Peer Support and Holistic Recovery

Peer Support not only involves asking open, honest questions and listening, but it also involves modeling recovery.  The certification gained through training does not guarantee that the Peer Support Specialist will be able to effectively model recovery to an individual.  There are a few things that go into modeling recovery that a Peer Specialist may not think about, but are important.

 

An holistic approach to recovery by definition means that it involves the entire life of a person.  Community, family, body, spirit, and mind are interconnected in recovery, and in order to recover from a mental illness and/or substance abuse disorder, all must be considered important.  This is difficult to model and is a delicate balance to maintain.  The Peer Specialist must do so to prove recovery is possible.

 

How can a Peer Specialist maintain this challenge?  He or she can participate in community-based support groups or volunteer.  He or she can do yoga or meditation to balance the stress of the mind and body. A hobby is also a great way to deal with stress. If spiritual, attending church, or maybe just regularly praying, is an idea.  Eating a healthy diet and exercising is also a great way to model recovery.

 

All of the things listed above can be described to someone with whom the Peer Specialist is working.  Recovery isn’t just about leaving behind a drug or alcohol addiction; it encompasses the entire being and moves past the label of “mentally ill.”  We must take care of our mind, body, and spirit to move on to brighter days.  A Peer Specialist must try to model this to others

 

Rebecca Coursey, KPS
Peer Support Specialist

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WKPIC Interns: Where Are They Now?

WKPIC has been proud to host and teach excellent young psychologists for almost 20 years. As we begin our new adventure as an APA-Accredited internship, we have had the pleasure of reconnecting with and checking in with previous classes, and applauding their success in the working world.

 

So, where are our former interns?

 

Everywhere!

 

2013-2014
Dr. David Wright
Medical officer in U.S. Army at Killeen, TX

 

Dr. Danielle McNeill
Post-Doctoral Psychologist at Western State Hospital, Hopkinsville, KYReaching for Success

 

Dr. Cindy Geil
Post-Doctoral Psychologist at Pennyroyal Center, Hopkinsville KY

 

 

2012-2013
Dr. Sirrena Piercy
Clinical Psychologist at Wabash Valley Alliance Inc in Frankfort, Indiana

 

Dr. Margarita Lorence
Post-Doctoral Psychologist at Fulton State Hospital, Missouri

 

 

2011-2012
Dr. Sam Miller
Owner/operator Miller Wellness, Bowling Green, KY.

 

 

2010-2011
Dr. Zach Meny
Regional Clinic Coordinator, Pennyroyal Center, Hopkinsville, KY
And of course, Training Director for WKPIC!

 

Dr. Laura Boggs
Clinical Psychologist at Health Associates & at Dockside Services, Indianapolis, IN.

 

 

If you’re a former intern of WKPIC and would like to let us know where you are and what you’re doing, send us a message! We’d love to celebrate on your behalf.

 

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Friday Factoids: Optimal Rest for Children after Concussion

 

Standard care for children who have suffered from a concussion consists of rest. An environment where stimulation is minimized (no school, no physical activities, no strenuous cognitive activity, minimal social interactions, etc.) has been the standard recommendation for many years.

 

MP900385807A recent study conducted by Danny Thomas and his colleagues yielded surprising findings regarding optimal length of rest for children and adolescents following a concussion. The study consisted of 88 participants between the ages of 11-22 who had been diagnosed with a concussion and discharged from the ER. One group was instructed to rest at home for one to two days, and the other for four to five days. Surprisingly, follow-up neurocognitive and balance assessments showed no differences between groups after 10 days, and the group that rested longer complained of more physical symptoms (e.g., headache, nausea) after one to two days, and more emotional symptoms (e.g., irritability, sadness) over the duration of the study.

 

The researchers hypothesized that resting at home for a longer period of time lead the participants to experience their symptoms as more severe and potentially life altering. With more research, there may be a shift toward recommendations for shorter rest in children who have suffered from a mild concussion.

 

Reference
http://pediatrics.aappublications.org/content/early/2015/01/01/peds.2014-0966.abstract

 

Graham Martin, MA
WKPIC Doctoral Intern

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Ethics and Peer Support

A Kentucky Peer Support Specialist is not a clinical professional. The specialist goes through certification to perform the job, but that certification alone does not replace the years of studying and experience of therapists and psychologists. Although we are not clinical professionals by our certification alone, we still must follow ethical guidelines.

 

 

There are ethical violations that could cause conflict between the Peer Support Specialist, the patient, and the clinician.  One of these is medication suggestions.  The Peer Support Specialist, having a mental illness, has probably been on a lot of different kinds of medication.  In my case, the medication is working properly, but I must never disclose the type of medication I am on to the patient.  It can cause conflict between the patient and his or her psychiatrist.  Medication works differently for individuals.  Just because mine works, that does not mean it will stabilize someone else.

 

 

Another possible ethical violation is criticizing other clinical professionals around the patient.  This undermines the patient’s treatment.  It affects the patient’s ability to trust their doctor, which is important.   The Peer Specialist wants to avoid any negative talk about staff in general, unless it pertains to violations of a patient’s rights or safety. It is the Peer Specialist’s role to listen actively, so negative talk from the Specialist should not become a problem.

 

 

Accepting gifts, making promises one doesn’t keep, doing everything for them, and encouraging anger toward a family member or another person are other ways to cause possible harm in a Peer Support relationship.  Peer Support is a relationship between the Specialist and the patient based on mutual respect, and that respect includes the respect of other patients or those not present to defend themselves.  Although we aren’t “clinicians” so to speak, it is important to understand boundaries and conduct ourselves as professionals at all times.

