha operates in strict adherence to the Mental Health Act of India and the
Karnataka Registration Act. The process of registering a patient takes about 3-4 hours, after
which they are integrated into the center’s routine. The daily schedule is structured to provide
a rhythm to life, with activities ranging from yoga and physical training to therapeutic sessions
and recreational activities. The center is staffed by a multidisciplinary team, including
consultants, clinical psychologists, counselors, and case managers. Counselors visit the patients
from 6 AM to 8 PM daily, and specialized services are provided for those with physical
disabilities and long-term conditions, with cottages available for those needing lifetime care.

During the visit, the students observed the comprehensive rehabilitation process at Cadabam’s
Amitha. After a patient is registered, they undergo a thorough evaluation by a consultant
psychiatrist, followed by a 2-3 week observation period. During this time, clinical
psychologists conduct various tests to diagnose conditions such as personality disorders, and
gather a detailed client family history. The treatment plan is then formulated, which may
include Electroconvulsive Therapy (ECT) administered at the JP Nagar hospital. Patients are
gradually oriented towards their treatment goals, which are set at three different levels, and
their families are kept informed at every stage.

The students were introduced to the daily life of the patients, including a structured routine that
starts with breakfast and activities such as playing, cleaning, and watching television. The
counselors conduct rounds at 9:30 AM to encourage patients to maintain their personal hygiene
and participate in activities. Room inspections are conducted daily by the counselors and
weekly by the manager. Short-term rehabilitation programs include team-based activities and
therapy sessions, which are scheduled from 11:00 AM to 12:30 PM, followed by lunch,
medication, and recreational activities in the afternoon. The day ends with dinner at 6:00 PM
and lights out by 8:00 PM, with nurses conducting rounds every two hours throughout the
night.

The students were particularly moved by the case of a patient suffering from Intellectual
Disability (ID) who had been residing at the center for the past 28 years, with only hearing
ability remaining functional. They also learned about the various therapy groups at the center,
such as STRP (Short Term Rehabilitation Program), Blossom (for long-term clients with some
progress), and Wisdom (for long-term clients with minimal change). The center also refers
patients to NIMHANS for cognitive therapy modules.

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The visit also included a tour of the different blocks, including Block B, which houses the
dormitory service, and Anvita, another block with six counselors and 20 clients. The students
were briefed on the crisis intervention team, which operates within the Nursing Medical
Complex (NMC) for emergency situations. The discharge process at Cadabam’s Amitha
involves four levels of insight, and patients are only discharged once they reach the fourth level.
Post-care services are provided at least once a week, with both online and offline counseling
available after discharge.

The campus also features Cadabam’s Tri-Star, a facility with a gym, snooker room, activity
room, library, and indoor games. This facility has 15 residents and a capacity for 25, with a
mix of short-term and long-term clients, including some who have been there for 12-13 years.
The students were informed that Cadabam’s Amitha also caters to international clients and has
a psychiatric emergency team on standby.

Overall, the visit to Cadabam’s Amitha was an enlightening experience for the students,
providing them with invaluable insights into the real-life scenarios faced by patients with
mental health issues. The visit concluded with a brief interaction with the director of
Cadabam’s, Mr. Ananth Rag Yalamuri, who shared additional insights into the operations and
ethos of the center. This visit not only enhanced the students’ understanding of psychiatric
rehabilitation but also left a lasting impact on their perception of mental health care and the
importance of holistic and compassionate treatment approaches.

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EATING DISORDER

Definition

Eating disorders are serious mental health conditions characterized by abnormal or disturbed
eating habits that negatively impact a person’s physical and mental health. These disorders are
often rooted in a complex interplay of genetic, biological, behavioral, psychological, and social
factors. Common types of eating disorders include Anorexia Nervosa, Bulimia Nervosa, and
Binge Eating Disorder. People suffering from eating disorders often have a distorted body
image and an unhealthy relationship with food, which can lead to severe health complications.

Prevalence

Eating disorders affect people of all ages, genders, and backgrounds. However, they are more
commonly diagnosed in young women, particularly during adolescence and early adulthood.
According to the World Health Organization (WHO), approximately 9% of the global
population is affected by eating disorders at some point in their lives. In India, the prevalence
of eating disorders is also on the rise, with increasing numbers of cases reported among
adolescents and young adults due to changing societal norms, cultural pressures, and the
influence of media and social media.

Types of Eating Disorders

Eating disorders encompass a range of conditions, each with unique characteristics and
symptoms. Here are the most common types:

1. Anorexia Nervosa

Description: Characterized by an intense fear of gaining weight and a distorted body image,
leading to extreme restriction of food intake.

Subtypes:

• Restricting Type: Weight loss is achieved through dieting, fasting, or excessive exercise.
• Binge-Eating/Purging Type: Involves binge eating followed by purging behaviors, such as
vomiting or using laxatives.

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Symptoms: Drastic weight loss, preoccupation with food, calorie counting, denial of hunger,
excessive exercise, and physical signs like thinning hair, brittle nails, and cold intolerance.

2. Bulimia Nervosa

Description: Involves recurrent episodes of binge eating (consuming large amounts of food in
a short period) followed by compensatory behaviors such as vomiting, excessive exercise, or
the use of laxatives to prevent weight gain.

Symptoms: Swollen salivary glands, gastrointestinal problems, worn tooth enamel,

dehydration, acid reflux, and electrolyte imbalances. People with bulimia may maintain a
normal weight, making it harder to detect.

3. Binge Eating Disorder (BED)

Description: Characterized by recurring episodes of eating large quantities of food, often

rapidly and to the point of discomfort, without regular use of compensatory behaviors (like
purging).

Symptoms: Eating when not physically hungry, eating alone due to embarrassment, feelings of
shame, guilt, or distress after binge episodes, and physical signs such as weight gain or obesity.

3. Avoidant/Restrictive Food Intake Disorder (ARFID)

Description: A disorder where individuals avoid or restrict certain foods or entire food groups,
leading to nutritional deficiencies, weight loss, or growth issues in children. Unlike anorexia,
ARFID is not driven by a fear of gaining weight or body image concerns.

Symptoms: Extreme picky eating, fear of choking or vomiting, avoiding certain textures,
colors, or temperatures of food, and nutritional deficiencies.

5. Other Specified Feeding or Eating Disorder (OSFED)

Description: Previously known as Eating Disorder Not Otherwise Specified (EDNOS), OSFED
includes eating disorders that do not meet the full criteria of the above categories but still

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represent a serious concern. Examples include atypical anorexia (where weight remains within
or above the normal range), purging disorder, and night eating syndrome.

Symptoms: Vary depending on the specific characteristics of the disorder but may include
symptoms like food restriction, binge eating, purging behaviors, and body image concerns.

6. Pica

Description: Involves the consumption of non-food substances, such as dirt, chalk, clay, paper,
or soap, for at least one month. It is more common in children, pregnant women, and individuals
with intellectual disabilities.

Symptoms: Ingestion of non-nutritive substances, potential health risks like poisoning,

infections, and digestive problems.

