Report: Disability and Community Inclusion in Rehabilitation

This report provides a comprehensive overview of disability and community inclusion within the context of rehabilitation and mental health. It covers a range of mental health issues, including anxiety disorders, schizophrenia, bipolar disorder, depression, PTSD, and dual disability, examining protective and risk factors, functional implications, and the recovery model. The report emphasizes the importance of consumer and carer perspectives, ethical and professional considerations, and effective counselling and case management skills. It also highlights government policy, funding, and the provision of mental health rehabilitation services. The report draws on relevant resources and readings, providing insights into the functional impact of mental health issues on individuals and their significant others, and awareness of the network of specialist and generic organizations providing services and support in this field. The report encourages students to integrate their personal and shared insights with new knowledge and skills to inform and shape future professional and individual development. The report focuses on the application of professional knowledge and skills about mental health and well-being, particularly in relation to specific areas of lived experience or disability and rehabilitation practice.

DISABILITY and COMMUNITY INCLUSION
DSRS 4100 Rehabilitation and Mental Health
and
DSRS 9069 Mental Health, Disability and Rehabilitation
Topic Guide

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DISABILITY and COMMUNITY REHABILITATION
DSRS 4100 Rehabilitation and Mental Health &
DSRS 9069 Mental Health, Disability and Rehabilitation
INTRODUCTION
This specialisation topic provides an opportunity to explore mental health and well-being in
relation to a diversity of life experiences. We will consider background information about a
range of mental health issues and concerns, which may include anxiety disorders,
schizophrenia, bipolar disorder, depression, post-traumatic stress disorder (PTSD) and dual
disability. Protective and risk factors and functional implications will be considered in
relation to facilitating well-being and recovery in rehabilitation and related settings.
Consumers, carers and other guest speakers with lived experience and expertise from
psychosocial, medical and occupational perspectives will participate in delivering some
aspects of topic content, sharing approaches to and strategies for managing mental health and
well-being across the lifespan.
In exploring this topic, students will be encouraged to draw on related work and practicum
experiences up to this point in their current program of study or through related studies, and to
consider ways to integrate personal and shared insights with new knowledge and skills to
inform and shape future professional and individual development.
Opportunities for students to explore ways to apply professional knowledge and skills about
mental health and well-being is a focal point of this topic, and doing so in relation to a
specific area of lived experience or disability and rehabilitation practice is encouraged
through the end of semester assignment. Completion of previous topics in counselling, case
management and perspectives of disability and rehabilitation (or previous/current enrolment
in DSRS9057 Disability: Individual, Family and Society) will serve as a sound basis for
successful participation in and completion of this topic. Students who may not have
completed counselling or other related topics will be provided with information about and
links to relevant resources to enable access to additional background information. Potential
practicum experience in the mental health field further strengthens links between this topic
and other essential knowledge and skills for practitioners in the field of Disability and
Developmental Education, Community Rehabilitation and Rehabilitation Counselling, and in
related health and human services. The topic coordinator will ensure that, where possible,
there is flexibility in content presented across the semester to meet individual student needs
and interests within our current group, so your thoughts and suggestions are welcome.
Educational aims of the topic
The broad aims of this topic are to:
 provide a clear overview of theory and practice in relation to mental health issues
which are often encountered as primary or secondary factors in rehabilitation and
disability service settings, and in the community, and underpinned by the recovery
model;
 encourage students with a particular interest in this area of study and future work as a
disability/rehabilitation professional to pursue practicum experience which will
facilitate the application and extension of introductory knowledge and skills gained in
this area.
Expected learning outcomes of the topic
As an outcome of participating in this topic students will be able to demonstrate:
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 increased knowledge of the nature, prevalence and factors influencing the existence of
a range of mental health issues in the community;
 an understanding of the functional impact of mental health issues on the lives of
‘clients’ and significant others;
 awareness of government policy impacting the funding and provision of mental health
rehabilitation services;
 awareness of the range of positive options available for facilitating recovery and
managing mental health issues, from consumer and service provider perspectives;
 enhanced appreciation of ethical, legal and professional factors associated with mental
health issues, and of the critical role of advocacy as a positive skill in this area of
practice;
 an appreciation of the importance of effective counselling and case management skills
to facilitate professional practice in relation to mental health issues;
 increased awareness of the network of specialist and generic organisations providing
services and support in this field.