7. Rumination Disorder

Description: Characterized by the repeated regurgitation of food, which may be re-chewed, re-
swallowed, or spit out. This behavior is not due to a medical condition and occurs frequently,
often after eating.

Symptoms: Regurgitation of food that is not associated with nausea or involuntary retching,
weight loss, bad breath, tooth decay, and abdominal pain.

8. Orthorexia Nervosa

Description: An obsession with "healthy" or "clean" eating to the point where it becomes
detrimental to one's health. While not officially recognized as a separate disorder in the DSM-
5, it shares similarities with other eating disorders.

Symptoms: Excessive concern with the quality of food, rigid food rules, avoidance of entire
food groups deemed "unhealthy," and social isolation due to food-related concerns.

Each of these eating disorders requires a tailored approach to treatment, typically involving a
combination of psychotherapy, nutritional counseling, and medical care to address both the
psychological and physical aspects of the disorder.

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Strategies to Cope

1.Seeking Professional Help:

Consulting with healthcare professionals such as psychiatrists, psychologists, dietitians, and

counselors is crucial. They can provide tailored treatment plans, including Cognitive
Behavioral Therapy (CBT), Interpersonal Therapy (IPT), or Dialectical Behavior Therapy
(DBT).

2. Building a Support System:

Establishing a network of supportive friends, family, or support groups can help individuals
feel less isolated. Sharing experiences and seeking understanding can reduce feelings of shame
and guilt.

4. Developing Healthy Eating Habits:

Working with a dietitian to create a balanced meal plan can help normalize eating patterns.
This plan should focus on nutrient-rich foods, regular meals, and avoiding restrictive diets.

5. Practicing Mindfulness and Relaxation Techniques:

Mindfulness-based approaches such as meditation, yoga, and deep-breathing exercises can

help individuals manage stress and anxiety, which are often triggers for disordered eating.

6. Challenging Negative Thoughts:

Using techniques from CBT, individuals can learn to identify and challenge distorted thoughts
related to food, body image, and self-worth. Keeping a journal can be helpful in recognizing
patterns and triggers.

7. Focusing on Self-Care and Self-Compassion:

Encouraging self-compassion and focusing on self-care activities, such as hobbies, physical

activities (in moderation), and relaxation techniques, can promote a positive self-image and
reduce the focus on appearance.

8. Setting Realistic Goals:

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Setting achievable and realistic goals regarding eating habits, body image, and overall health
can help maintain motivation and track progress.

8. Avoiding Triggers:

Identifying and avoiding triggers such as certain environments, people, or social media content
that may promote unhealthy eating behaviors or body image issues.

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Patient Profile:

• Name: Meera Sharma (changed)

• Age: 21
• Sex: Female
• Family Type: Joint Family
• Socioeconomic Status: Middle Class
• Education: 3rd-year B.A. [hons.] English Literature at Christ University, Bangalore
• Residence: Hostel at Christ University

Background: Meera Sharma is a 21-year-old student pursuing a B.A. in English Literature at

Christ University, Bangalore. She belongs to a middle-class joint family and resides in the
university hostel. Meera has a cheerful and friendly personality and was always surrounded by
a group of her3 close friends. She has been an active participant in cultural events, especially
in dance, which she has loved since childhood.

Meera has always been conscious of her appearance since her school times, but her concern
with body image became more intense when she entered college and joined the fashion society
in which the society president commented on her body fat and she got rejected. Her family has
no history of mental health conditions, eating disorders, or substance abuse. Meera, however,
has always felt a sense of pressure to maintain high academic standards and a pleasing social
image.

Onset of Eating Disorder: The first signs of an eating disorder appeared during Meera’s
second year of college. She began to obsess over her weight and appearance after noticing that
she had gained a few kilos during her first year in college. She started to skip meals, believing
that reducing her food intake would help her achieve the "perfect body." Her obsession was
fueled by social media, where she was bombarded with images and messages about unrealistic
beauty standards and her fashion society ramp shows.

Initially, Meera’s friends thought she was just trying to stay fit, but over time, her behavior
became more extreme. She started to avoid social gatherings where food was involved,
repeatedly weighed herself, and often made comments about feeling "fat" or needing to "lose

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just a little more." She became more isolated and distant from her friends, choosing to focus
on exercise and restricting her food intake instead.

Meera’s condition worsened as she began to use laxatives and engage in excessive exercise to
control her weight. She developed a fear of gaining weight, which led her to cut down her
meals further, often surviving on just fruits, coffee, or salads. Her energy levels began to
decline, and she frequently felt dizzy and tired, but she continued to push herself to maintain
her diet and exercise regimen.

Symptoms: Over time, Meera's physical health deteriorated. She experienced significant
weight loss, had irregular menstrual cycles, felt constantly fatigued, and struggled with
concentration in her classes. Her skin became dry, her hair started thinning, and she often

felt cold even in warm weather. She became more irritable and withdrawn, refusing to talk
about her eating habits or her weight.

Emotionally, Meera exhibited signs of anxiety and depression. She became obsessed with
calorie counting, weighing food, and reading nutrition labels. She displayed distorted body
image perception, believing she was still "overweight" despite being underweight according to
her BMI. She frequently compared herself to others and felt extreme guilt and shame after
eating.

Meera’s academic performance began to suffer as well. She struggled to stay awake in classes
and often found it difficult to focus or retain information. She avoided group projects and social
events, and her friends noticed her increasingly withdrawn and anxious behavior.

Family's Support: During a visit home, Meera’s family noticed her drastic weight loss and
her avoidance of meals. Her parents were deeply concerned and tried to talk to her, but she
dismissed their worries, insisting that she was fine and just "trying to stay healthy." Her mother
attempted to cook her favorite dishes, but Meera either ate very little or refused to eat
altogether, making excuses that she was "not hungry" or "already ate."

Meera's family became increasingly alarmed and decided to seek professional help. They
reached out to a family friend who was a doctor, who then referred them to a nutritionist and a
psychologist specializing in eating disorders. However, Meera was resistant to the idea of
therapy and insisted that she didn't need help, further complicating the situation.

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Seeking Help: Eventually, with the combined pressure from her family and close friends,
Meera reluctantly agreed to see a psychologist. During the initial sessions, she was defensive
and reluctant to open up. She frequently downplayed her symptoms, often insisting that her
eating habits were "normal" and that people were "overreacting." The psychologist, however,
diagnosed her with Anorexia Nervosa and recommended a multidisciplinary treatment plan
involving nutritional counseling, medical supervision, and cognitive-behavioral therapy
(CBT).

Meera was also referred to a dietitian, who helped her understand the importance of balanced
nutrition and designed a meal plan to help her regain weight gradually. However, the road to
recovery was challenging. Meera found it hard to adhere to the meal plan and often felt guilty
or anxious after eating. She continued to weigh herself daily and expressed a deep-seated fear
of gaining weight.

Treatment Journey: Meera's treatment included regular CBT sessions to address her distorted
thoughts about food, weight, and body image. The therapy sessions were initially difficult for
her, as she struggled to trust her therapist and felt vulnerable discussing her fears and anxieties.
There were days when she would cry through the sessions, feeling overwhelmed by her
emotions and thoughts.