EXAMPLES OF USEFUL RESOURCES and READINGS
There is no specific text for this topic, but there are many relevant resources, some of which
are available through the Sturt Library or through other online or hard copy sources.
READINGS: Links to relevant readings will be provided via FLO, according to the final
topic outline for the semester. Some guest speakers and visits to organisations are still to be
confirmed, so details of a number of background readings and other resources are included
below to indicate some of the subjects we may explore, and specific weekly readings will be
confirmed for relevant weeks as final details become available.
 Initial readings of relevance as background to our first week will be available via
the FLO topic site.
Following are some general examples (not all in this library) and not all are recent or current,
but intended to provide an indication of historical developments and areas of interest we may
explore, depending on group preferences, and as a starting point for your own work:
Berry, S. L. & Crowe, T. P. (2009). ‘A review of engagement of Indigenous Australians
within mental health and substance abuse services’. Australian e-Journal for the
Advancement of Mental Health, vol. 8, no. 1,
www.ausienet.com/journal/vol8iss1/berry.pdf *Please note that this journal is no
longer available, but has some excellent readings that will be provided for you.
Botha, K.-J., Guilfoyle, A. & Botha, D. (2009). ‘Beyond normal grief: A critical reflection
on immediate post-death experiences of survivors of suicide’. Australian e-Journal
for the Advancement of Mental Health, vol. 8, no. 1,
www.ausienet.com/journal/vol8iss1/botha.pdf
Casey, R. (2008). ‘Towards promoting recovery in Vancouver Community Mental Health
Services’. International Journal of Psychosocial Rehabilitation, vol. 12, no. 2, pp. not
specified.
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http://www.psychosocial.com/IJPR_12/Promoting_Recovery_In_Vancouver_Casey.ht
ml
Chan, F., Berven, N. L. & Thomas, K. R. (2015). Counseling Theories and Techniques for
Rehabilitation and Mental Health Professionals (2nd edition). New York: Springer.
Chan, J., Hudson, C. & Vulic, C. (2004). ‘Services for adults with intellectual disability and
mental illness: Are we getting it right?’ Australian e-Journal for the Advancement of
Mental Health, vol. 3, no. 1, www.ausienet.com/journal/vol8iss1/chanhudsonvulic.pdf
Chesters, J., Fletcher, M. & Jones, R. (2005). ‘Mental illness recovery and place’.
Australian e-Journal for the Advancement of Mental Health, vol. 4, no. 2,
www.ausienet.com/journal/vol8iss1/chesters.pdf
Cook, J. A. & Jonikas, J. A. (2002). ‘Self-determination among mental health consumers/
survivors: Using lessons from the past to guide the future’. Journal of Disability
Policy Studies, vol. 13, no. 2, pp. 88-96.
Department for Families and Communities. (2007). Profile of Community Mental Health
Clients. Report 1: Statewide. Adelaide, Australia: Social Inclusion, Strategy &
Research, Government of South Australia, March 2007, Author.
Deveson, A. (2004). ‘Resilience – Rising Above Adversity’. Transcript of Keynote Address
to the Department of Veterans’ Affairs (DVA) National Rehabilitation Conference
2004, ‘Resilience, Rehabilitation, Recovery’, September, Canberra, Australia.
Dossetor, D., White, D. & Whatson, L. (Eds.). (2011). Mental Health of Children and
Adolescents with Intellectual and Developmental Disabilities. Melbourne: IP
Communications.
Dutta, A. & Kundu, M. M. (2007). ‘Psychosocial Adjustment to Disability: A Multi-
ethnic Approach’. In Multicultural Issues in Rehabilitation and Allied Health, P.
Leung, C. R. Flowers, W. B. Talley & P. Sanderson (Eds.). Linn Creek, MO: Aspen
Professional Services. (Chapter 7, pp. 155-175).
Ellis, G. & King, R. (2003). ‘Recovery focused interventions: Perceptions of mental health
consumers and their case managers’. Australian e-Journal for the Advancement of
Mental Health, vol. 2, no. 2, www.ausienet.com/journal/vol2iss2/ellis.pdf
Falvo, D. R. (2005). Medical and Psychosocial Aspects of Chronic Illness and Disability (3rd
Edition). Sudbury, MA: Jones & Bartlett Publishers.
Fielke, H. & Stroud, P. C. (2008). ‘Why Am I Acting This Way? The Psychological
Aftermath of a Violent Murder’. Paper presented at the Victims of Crime Conference
2008, ‘New Ways Forward – Pathways to Change’, 23-24 September, Adelaide,
Australia. Access via: http://www.victimsa.org/index.php?module=webpage&id=25
*This link was live to Victim Support Service but not directly to the paper when
checked 19/02/16, sorry – we are seeking a new link to the paper.
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Fischler, G. L. & Booth, N. (1999). Vocational Impact of Psychiatric Disorders. Austin,
Texas: Pro-Ed.
Geldard, D. & Geldard, K. (2012) Basic Personal Counselling: A training manual for
counsellors (7th Edition). Frenchs Forest: Pearson Education/Prentice Hall.
Germov, J. (2013). Second Opinion: An Introduction to Health Sociology (Fifth Edition).
Melbourne: Oxford University Press Australia.
Gonzalez-Roma, V., Schaufeli, W. B., Bakker, A. B. & Lloret, S. (2006). ‘Burnout
and work engagement: Independent factors or opposite poles?’, Journal of Vocational
Behavior, vol. 68, pp. 165-174.
Green, J. E., Gardner, F. M. & Kippen, S. A. (2009). ‘Healing of the soul: The role of
spirituality in recovery from mental illness’. International Journal of Psychosocial
Rehabilitation, vol. 13, no. 2, pp. 65-75.
http://www.psychosocial.com/IJPR_13/Healing_of_the_soul_Gardner.html
Hadfield, R. (2006). ‘Counselling in Loss and Grief’ in The Practice of Counselling, N.
Pelling, R. Bowers & P. Armstrong (Eds). South Melbourne, VIC: Thomson.
(Chapter 14, pp. 314-351).
Hangan, C. (2006). ‘Introduction of an intensive case management style of delivery for a
new mental health service’. International Journal of Mental Health Nursing, vol. 15,
pp. 157-162. [Link to Journal:
http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291447-0349]
Hockley, C. (2003). ‘The impact of workplace violence on third party victims: A
mental health perspective’, Australian e-Journal for the Advancement of Mental
Health, vol. 2, no. 2: www.auseinet.com/journal/vol2iss2/hockley.pdf
King, R., Waghorn, G., Lloyd, C., McLeod, P., McMah, T. & Leong, C. (2006). ‘Enhancing
employment services for people with severe mental illness: The challenge of the
Australian service environment’. Australian and New Zealand Journal of Psychiatry,
vol. 40, pp. 471-477.
Leung, P., Flowers, C. R., Talley, W. B. & Sanderson, P. (Eds.). (2007). Multicultural
Issues in Rehabilitation and Allied Health, Linn Creek, MO: Aspen Professional
Services.
McAuliffe, D., Andriske, L., Moller, E., O’Brien, M., Breslin, P. & Hickey, P. (2009). ‘“Who
cares?” An exploratory study of carer needs in adult mental health’. Australian e-
Journal for the Advancement of Mental Health, vol. 8, no. 1,
www.auseinet.com/journal/vol8iss1/mcauliffe.pdf Accessed: 15 June 2009.
McDaid, S. (2009). ‘An equality of condition framework for user involvement in mental
health policy and planning: Evidence from participatory action research’. Disability &
Society, vol. 24, no. 4, pp. 461-474.
McPhie, L. & Chaffey, C. (1998). ‘The Journey of a Lifetime: Group work with
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young women who have experienced sexual assault’, Gecko, vol. 1; republished by
Dulwich Centre Publications, 1998:
www.dulwichcentre.com.au/groupworkarticle.html
Marinelli, R. P. & Dell Orto, A. E. (1999). The Psychological and Social Impact of
Disability. New York: Springer Publishing Company.