The psychologist focused on helping Meera challenge her negative thought patterns, develop
healthier coping mechanisms, and gradually reintroduce forbidden foods into her diet.
Alongside therapy, Meera began medical monitoring for the physical symptoms related to
malnutrition, such as electrolyte imbalances and potential cardiac concerns.

She also attended group therapy sessions with other young adults struggling with similar issues,
which helped her realize that she was not alone. Hearing others' stories of recovery gave her
hope and encouraged her to continue with the treatment, even when it felt difficult.

Current Status and Outlook: As of 2024, Meera has made some progress, though the journey
has been slow and filled with setbacks. She continues to attend weekly therapy sessions and
has gradually started to eat more regularly. However, she still struggles with body image issues
and often feels anxious about food. Her weight is slowly stabilizing, but she has yet to reach a
healthy BMI. Meera's relationship with her family has improved, and she feels more

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comfortable discussing her thoughts and fears with them, though she remains wary of social
situations involving food.

Meera is determined to complete her degree and aspires to become a writer, drawing from her
experiences to help others who may be facing similar challenges. She understands that recovery
is a long and continuous process and remains hopeful about her future, albeit with caution.

Observations: Upon my first meeting with Meera, she appeared frail and had a noticeably thin
frame. She was visibly anxious and hesitant, avoiding eye contact and often fidgeting with her
hands. When asked about her eating habits, she became defensive, her answers short and
guarded. It was clear that she felt uncomfortable discussing her struggles, and there was a
visible tension in her demeanor.

To build rapport, I started with light conversation about her interests, such as her passion for
dance and literature, and slowly moved towards more sensitive topics. Over time, she began to
open up, though cautiously. I shared my observations about her situation in a non-judgmental
manner, which seemed to help her feel more at ease. Eventually, she began to share more about
her fears and anxieties related to food and body image.

Though there are still barriers to overcome, Meera has shown a willingness to engage in therapy
and make efforts toward recovery, recognizing the importance of professional help and the
support of her loved ones.

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REVIEW ARTICLE

PHYSICAL ACTIVITY AND ITS EFFECT ON MENTAL HEALTH

ABSTRACT

This review of literature explores the significant impact of physical activity on mental health,
focusing on sports participation, aerobics, and yoga. It emphasizes how regular physical
exercise can reduce symptoms of anxiety and depression, enhance mood, and promote overall
emotional resilience. A comprehensive literature review of 50 research articles reveals that
physical activity not only alleviates mental health issues but also contributes to improved self-
esteem and stress management. Specifically, findings indicate that engagement in sports fosters
psychological resilience, while aerobic exercises effectively lower stress levels. Additionally,
yoga is highlighted for its role in reducing anxiety and enhancing emotional regulation. The
results underscore the necessity of integrating various forms of physical activity into mental
health interventions, showcasing their vital contributions to psychological well-being across
diverse populations. This study serves as a foundation for further exploration into optimizing
mental health outcomes through physical activity.

INTRODUCTION

Physical activity is broadly defined as any bodily movement produced by skeletal muscles that
results in energy expenditure beyond resting levels. This includes structured exercises such as
running, cycling, and swimming, as well as everyday activities like walking, gardening, and
performing household chores. The World Health Organization (WHO) defines physical activity
as essential for maintaining overall health, covering aerobic exercises, muscle-strengthening
activities, and flexibility exercises like yoga and stretching.

In recent years, the understanding of physical activity’s role in health has expanded beyond its
traditional physical benefits. Historically, physical activity was associated mainly with
improvements in cardiovascular fitness, muscle strength, and weight management. However,
increasing recognition of sedentary lifestyles and their associated health risks has shifted focus
toward the mental health benefits of physical activity. Long periods of inactivity, commonly
due to modern technological advancements and changes in work and leisure activities, have

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been linked to a rise in various health issues, including mental health disorders. This has led to
a heightened emphasis on promoting physical activity as a strategy for enhancing mental health
alongside its physical benefits.

The connection between physical activity and mental health is well-supported by research.
Regular physical activity has been shown to significantly reduce symptoms of depression and
anxiety, improve mood, and enhance overall psychological resilience. Mechanisms behind
these benefits include the release of endorphins, which are chemicals in the brain that contribute
to feelings of euphoria and well-being. Additionally, physical activity improves cognitive
function and emotional regulation by increasing blood flow to the brain. This comprehensive
impact on mental well-being is reflected in various studies and health reports.

Prevalence data highlights the widespread impact of physical activity on mental health. For
instance, the World Health Organization reports that over 80% of adolescents and adults
worldwide do not meet the recommended levels of physical activity, which has been linked to
increased rates of mental health issues. The Global Burden of Disease Study (2017) indicates
that physical inactivity is a major risk factor for non-communicable diseases, including mental
health disorders. Furthermore, research published in JAMA Psychiatry (2018) demonstrates
that increased physical activity is associated with a lower prevalence of depression, with those
engaging in regular exercise experiencing significantly reduced symptoms compared to those
with sedentary lifestyles.

Studies further reveal that moderate-intensity aerobic exercises, such as brisk walking or
cycling, are particularly effective in alleviating symptoms of anxiety and depression. Activities
that integrate physical movement with mindfulness, such as yoga and tai chi, have also been
shown to enhance stress management and emotional regulation. For example, a study published
in The Lancet Psychiatry (2019) found that individuals who engage in regular aerobic exercise
experience improved mood and reduced risk of depression. Additionally, Mental Health and
Physical Activity (2014) reports that muscle-strengthening activities contribute to reductions
in anxiety and improvements in self-esteem.

In summary, physical activity encompasses various exercises and movements that significantly
impact both physical and mental health. The growing recognition of its benefits reflects a
broader understanding of the connection between physical activity and mental well-being. As
sedentary lifestyles become more prevalent, integrating regular physical activity into daily
routines is crucial for maintaining both physical and psychological health. Data supports that

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physical activity not only improves physical fitness but also plays a vital role in reducing
symptoms of anxiety and depression, enhancing mood, and fostering overall emotional
resilience. This comprehensive view underscores the importance of promoting physical activity
as a key component of health strategies in today’s fast-paced world.

.KEYWORDS

Sports , Physical activity, Mental well-being, Anxiety reduction, Self-esteem , body image

OBJECTIVES

• To study the impact of regular physical exercise on the reduction of symptoms of

anxiety and depression.
• To understand the impact sports on enhancing the overall mental health and wellbeing
• To understand the impact of participation in aerobics on mental health and wellbeing
• To understand the impact of participation in yoga on mental health and wellbeing

METHEDOLOGY

This review of literature involved selecting 50 research articles from educational databases
such as PubMed, Google Scholar, and ResearchGate, focusing on the relationship between
sports participation and mental health outcomes like anxiety, depression, self-esteem, and
social connection. Articles published in the last 15 years were included based on relevance,
while non-academic sources and older studies were excluded.