Martin, E., Erskine, D., Gilbert, J. & Gibbon, P. (2008). ‘Two bucks for the bus: Support
enabling active recovery for marginalised populations’. International Journal of
Psychosocial Rehabilitation, vol. 13, no. 1, pp. 81-90.
Mirza, M., Gossett, A., Chan, N. K-C., Burford, L. & Hammel, J. (2008). ‘Community
reintegration for people with psychiatric disabilities: Challenging systemic barriers to
service provision and public policy through participatory action research.’ Disability
& Society, vol. 23, no. 4, pp. 323-336.
O’Brien, M. P., Gordon, J. L., Bearden, C. E., Lopez, S. R., Kopelowicz, A. & Cannon, T. D.
(2006). ‘Positive family environment predicts improvement in symptoms and social
functioning among adolescents at imminent risk for onset of psychosis’.
Schizophrenia Research, vol. 81, pp. 269-275.
Ouellette, S. E. & Gough, D. (2002). ‘Adjustment to and Acceptance of Disability’.
In Rehabilitation Services: An Introduction for the Human Services Professional, J. D.
Andrew & C. L. Faubion (Eds.). Osage Beach, MO: Aspen Professional Services.
(Chapter 7, pp. 174-197).
Pelling, N. (2007). ‘Indigenous Mental Health and Substance Abuse’. In The
Practice of Counselling, N. Pelling, R. Bowers & P. Armstrong. South Melbourne:
Thomson. (Chapter 10, pp. 208-222).
Peterson, D. B., Skinstead, A. H. & Trobliger, R. W. (2004). ‘Substance Abuse
Counseling’. In Counseling Theories and Techniques for Rehabilitation Health
Professionals, F. Chan, N. L. Berven & K. R. Thomas. (Eds.). New York, NY:
Springer Publishing. (Chapter 16, pp. 303-327).
Power, P. W. & Dell Orto, A. E. (2004). Families Living with Chronic Illness and
Disability: Interventions, Challenges and Opportunities. New York: Springer
Publishing. (Chapter 3 ‘Impact of Illness and Disability on Adults’; pp. 48-69).
Priest, H. & Gibbs, M. (2004). Mental Health Care for People with Learning Disabilities.
Sydney: Churchill Livingstone.
Repper, J. & Perkins, R. (2003). Social Inclusion and Recovery. A Model for Mental Health
Practice. Sydney: Bailliere Tindall. (Chapter 4 ‘The Individual’s Recovery Journey:
Towards a Model for Mental Health Practice’; pp. 45-62 + references).
Riggar, T. F. & Maki, D. R. (2004). Handbook of Rehabilitation Counseling. New York:
Springer.
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Shankar, J. & Collyer, F. (2003). ‘Vocational rehabilitation of people with mental illness:
The need for a broader approach’. Australian e-Journal for the Advancement of
Mental Health, vol. 2, no. 2, www.ausienet.com/journal/vol2iss2/shankar.pdf
Singh, S. P. & Grange, T. (2006). ‘Measuring pathways to care in first episode psychosis: A
systematic review’. Schizophrenia Research, vol. 81, pp. 75-82. [Journal:
http://www.journals.elsevier.com/schizophrenia-research/]
Strohm, K. (2008). ‘Too important to ignore: Siblings of children with special needs’.
Australian e-Journal for the Advancement of Mental Health, vol. 7, no. 2, pp. 1-6,
www.ausienet.com/journal/vol7iss2/strohmeditorial.pdf
Turney, L. (2003). ‘Mental health and workplace bullying: The role of power, professions
and ‘on the job’ training’. Australian e-Journal for the Advancement of Mental
Health, vol. 2, no. 2, www.ausienet.com/journal/vol2iss2/turney.pdf
Vash, C. L. & Crewe, N. M. (2004). Psychology of Disability (2nd edition). New York:
Springer Publishing.
White, K., Kendrick, T. & Yardley, L. (2009). ‘Change in self-esteem, self-efficacy and the
mood dimensions of depression as potential mediators of the physical activity and
depression relationship: Exploring the temporal relation of change’. Mental Health
and Physical Activity, vol. 2, pp. 44-52. [Journal:
http://www.journals.elsevier.com/mental-health-and-physical-activity/]
Wright, J. (2003). ‘Considering Issues of Domestic Violence and Abuse in Palliative
Care and Bereavement Situations’, International Journal of Narrative Therapy and
Community Work, no. 3 (republished by Dulwich Centre Publications, 2003):
www.dulwichcentre.com.au/JudyWrightarticle.htm
*Please note: The Geldard & Geldard book listed above is an excellent resource for people
who have no or minimal counselling-related knowledge and experience. It is widely available
in Australia, and can be borrowed from the Sturt Library at Flinders University; call number:
158.3 G315b.7
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ETHICAL AND PROFESSIONAL PRACTICE
Students’ attention is drawn to these fundamental issues of practice. That is, the
unacceptability of academic dishonesty, including cheating, plagiarism, and fabrication or
falsification of data. Individual rights and responsibilities regarding the proper use of
copyright material should be recognised. Acknowledgement of direct and indirect sources is
required.
Furthermore, the professional courses offered in the Disability and Community Inclusion Unit
often involve contact with consumers in the disability field. Students are requested to show
the highest ethical and professional behaviours in their practice and to ensure that they direct
any concerns to their lecturer/topic coordinator.
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Information including a relevant Code of Ethics and Practice can be obtained from the
Developmental Educators Australia Inc (DEAI): http://www.deai.com.au/
CONFIDENTIALITY
In this topic, students may share personal confidences with one another, and with
lecturers/tutors. Students may be assured that, within legal and ethical constraints, staff will
respect all confidences. Students are asked to do the same, and are encouraged to actively
participate in developing guidelines for their work to facilitate a safe learning environment.
EXTENSIONS
Extensions will only be granted on the basis of documented ill health, compassionate grounds
(e.g., death in the family), or unforeseeable work commitments. In the latter case, a
supporting letter from the employer is required. Extensions will not be granted on the basis of
other study commitments (e.g., two assignments due in the same week). For further details
please refer to the Statement of Assessment Methods for this topic, available on the FLO topic
site.
FORMAT, PRESENTATION AND SUBMISSION OF ASSIGNMENTS
You should be aware of issues regarding appropriate projectpresentation as outlined in the
Disability and Community Inclusion Unit’s "Requirements for ProjectWriting, Report
Writing, and Oral Presentations" which can be accessed via the FLO topic site (via link to the
Disability and Community Inclusion Unit’s resources).
 Please ensure that your assignments are submitted with page numbers and your
name/student ID clearly marked on each page.
 *It is our preference that you use headings/sub-headings to make clear each
section of your work according to projectguidelines. This also facilitates provision
of clear feedback on about work.
Students should be aware of the University’s Student Learning Centre resources for those
who wish to improve the standard of their academic work.
 Assignments for INTERNAL and EXTERNAL STUDENTS will be submitted
electronically through FLO (Word documents), and through Turnitin; further
information will be provided prior to projectsubmission dates.
SUMMARY of ASSESSMENT INFORMATION:
Refer to the Statement of Assessment Methods (SAM) on FLO for related information
PROJECT1 20% of topic
Journal entries from readings (guidelines are for submissions of approx. 1500 words)
Please write up the equivalent of approximately 1500 words for your submission. Please
review all recommended readings for each week from Weeks 1 to 6, and then choose 1
reading from each of 3 different weeks to focus on in your assignment.
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Your journal should cover material chosen from weeks 1 to 6 (i.e. start with a selected
reading from each of 3 different weeks of your choice – be sure to identify weeks/subjects
on which you are focusing).
In summary, you will need to write up responses to readings selected from 3 different weeks
within the first 6 weeks of semester in order to meet the minimum projectrequirements.
Your discussion about and analysis of the selected readings within your 1500 word
submission should usually focus on these areas:
 Consider the authors and type and purpose of each reading/article on which you are
focusing, and its intended audience, as these factors influence the writing style and
content, including amount of detail provided (e.g. is the reading/resource a research or
government report [type of research?], case study, editorial, book chapter, etc.?).