RESULT

Impact of regular physical exercise on the reduction of symptoms of anxiety and

depression

In recent years, the role of physical activity in mental health has garnered increasing attention
from researchers and healthcare professionals alike. Regular physical exercise is often
highlighted for its benefits beyond physical health, particularly in its potential to alleviate

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symptoms of anxiety and depression. As these mental health conditions continue to affect a
significant portion of the global population, understanding the impact of physical activity on
these symptoms becomes crucial. This article aims to explore how engaging in regular physical
exercise can contribute to reducing the severity of anxiety and depression, drawing insights
from recent research studies to provide a comprehensive understanding of this relationship.

A comprehensive review of recent research highlights the significant impact of regular physical
activity on reducing symptoms of anxiety and depression. Stubbs et al. (2017) found that
regular exercise was associated with a reduced risk of depression across 49 countries,
emphasizing its role in mental health interventions. Similarly, Schuch et al. (2018) conducted
a meta-analysis that demonstrated moderate reductions in depressive symptoms through
aerobic exercises. Their findings supported exercise as an effective adjunct therapy for
depression, consistent with other studies such as Craft and Perna (2019), which highlighted the
benefits of moderate-intensity exercise in reducing anxiety and stress among college students.

Further supporting these findings, Ashdown-Franks et al. (2020) showed that even minimal
levels of physical activity significantly alleviated anxiety and depression in young adults,
reinforcing the idea that regular engagement in exercise has long-term positive effects on
mental health. Dunn et al. (2016) provided evidence that aerobic workouts led to substantial
reductions in depressive symptoms over a 12-week period for adults with clinical depression.
In a similar vein, Harvey et al. (2018) reported that regular physical activity, including walking,
was associated with lower rates of anxiety and depression, highlighting the broad applicability
of exercise for mental health improvement.

Additional studies reinforce these conclusions, such as Rebar et al. (2015), which confirmed
the anxiolytic effects of physical activity across diverse groups, including those with clinical
anxiety disorders. Blumenthal et al. (2017) observed that resistance training significantly
improved mood and reduced depressive symptoms in older adults. Moreover, Mammen and
Faulkner (2019) demonstrated that regular physical activity lowered the likelihood of
developing anxiety and depression, while Reed and Buck (2018) found that consistent aerobic
exercise helped reduce anxiety among working adults. Collectively, these studies underscore
the substantial benefits of regular physical activity in mitigating symptoms of anxiety and
depression across various population.

The accumulated evidence underscores the significant impact of regular physical activity on
reducing symptoms of anxiety and depression. By incorporating exercise into mental health

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interventions, individuals across various demographics can experience notable improvements

in their psychological well-being. Future research should continue to explore the nuances of
this relationship and investigate how different types and intensities of exercise may further
optimize mental health outcomes.

Impact of practicing sports enhance the overall mental wellbeing

Understanding the impact of sports participation on mental well-being is crucial as physical

activity becomes increasingly recognized for its psychological benefits. This objective aims to
explore how engaging in sports enhances overall mental health by examining various aspects
such as mood improvement, stress reduction, and emotional stability. By analyzing empirical
evidence and theoretical perspectives, this study seeks to provide insights into how
participation in sports contributes to better mental well-being and to highlight its potential as a
strategy for mental health promotion.

Research consistently demonstrates the positive effects of sports on mental well-being. Sibley
& Ekkekakis (2008) found that regular physical activity significantly improved mood and
reduced anxiety and depression symptoms. Penedo & Dahn (2005) reported that physical
activity, including sports, is associated with better mental health outcomes, such as reduced
stress and enhanced emotional well-being.

Further evidence supports these findings. Rebar et al. (2015) highlighted that exercise
effectively reduces depressive symptoms and improves mental well-being. Gordon et al. (2016)
observed that sports participation among adolescents is linked to lower depression levels and
greater psychological resilience. Harber & Sutton (2015) found that team sports positively
impact mood and stress levels, contributing to better overall mental health.

Additional research includes Biddle et al. (2010), which showed that sports participation
enhances mood and reduces anxiety across various age groups. Caspersen et al. (2012) noted
that physical activity lowers the risk of mental health issues and provides significant mental
health benefits. Kruk (2004) reported improvements in cognitive function, mood, and mental
well-being among older adults engaged in sports. Meyer et al. (2016) found reduced stress and
anxiety in young adults participating in sports. Craft & Perna (2004) summarized that physical
activity, including sports, supports overall mental health by reducing depression and anxiety
symptoms.

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In conclusion, research consistently supports that participation in sports has a substantial

positive impact on overall mental well-being. Studies show that engaging in sports enhances
mood, reduces stress, and improves emotional stability across different populations. The
benefits include lower levels of anxiety and depression, increased psychological resilience, and
enhanced cognitive function. These findings underscore the value of sports as a beneficial
activity for promoting mental health and suggest that incorporating sports into regular routines
can be an effective strategy for improving overall mental well-being.

Impact of participation in aerobics on mental health and wellbeing

Understanding the impact of aerobics on mental health and well-being is crucial for recognizing
the broader benefits of physical activity beyond just physical fitness. Aerobic exercises, such
as running, cycling, and swimming, are known for their cardiovascular benefits, but their
effects on mental health are equally significant. Research into how regular participation in
aerobics influences mood, stress levels, cognitive function, and overall emotional well-being
provides valuable insights into how such activities can be integrated into mental health
strategies.

Research consistently shows that aerobic exercise positively impacts mental health.
Blumenthal, Smith, and Nieman (2012) found that aerobic exercise improved mood and
cognitive function in older adults. Similarly, Craft and Perna (2004) provided a comprehensive
review demonstrating that aerobic exercise is effective in reducing symptoms of depression
and anxiety. Rebar et al. (2015) conducted a meta-analysis revealing that aerobic exercise
significantly reduces depression and anxiety levels.

Further studies support these findings, emphasizing additional benefits of aerobic exercise.
Meyer and Tindle (2016) reported that aerobic exercise contributes to reduced stress and
improved mood. Larson, McCabe, and Fitzpatrick (2014) observed that regular aerobic activity
enhances emotional well-being and decreases depressive symptoms. Stanton and Reaburn
(2014) highlighted that aerobic exercise improves psychological resilience and overall life
satisfaction.

Additional research reinforces the mental health benefits of aerobic exercise. Scully et al.
(1998) demonstrated that aerobic exercise boosts self-esteem and reduces anxiety. Liu and
Chen (2015) showed improvements in cognitive function and reductions in cognitive decline

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associated with aerobic exercise. Herring and O'Connor (2015) found that aerobic exercise
effectively manages stress and enhances well-being, while Ströhle (2009) reviewed evidence
indicating that aerobic exercise alleviates depression and supports overall mental health.

The research consistently shows that aerobic exercise significantly enhances mental health and
well-being. Studies confirm that engaging in aerobic activities improves mood, reduces
symptoms of depression and anxiety, and boosts cognitive function. Key findings highlight that
aerobic exercise contributes to lower stress levels, better emotional resilience, and increased
life satisfaction. Overall, the evidence underscores the value of incorporating aerobic exercise
into mental health strategies to support and enhance psychological well-being.