 What do you see as the key/most important themes from the chosen readings/weeks and
how do these relate to your work, personal experience or interests? You need to
demonstrate critical analysis of the readings, not just a description of each. This could
include perceived strengths, gaps, etc. and your analysis may include comments as to
whether you agree or disagree with the author’s argument or conclusion, providing that
the reasons for your position are clearly stated (don’t just say you agree or disagree
without providing justification for stating this).
 If you wish you can identify/describe each of your selected readings individually to begin
with and then critically analyse and discuss them collectively.
 Integration of other materials presented/discussed in class or on FLO, guest speakers’
presentations included, is particularly encouraged, as is incorporation of reference to
additional readings or resources you have found elsewhere.
PROJECT2 30% of topic
Weekly tutorial attendance (internal students): FLO participation (external students)
Internal students are expected to attend the majority of lectures and tutorials and actively
participate in discussions. Internal students who are unable to attend should contact the topic
coordinator and arrange to participate instead in discussions via FLO for the relevant week
(this is not allowed for more than 2 weeks per semester). External students are expected to
participate in group discussions via FLO each week, and can negotiate an extension (usually
of a one week period for no more than 2 weeks of the semester). Participation in the FLO
discussions is expected to be based on familiarity with a minimum of one recommended
reading and other topic materials, including lectures/guest speaker sessions.
It is hoped that active engagement in interaction for and between internal and external
students will promote learning. This engagement is expected to provide opportunities for
students to ask and answer questions and to expand their understanding of theoretical
principles related to practice in the area of mental health rehabilitation and recovery. The level
and degree to which students choose to disclose personal information is determined by the
individuals themselves; however open interaction in a respectful and supportive way is
encouraged.
All interactions must be considerate of others’ differences in beliefs, background and
experiences, carefully taking into account issues of personal and client confidentiality
and with a commitment to promoting a positive learning environment for all.
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PROJECT3 Essay 50% of topic
This projectinvolves a 2500 word essay which explores a selected mental health
recovery/rehabilitation issue. Select one topic presented over the semester or otherwise of
interest to you (eg mental health and youth; mental health and employment; a particular
mental health issue for a specific client group – for further discussion). Your essay should
reflect a critical exploration and analysis of the readings and other material presented and
researched. As part of this investigation, your essay should demonstrate awareness of
yourself and your personal values and beliefs, and how these factors may impact professional
practice in your chosen field. In the recovery/rehabilitation context, consideration should be
given to holistic awareness of the impact on the lives of people who experience mental health
issues.
The following points should be used to guide your work, and can be adapted as sub-headings
to ensure presentation of a clearly structured document:
 Introduction / focus and structure of your assignment
 Key aspects of the mental health issue and its impact
 Rehabilitation, recovery and social inclusion challenges and approaches (i.e. NOT
‘treatment’ focused)
 Awareness of personal values/beliefs and – where applicable – experiences and how
these could influence your work practice
 Conclusion
This is an academic paper with a focus on mental health, rehabilitation and recovery, and is
intended to encourage and allow for demonstration of your evolving understanding of
recovery from personal and professional perspectives. Accordingly, content and writing style
should reflect this, and must be supported by at least 10 academic references, including a
minimum of 5 or more sourced in researching and preparing your assignment:
 i.e. you can incorporate some of the references provided for the topic, and this is
encouraged as evidence of your engagement with and integration of these sources with
new material you have found in preparing your assignment.
 The points above are minimum requirements to achieve a pass grade.
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Please note:
As indicated in the SAM for this topic, students enrolled in DSRS9069 will be expected to
apply and demonstrate a level of engagement with, and critical analysis of topic content
consistent with postgraduate study, and assignments and participation will be assessed to
reflect this. This may mean that an projectreceiving, for instance, a credit grade for a student
in the undergraduate topic DSRS4100 may achieve a pass grade for a student in enrolled in
the postgraduate topic.
~//~
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Self Evaluation Form for Completion by Student
Based on lecture AND tutorial attendance (and FLO postings) for internal students, and FLO
participation/postings for external students.