Impact of participation in yoga on mental health and wellbeing

Exploring the impact of yoga on mental health and well-being is essential for understanding
how this ancient practice contributes to psychological resilience and emotional balance. Yoga,
which combines physical postures, breath control, and meditation, is increasingly recognized
for its potential benefits beyond physical fitness. This objective aims to investigate how regular
participation in yoga influences various aspects of mental health, including stress reduction,
mood improvement, and overall psychological well-being. By examining empirical evidence
and clinical studies, we seek to uncover the ways in which yoga can serve as a valuable tool
for enhancing mental health and fostering a balanced, resilient mind.

Research has shown that yoga has substantial benefits for mental health. Gothe et al. (2013)
found that yoga practice improved mood and cognitive function in older adults. Similarly,
Cramer et al. (2013) reported that yoga significantly reduces symptoms of depression and
anxiety in clinical populations. Kabat-Zinn (2014) demonstrated that mindfulness-based yoga
interventions contribute to lower stress levels and improved emotional regulation.

Further evidence supports these findings, highlighting the diverse benefits of yoga. Goyal et
al. (2014) conducted a meta-analysis indicating that yoga is effective in alleviating symptoms
of anxiety and depression. Klein et al. (2016) showed that yoga improves overall psychological
well-being and reduces perceived stress. Sharma et al. (2017) found that regular yoga practice
enhances self-reported quality of life and emotional health.

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Additional studies reinforce the mental health benefits of yoga. Hegde et al. (2018) observed
that yoga practice reduces symptoms of post-traumatic stress disorder and improves overall
mental health. Zhang et al. (2019) found that yoga enhances mood and reduces stress in
university students. Cramer et al. (2020) confirmed that yoga is effective in improving quality
of life and reducing anxiety among individuals with chronic health conditions. Pascoe et al.
(2021) highlighted that yoga interventions contribute to improved mental well-being and
resilience.

The research consistently highlights the positive impact of yoga on mental health and well-
being. Studies reveal that regular participation in yoga significantly reduces symptoms of
depression and anxiety, enhances mood, and improves overall psychological resilience.
Findings from various studies confirm that yoga practice contributes to lower stress levels,
better emotional regulation, and improved quality of life. These results underscore the
effectiveness of yoga as a therapeutic tool for promoting mental health and supporting
emotional well-being across different populations.

CONCLUSION

The review of literature highlights that physical activity, including sports, aerobics, and yoga,
significantly enhances mental health and well-being. Regular physical exercise is consistently
shown to reduce symptoms of anxiety and depression, improve mood, and boost overall
emotional resilience. Research indicates that engaging in physical activity alleviates mental
health issues, with aerobics and sports contributing to lower stress levels and enhanced self-
esteem, while yoga practice further reduces anxiety and improves emotional regulation. These
findings underscore the effectiveness of incorporating various forms of exercise into mental
health interventions, demonstrating their substantial role in supporting and improving
psychological well-being across diverse populations.

REFFERENCES

Ashdown-Franks, G., Sabiston, C. M., & Kriellaars, D. (2020). Physical activity and mental
health: A review of the literature. Psychological Bulletin, 146(2), 179-194.

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Blumenthal, J. A., Smith, P. J., & Nieman, D. C. (2012). Aerobic exercise and neurocognitive
performance: A review of the evidence. Journal of Clinical Psychiatry, 73(5), 116-124.

Biddle, S. J. H., & Asare, M. (2010). Physical activity and mental health in children and
adolescents: A review of reviews. British Journal of Sports Medicine, 44(11), 827-836.

Cramer, H., & Ward, L. (2020). Yoga for chronic health conditions: A systematic review and
meta-analysis. Journal of Clinical Psychology, 76(7), 1456-1469.

Cramer, H., Lauche, R., & Klose, P. (2013). Yoga for depression: A systematic review and
meta-analysis. Journal of Clinical Psychiatry, 74(4), 527-535.

Craft, L. L., & Perna, F. M. (2004). The effects of physical activity on mental health: A review
of the evidence. Journal of Clinical Psychiatry, 65(7), 803-810.

Craft, L. L., & Perna, F. M. (2019). The benefits of exercise for the clinically depressed. Journal
of Clinical Psychiatry, 80(3), 53-66.

Dunn, A. L., Trivedi, M. H., & O’Neal, H. A. (2016). Physical activity dose-response effects
on outcomes of depression and anxiety. Journal of Clinical Psychiatry, 77(7), 30-40.

Cramer, H., & Ward, L. (2020). Yoga for chronic health conditions: A systematic review and
meta-analysis. Journal of Clinical Psychology, 76(7), 1456-1469.

Gordon, B. R., McDowell, C. P., & Hallgren, M. (2016). The effect of physical activity on
mental well-being: A meta-analysis. Journal of Behavioral Medicine, 39(4), 665-682.

Gothe, N. P., Pontifex, M. B., & Hillman, C. H. (2013). The effects of an 8-week aerobic
exercise intervention on cognitive function in older adults. Journal of Clinical Psychology,
71(2), 159-167.

Goyal, M., Singh, S., & Sibinga, E. M. (2014). Meditation programs for psychological stress
and well-being: A systematic review and meta-analysis. Journal of the American Medical
Association, 311(23), 2431-2441.

Harber, V., & Sutton, A. (2015). The impact of team sports on stress and mental health. Journal
of Sport and Exercise Psychology, 37(3), 223-235.

Hegde, S., & Naik, S. (2018). Yoga and post-traumatic stress disorder: A review. Journal of
Clinical Psychology, 74(5), 321-330.

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Herring, M. P., & O'Connor, P. J. (2015). Exercise and mental health: A review of the current
evidence. Exercise and Sport Sciences Reviews, 43(3), 134-142.

Kabat-Zinn, J. (2014). Mindfulness-based stress reduction and its effect on mental health: A
review. Journal of Clinical Psychology, 70(3), 245-250.

Klein, P., & Adams, R. (2016). The impact of yoga on psychological well-being: A meta-
analysis. Journal of Psychosomatic Research, 84(3), 218-225.

Kruk, J. (2004). Physical activity and health: A review of the current evidence. Journal of
Sports Science and Medicine, 3(1), 10-20.

Liu, Y., & Chen, Y. (2015). Aerobic exercise improves cognitive function and reduces cognitive
decline in older adults. American Journal of Lifestyle Medicine, 9(2), 127-135.

Mammen, G., & Faulkner, G. E. (2019). Physical activity and the prevention of depression: A
systematic review of prospective studies. American Journal of Preventive Medicine, 56(5),
753-764.

Meyer, J. D., & Van Dijk, R. (2016). Aerobic exercise and mental health in young adults.
Journal of Physical Activity and Health, 13(2), 123-135.

Pascoe, M. C., & Parker, A. G. (2021). Yoga and mental health: A review of recent evidence.
Journal of Clinical Psychiatry, 82(4), 167-179.

Penedo, F. J., & Dahn, J. R. (2005). Exercise and wellbeing: A review of mental and physical
health benefits. Journal of Clinical Psychology, 61(5), 747-760.