Rehabilitation and Mental Health/Mental Health, Disability and Rehabilitation:
DSRS4100/9069, 2016
)
PUT A X OR  IN THE BOX YOU CHOOSE and FURTHER COMMENTS BELOW
Needed
Attention
Limited
Attention
Satisfactory Good Very Good Excellent
Consistency of
comments/responses
made, and/or sessions
attended (as applicable
for mode of attendance)
Reading of and
responding to other
people’s messages/
contributions
(especially external
students)
Clarity of face to face
and/or FLO-based
communication
Engaged with the
lecture/tutorial content:
Evidence of thoughtful
contributions to and
extensions of
discussion points (in
class or on FLO
discussion forums)
Constructively critical
contributions in
response to topic
readings/materials: not
necessarily agreeing,
but providing rationale
for differing views
Evidence of awareness
of own values/attitudes
Quality of overall
activity and contribution
General Comments: Please provide specific examples of and brief comments about
what you did to justify the grade you are suggesting; use additional space/another page
as necessary to provide further comments/examples.
Grade: HD (85%+) DN (75-84%) CR (65-74%) P (50-64%) F (<50%)
*Choose a grade that you consider reflects your genuine participation, then delete
other grades
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Social Inclusion of bipolar
Health issue in the teenage people is very common problem. In the present time, there are
various numbers of teenager people who have suffering health issue. Bipolar disorder is very
serious issue among the teenage people by which their career and education can negatively
affect. This health disorder is also known as the manic depression which is causes due to the
period of depression and period of elevated mood. In this duration, the requirement of sleep is
usually decreased and there may cry or may be poor eye contact with other. In this case, parents,
friends and society have great responsibility to motivate that particular person who are suffering
from the bipolar disorder (Yatham and et.al., 2017). Society and family should organise the
participation and partnership program for those people who are suffering from this mentioned
disorder. In the present time, most of the teenager people are suffering from this issue because
they frequently demotivate by their failure and they get more stress and tension as compare to
the old age people. These kinds of situation can negatively influence their education and career
in their life. Within the Australia, there are various institutes like disability employment services
is working for improve this kind of disability within the teenage people. Australia is one of the
country which delivers various kinds of program and activities for help people who are suffering
from the bipolar disorder (Geldard and Geldard, 2012). There are various reasons due to which
this kind of disorder can occurs within the teenager people such as consuming drugs and
alcohols, lack of sleeps, improper diets and nutrition, inherited by the genes etc. While any
children and teenage person have occurred with this bipolar disorder then his parents, friends
have great responsibility to identify the actual major reason behind this heath issue. Parents
should spend some time with teenagers and identify their actual problem in their life. With help
of parents support, social activities, participation, welfare program, friends support and
contribution this kind of disorder within the teenagers can overcome easily.
As per the research it has been founded that society treats in negative manner with the
bipolar disorder teenagers. These kinds of teenager people have mood swing every five minute
so society does not like to make friendship with that particular people. Society assumes that
bipolar disorder people have no sense to live the life and they can not make healthy relationship
with other (Stern and et.al., 2017). Some time society also believes that people with this
disability are to be less worthy of respect and consideration and also society believes that they
are to be less able to contribute and take part in any social program and activities. Thus, it can be
said that some people have very negativity about the bipolar people as they do not want to take
their contribution in the social program and they do not want to make any relationship with them
because they believe that these kinds of people have low sense of humour and they cam not
maintain healthy relationship with society.
As per the research it has been also founded that there are some positivity among the
society about this person who are suffering from the bipolar disorder. Some people have positive
attitude toward this kind of teenage people (Chan, Berven and Thomas, 2015). This kind of
situation can help to the person in order to identify that who is your true friend who makes the
relationship without any conditions. Teenager who suffering from the bipolar required to support
and help from the society, family and friends.
Conclusion
From the entire discussion it has been founded that bipolar disorder among the teenage
people is very serious issue by which they and their career can negatively affect. It has been also
concluded that within the society there is very negativity for these kinds of people who have this
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disorder. Society believes that the teenagers who are suffering from mentioned disorder have not
able to develop healthy relationship with other people and they are not capable to take the
participation in the social activities and programs. It has been also concluded from the discussion
that within the Australia, government and some institution have organised several activities and
programs to overcome this kind of disorder from the teenage people. It has been also concluded
that with help of parents, society and friends this kind of disorder within the teenagers can easily
overcome.
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REFERENCES
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