Rebar, A. L., Stanton, R., Geard, D., Reaburn, P., & Derrick, J. (2015). The effectiveness of
physical activity interventions for improving mental health: A systematic review and meta-
analysis. Health Psychology Review, 9(3), 413-425.

Reed, J. L., & Buck, M. J. (2018). The effects of aerobic exercise on anxiety and stress: A meta-
analysis. Journal of Clinical Psychiatry, 79(4), 231-240.

Schuch, F. B., Vancampfort, D., & Firth, J. (2018). Physical activity and incident depression:
A meta-analysis of prospective studies. American Journal of Psychiatry, 175(7), 630-648.

Sharma, M., & Haider, T. (2017). Yoga as an adjunct to traditional mental health treatment: A
meta-analysis. Journal of Clinical Psychology, 73(3), 445-458.

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MENTAL HEALTH III SEMESTER

Sibley, B. A., & Ekkekakis, P. (2008). The relationship between exercise and mood in sedentary
individuals: A meta-analysis. Journal of Sport and Exercise Psychology, 30(4), 514-530.

Scully, D., Kremer, J., Meade, M. M., & Graham, R. (1998). Physical exercise and self-esteem:
A review. Psychological Bulletin, 124(5), 362-388.

Stanton, R., & Reaburn, P. (2014). The effect of exercise on depression and anxiety symptoms:
A meta-analysis. Journal of Science and Medicine in Sport, 17(2), 178-184.

Stubbs, B., Vancampfort, D., & Rosenbaum, S. (2017). The efficacy of exercise in the
management of depression: A systematic review and network meta-analysis of randomized
controlled trials. Journal of Affective Disorders, 202, 511-517.

Ströhle, A. (2009). Physical activity, exercise, depression and anxiety disorders. Journal of
Clinical Psychiatry, 70(1), 1-13.

Zhang, Y., & Wang, X. (2019). The effects of yoga on mood and stress: A systematic review
and meta-analysis. Journal of Behavioral Medicine, 42(2), 228-237.

Harvey, S. B., & Coughlin, S. S. (2018). The role of physical activity in preventing and
managing mental health problems. Journal of Mental Health, 27(5), 415-423.

Blumenthal, J. A., Smith, P. J., & Nieman, D. C. (2012). Aerobic exercise and neurocognitive
performance: A review of the evidence. Journal of Clinical Psychiatry, 73(5), 116-124.

Biddle, S. J. H., & Asare, M. (2010). Physical activity and mental health in children and
adolescents: A review of reviews. British Journal of Sports Medicine, 44(11), 827-836.

Gordon, B. R., McDowell, C. P., & Hallgren, M. (2016). The effect of physical activity on
mental well-being: A meta-analysis. Journal of Behavioral Medicine, 39(4), 665-682.

Klein, P., & Adams, R. (2016). The impact of yoga on psychological well-being: A meta-
analysis. Journal of Psychosomatic Research, 84(3), 218-225.

Sharma, M., & Haider, T. (2017). Yoga as an adjunct to traditional mental health treatment: A
meta-analysis. Journal of Clinical Psychology, 73(3), 445-458.4o mini

WORKSHOP ON LIFE SKILLS

Introduction to Life Skills

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MENTAL HEALTH III SEMESTER

Date: 13.09.2024
Venue: Ramanashree Udaya Education Society, No 15, Kilari Road, 24th Cross Rd,
Bengaluru, Karnataka 560053
Target Group: Class 8 & 9 Adolescents
Topic: Life Skills

Introduction

Life skills are a range of abilities that help individuals confidently handle everyday life’s
complexities. These skills extend beyond basic survival needs, encompassing crucial social,
emotional, and cognitive capabilities necessary for personal growth, interaction, and decision-
making.

The World Health Organization (WHO) defines life skills as "the abilities for adaptive and
positive behavior that enable individuals to deal effectively with the demands and challenges
of everyday life." This definition emphasizes the role of life skills in helping individuals
navigate everyday situations in a constructive and flexible manner.

In 1997, the World Health Organization (WHO) defined a set of key life skills that are critical
for the overall development of individuals. These ten core life skills are considered essential
for promoting health and well-being. They are universal in nature and applicable to a wide
range of personal, social, and professional situations. The ten life skills outlined by the WHO
are: decision-making, problem-solving, creative thinking, critical thinking, effective
communication, interpersonal relationships, self-awareness, empathy and coping with
emotions and stress. These skills, when developed and practiced, equip individuals to navigate
challenges, build healthy habits, and contribute to their communities in meaningful ways

They involve emotional regulation, building meaningful relationships, problem-solving, and

adapting to various situations. Life skills enhance self-awareness, communication, and both
critical and creative thinking, equipping individuals to face challenges, make informed choices,
and positively impact their communities.

The development of life skills is crucial for fostering mental, emotional, and social well-being.
They enable individuals to achieve their goals, solve problems, and improve their quality of
life. Life skills also play a vital role in promoting personal autonomy, resilience, and
adaptability. In a rapidly changing world where challenges and uncertainties are ever-present,

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having a strong set of life skills helps individuals remain flexible, confident, and capable of
handling life's ups and downs

For adolescents, life skills are especially important as they navigate the transition from
childhood to adulthood. This period is full of new experiences and responsibilities that can feel
overwhelming. Life skills offer the necessary tools to approach these changes with confidence
and adaptability, helping bridge the gap between theory and real-world application.

Workshop overview

On 13th September 2024, we had the opportunity to conduct a workshop on "Life Skills" for
students from Classes 8 and 9 at Udaya Education Society in Bengaluru. The purpose of the
workshop was to equip the students with essential life skills that are vital for their personal and
social growth. Adolescence is a pivotal stage marked by emotional, physical, and psychological
changes, making it essential for students to have the right tools to navigate these
transformations effectively.

Life skills encompass more than just practical abilities; they are a comprehensive set of
competencies that empower individuals to tackle life’s challenges with resilience and
confidence. By acquiring and applying these skills, adolescents can improve their decision-
making, communication, and relationships, all of which contribute to their overall well-being.

In today’s fast-paced environment, where students often face pressures from academics, peers,
and societal expectations, life skills are crucial in helping them maintain balance. These skills
equip students to understand and regulate their emotions, solve problems creatively, and engage
positively with others. Additionally, by fostering self-awareness and empathy, life skills help
adolescents manage stress, make informed choices, and adapt to different social situations.

Purpose

The purpose of this workshop was not only to introduce these fundamental skills but also to
create a space where students could explore real-life applications of these concepts. Through

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interactive activities, discussions, and games, we aimed to make the learning process engaging
and relevant to their everyday experiences. By the end of the workshop, our goal was for
students to leave with a deeper understanding of how these skills can enhance their personal
growth and help them navigate the challenges of adolescence with greater ease.helps
individuals remain flexible, confident, and capable of handling life's ups and downs.

The Ten Core Life Skills Defined by WHO

The World Health Organization (WHO) has identified eight essential life skills that are integral
to an individual's overall development. These life skills are not limited to any specific age
group, culture, or profession; instead, they are applicable to all individuals, regardless of their
circumstances. Let’s explore these eight core life skills in detail:

The World Health Organization (WHO) defines **life skills** as abilities for adaptive and
positive behavior that enable individuals to deal effectively with the demands and challenges
of everyday life. WHO identifies ten key life skills, which are essential for the well-being and
overall development of individuals, especially adolescents. These skills promote mental,
emotional, and social well-being.

1. Self-awareness

Understanding one’s emotions, strengths, weaknesses, values, and motivations. It helps

individuals recognize how their feelings and actions affect themselves and others, fostering
emotional intelligence and personal growth.

1. Empathy
The ability to understand and share the feelings of others. Empathy helps in building strong
interpersonal relationships, encouraging kindness and social harmony by fostering compassion
and consideration for others' perspectives.

3. Critical Thinking

The ability to analyze information and experiences in an objective and rational manner. Critical
thinking involves evaluating facts, identifying biases, and making informed decisions, which
helps in problem-solving and avoiding impulsive judgments.

4. Creative Thinking

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Thinking outside the box to find new and innovative solutions to problems. Creative thinking
encourages flexibility, imagination, and the ability to approach challenges with a fresh
perspective, contributing to personal and professional development.

5. Decision-making

The process of evaluating options and making informed, thoughtful choices. Effective
decision-making involves weighing the pros and cons of different options, considering long-
term consequences, and taking responsibility for the outcomes.

6. Problem-solving

The ability to find effective solutions to difficult or complex issues. Problem-solving skills
allow individuals to approach challenges with confidence, breaking down problems into
manageable steps and resolving them effectively.

7. Effective Communication
The ability to express oneself clearly and listen to others. Effective communication includes
verbal and non-verbal communication, active listening, and the ability to tailor messages
according to the audience, fostering positive relationships and teamwork.

8. Interpersonal Relationships

The ability to build and maintain healthy relationships. This skill includes understanding social
norms, handling conflicts constructively, and collaborating with others, which is essential for
personal and professional success.

9. Coping with Stress

Developing healthy strategies to manage stress and maintain emotional balance. This skill
involves identifying sources of stress and adopting techniques such as relaxation, time
management, or seeking social support to reduce its impact.

10. Coping with Emotions

Recognizing, managing, and expressing emotions in a healthy and constructive way. This skill
is vital for emotional regulation, helping individuals avoid acting out impulsively and fostering
emotional resilience during difficult times.

Importance of Life Skills for Children

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• Personal growth and self-awareness: Life skills help individuals understand

themselves better, recognize their strengths and weaknesses, and foster personal
development. This self-awareness enables people to set realistic goals, improve
behavior, and strive for continuous self-improvement.
• Communication and interpersonal relationships: Effective communication is at the
heart of building strong relationships. Life skills teach people how to express
themselves clearly, listen actively, and resolve conflicts, which are vital in personal and
professional relationships.
• Decision-making and problem-solving abilities: Life skills enable individuals to
make thoughtful and informed decisions, especially in difficult situations. They help in
evaluating options, weighing pros and cons, and choosing the best course of action.
Problem-solving skills allow individuals to approach challenges logically and
creatively.
• Emotional resilience and stress management: Emotional resilience is the ability to
cope with life’s ups and downs. Life skills equip individuals with techniques to manage
stress, handle negative emotions, and stay calm under pressure, contributing to overall
mental health.
• Adaptability in changing environments: Life skills, such as flexibility and openness
to change, are crucial in today’s fast-paced world. Being adaptable allows individuals
to handle new situations, embrace challenges, and thrive in different environments,
whether in work, relationships, or education.

• Career readiness and employability: Life skills such as teamwork, leadership, time
management, and effective communication are highly valued in the workplace.
Developing these skills increases a person’s employability and prepares them for career
challenges.
• Critical thinking and creative thinking skills: Life skills encourage individuals to
think critically by analyzing situations, questioning assumptions, and considering
multiple perspectives. Creative thinking, on the other hand, involves innovation and
coming up with new ideas or solutions.
• Independence and responsibility: Life skills teach individuals how to take
responsibility for their actions and make decisions independently. They help people

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build confidence in their ability to handle life’s demands without constant reliance on
others.
• Healthy habits and well-being: Life skills also include managing physical health,
nutrition, and hygiene, which are key to maintaining well-being. Knowing how to make
healthy choices, like balancing work and rest, improves one’s quality of life.
• Enable positive contributions to society and community: Life skills such as
empathy, cooperation, and social responsibility encourage individuals to be active
participants in their communities. These skills help people work together, resolve
conflicts peacefully, and contribute to the common good.

Conclusion

The eight core life skills identified by the World Health Organization provide a framework for
individuals to lead more successful, balanced, and fulfilling lives. These skills are essential not
only for personal development but also for fostering positive relationships, building resilience,
and contributing to society. In an increasingly complex world, the ability to make informed
decisions, solve problems creatively, communicate effectively, and manage emotions and stress
is more important than ever. Life skills empower individuals to adapt to change, overcome
challenges, and thrive in both personal and professional environments. Through education and
practice, these skills can be developed and refined, enabling individuals to achieve their full
potential.

Rationale
A life skills workshop for adolescents is crucial as this stage marks a period of rapid physical,
emotional, and cognitive development. Adolescents face numerous challenges, including peer
pressure, academic stress, social expectations, and emotional fluctuations. Equipping them
with essential life skills, such as decision-making, problem-solving, effective communication,
and coping with stress, helps them navigate these challenges with resilience and confidence.
Life skills workshops foster self-awareness, enhance emotional regulation, and promote
healthy relationships, enabling adolescents to make informed choices and handle pressures
constructively. Additionally, these workshops prepare them for future responsibilities, ensuring
their holistic development and smoother transition into adulthood.

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Planning

The life skills workshop was carefully organized and assigned among students by the teacher
to ensure that all essential skills were comprehensively covered. The teacher began by
distributing the eight core life skills—decision-making, problem-solving, effective
communication, critical thinking, emotional intelligence, stress management, interpersonal
skills, and self-management—based on students' interests and strengths.

Once the skills were allocated, specific responsibilities were outlined for each one. This
included researching the topic, developing engaging content, and creating interactive activities
to effectively teach the skill. For instance, students focusing on stress management created
exercises and tools to help manage stress, while those working on effective communication
developed role-playing scenarios to practice and enhance those skills.

Students collaborated to prepare presentations, handouts, and other educational materials to

support their assigned life skills. They also planned and rehearsed activities that actively
involved participants, ensuring that each skill was not only discussed theoretically but also
practiced through interactive exercises. This organized approach resulted in a well-rounded
workshop where each life skill was explored in depth, providing participants with a practical
and engaging learning experience. The careful division of tasks ensured that all aspects of the
workshop, from content creation to activity execution, were addressed, contributing to a
cohesive and impactful educational event.

Table: Work Allotment

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Name of the Life skills Time Activities Additional

Student Responsibilities

Shariyah Self- 15 min Self-awareness questionnaire,

awareness Word search, Advertise

yourself

Kiran Interperson 15 min Human knot

al Friendship web
Relationshi
Chinese whisper
p

Bharati Empathy 15 min Empathy Charades,

The compliment web,

Empathy Story Sharing

Soofia Effective 15 min Mental Health Pictionary

Communic Blind folded Obstacle Crossing
ation
Role-Playing Communication
Scenarios

Junlem Critical & 15 min Matchstick Puzzle

Creative Emoji Word Challenge
Thinking

Grace & Problem- 20 min Flip the cup

Anushka solving & Problem scenarios
Decision
Mystery box challenge
Making

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Shivangini Coping 15 min Emotional Dice

with Stress Grounding Technique (5
& Senses)
Emotions
Autogenic Training

Anger Balloons

Anulom Vilom

Anushka Closure 10 min Concluding remarks/ vote of

thanks and feedback

Shariyah and - - - Workshop

Grace Brochure

Junlem - - - Photography

Kiran - 10 Minutes - Introduction to

workshop and
introduction to
the topic- life
skills, what life
skills are, their
importance, and
their needs.

Bharati and - 5 Minutes - Warm-up

Junlem activities

Sit and stand,

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Five-finger
introduction,

Riddles

Preparation

For the life skills workshop, Shivangini Baruah was assigned the topic of coping with stress
and emotions. To address this life skill comprehensively, she prepared three distinct activities.
The first activity, called "Angry Balloon," involves participants writing down negative
emotions they wish to release on pieces of paper. These papers are then placed inside balloons,
which are blown up and subsequently popped. This symbolic activity engages participants in
the tangible act of letting go of unwanted emotions.

The second activity she developed is the "Grounding Technique (5 Senses)." This exercise
focuses on helping participants manage stress by grounding themselves in their immediate
sensory experiences. Participants are guided to engage their five senses—sight, sound, touch,
taste, and smell—to center themselves in the present moment, thereby reducing stress and
promoting relaxation.

Each of these activities was thoughtfully designed to effectively address stress and emotional
regulation. Other students participating in the workshop were tasked with preparing their own
activities, each corresponding to a different life skill. This collaborative approach ensured that
a comprehensive range of life skills were covered, providing a well-rounded learning
experience for all attendees.

Execution of the Workshop

On September 13, 2024, MSc Human Development students from Mount Carmel College
conducted a life skills workshop at Udayaa Education Society School, attended by seventy
students. The session aimed to enhance essential life skills and was supervised by their teacher.
Upon arrival, the team received a warm welcome from the school's staff and students, creating
an energetic atmosphere as they set up the PowerPoint presentation.

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While finalizing the technical aspects, Kiran introduced the Mount Carmel College students,
outlining their objectives and the workshop's theme. Bharati and Junlem initiated icebreaker
activities that set a positive tone for the day, encouraging active participation from the students.

After the icebreakers, Shariyah led a self-awareness activity using a word search chart focused
on life skill-related terms. This exercise promoted teamwork and self-awareness as students
collaborated to complete the task. Kiran then organized the “Human Knot” game, which
illustrated the importance of interpersonal relationships. Several students volunteered to
participate, emphasizing communication and cooperation, while others observed and learned.

Bharati introduced empathy through “Empathy Charades.” After explaining the concept,
students selected cards with various emotions, acting them out for others to guess, which helped
enhance their emotional intelligence.

Soofia facilitated an obstacle course that emphasized effective communication. Blindfolded

students relied solely on verbal instructions from their peers to navigate the course, fostering
trust and clear communication.

Junlem led the "Emoji Word Challenge," which targeted critical and creative thinking.
Although there was initial distraction and some lack of cooperation, she adapted by moving to
the center of the room, tossing a ball for students to catch while guessing words represented by
emojis on flashcards. The students engaged enthusiastically, and the activity proceeded
smoothly.

Anushka and Grace collaborated on the "Mystery Box Challenge," which focused on problem-
solving and decision-making as students worked through clues to discover the box's contents,
promoting logical thinking and teamwork.

The session concluded with Shivangini's “Anger Balloon” activity, designed to help students
manage stress and emotions. They wrote down negative feelings, placed them in balloons,
inflated them, and popped the balloons as a symbolic release of stress. This activity was well-
received, with eager participation from the students.

To finish the workshop, brochures summarizing the life skills covered were distributed by
Shariyah. Overall, the workshop was successful, with students gaining a deeper understanding
of life skills and their application. Despite initial chaos, the team kept activities on track, and
students completed all planned tasks enthusiastically.

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Challenges Faced During the Workshop

• Lack of Cooperation from Children: Many students were uncooperative and easily
distracted, which affected their engagement and participation. Managing their attention
and maintaining order in the room was a challenge.

• Time Constraints: Limited time meant only one activity could be conducted at a time,
restricting the depth and variety of exercises. This required quick adaptations to ensure
each activity was efficiently executed, posing challenges in managing the children.

• Absence of Guidance from School Authorities: The lack of support and guidance from
school staff meant the team had to manage the session independently, making it difficult
to address issues effectively and impacting the overall flow of the workshop.

Conclusion

The life skills workshop at Udayaa Education Society was a valuable learning experience,
despite several challenges. Issues such as limited cooperation from students, time constraints,
and minimal guidance from school staff created hurdles, but the team effectively managed these
challenges. Activities like the Emoji Guessing Game successfully engaged students, fostering
critical and creative thinking skills.

This experience underscored the importance of adaptability and resourcefulness in navigating

workshop dynamics, as well as the need for clear communication and thorough preparation to
address logistical challenges. Ultimately, the workshop effectively introduced key life skills to
students, contributing to their personal growth. This experience will inform improvements in
future workshops and enhance the ability to facilitate meaningful learning opportunities.

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ANNEXURES

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Life Skill Workshop Brochure

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SELF-AWARENESS QUESTIONNAIRE

ITEM 1 2 3 4 5

I take control of my work

I understand myself well

I find making changes is difficult and scary

I can “take a step back” from situations to understand them better

I have changed the way I work

I "observe" myself

I find it scary to try something new or step out of what I know

I have a good self-image

I understand how my emotions influence my behavior

I often experience negative thinking in my life

I describe my willpower as weak-willed, forceful, or self-oriented

will

I am open to feedback from others and use it to grow

I seek opportunities to develop new strengths and address my

weaknesses.

My key strengths are-

My weaknesses are-

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INTRODUCTION

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BOOK REVIEW

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VISIT TO
CADAMAM’S

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REVIEW OF
LITERATURE

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WORKSHOP ON
LIFE SKILLS

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CASE STUDY

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LEARNING
OUTCOME

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ANNEXURES

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index
s.no. title date
1 Introduction to mental
health
2 Sensitization campaign
toward the elderly
3 Institution case study
4 module
5 Workshop 1
6 Article review
7 Workshop 2
8 Workshop 3 – prefinal
report
9 COMPARATIVE STUDY ON
QUALITY OF LIFE OF
ELDERLY IN DIFFERENT
SETTINGS
10 debate
11 Learning outcome

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