 

 

I hope by this time, people have begun to get to know me a little as they’ve seen me with the patients.  It is a joy working with your patients, knowing that together we are truly making a difference in many lives.

 

 

Rebecca Coursey, KPS
Peer Support Specialist

 

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Article Review: Rapid Readmissions for Mental Health Reasons

 

 

Readmissions for mental health reasons are common.  The consequences of rapid readmission (30-day) to inpatient psychiatric units are significant from not only a clinical and public health perspective, but also specific to the disruption to the patient’s and their families’ lives (Vigod et al., 2015).  Vigod et al. (2015) note, to apply appropriate interventions, clinicians must be able to identify those who might be at greater risk for readmission and who may benefit from interventions to reduce readmission risk.

 

Due to limited research regarding methods to quantify risk for readmission, the authors focused on deriving and validating a clinical risk index to predict individual risk for rapid readmission.  The goal was to use this risk index to help identify high-risk individuals and offer interventions and support during the hospitalization and after discharge.  The authors focused on four categories of predictive factors:  socio-demographic, prior health care utilization, basic clinical and administrative information from hospital admissions, and data from psychiatric rating scales administered during an inpatient psychiatric admission.  Overall, the authors considered the feasibility of collecting the data to be used in the index as well as the predictive capabilities.

 

Vigod et al. (2015) collected data from individuals discharged from an acute psychiatric facility in Ontario, Canada between 2008 and 2011.  Population-level socio-demographic and health administrative data were collected from different databases.  The cohort was aged 18 or older and consisted of individuals hospitalized for greater than 72 hours.  The outcome variable was psychiatric readmission to any hospital in Ontario within 30 days where a mental health condition was the most responsible diagnosis.  Predictor variables were socio-demographic (age, education, martial status), prior health service use (lifetime mental health admissions, outpatient mental health visits, medical comorbidity), index hospitalization variables (threat to self, threat to others, unable to care for self, primary diagnosis, personality disorder, planned and regular discharge, length of stay), and clinical assessment characteristics (stressful life events, positive symptoms, negative symptoms, anxiety symptoms, aggressive behavior, self care levels, interpersonal conflict, and control interventions).

 

The authors used a split-sample method to build and validate the predictive models.   Thus, multivariable logistic regressions were used to determine the best-fit model, as well as assess for internal validity.  Four models were assessed in order to identify the best model to predict 30-day readmission.  The rational for assessing four models is centered on the goal of creating a model that not only best predicted readmission, but also was feasible to obtain data related to the predictor variables.  Model 1 was the most basic, only assessing socio-demographic variables.  Model 2 was more comprehensive assessing socio-demographic variables and prior health service variables.  Model 3 added basic clinical and administrative data related to the index admission. And Model 4, the most complex, added specific scores from clinical scales and assessment protocols during a psychiatric admission.  Model 4 was considered difficult to standardize as no uniform clinical information system was utilized within the sample.   Once the model was established, it was converted into a risk index system.

 

Overall, there were approximately 65,000 index admissions and the 30-day readmission rate was 91.9% (N = 6044) for the sample.  The highest risk period for readmission was within the first year after discharge, with minimal variation between the years assessed.  The average age for the sample was 44, with about half being female and most participants living in an urban area (89%).  Almost 2% were homeless at discharge and about one-quarter was employed. The most common diagnoses were Major Depressive Disorder and psychotic disorders, followed by Bipolar Disorder.

 

Results indicated that predictive capacity was poor with only socio-demographic variables (Model 1), and improved slightly when prior health service variables were included (Model 2).  With Model 3, adding clinical and administrative variables improved the discriminative capacity.  Adding more specific clinical variables resulted in significant improvement, yet discriminative capacity only increased slightly (Model 4).  Thus, the authors selected Model 3 to create the risk index, since the variables are easily collected and computed in most clinical settings.

 

The authors converted Model 3 into a risk index, and created an acronym (READMIT) to organize and identify the predictive variables.  More specifically, the variables within the model are:  R, history of admissions; E, emergent nature of index admission, specifically, harm to self, harm to others, inability to care for self; A, age; D, diagnoses of psychosis, bipolar, and personality disorder, and unplanned discharge; M, medical comorbidity; I, intensity of outpatient and emergency department use prior to admission; and T, time in hospital (Vigod et al., 2015, p. 208).  The range of scores for READMIT is 0 to 41.   Notably, a READMIT score increase of 1 point increased the odds of 30-day readmission by 11%.  Expected probability for the READMIT index ranged from 2% with a score of 0 to 49% for a score of 41.  See the Table 1 below (reproduced from Vigod et al., 2015, p. 211) for a summary of points allocated per risk factor.

 

The READMIT score quantifies 30-day readmission risk after hospitalization.  Consistent with existing literature, one or more previous admission is the most consistent predictive variable for readmission (Durbin, Lin, Layne, & Teed, 2007; Vigod et al., 2015).  Other risk factors identified by Durbin et al. (2007) related to rapid readmissions are younger age, forensic background, low family support, severe mental illness, and leaving the hospital against medical advice.  Here, READMIT also considers medical comorbidity, thus highlighting patient complexity.  Though the READMIT index only reported moderate predictive capacity, such is indicative of the unpredictability of events that occur after discharge that could mitigate or exacerbate risk.  Thus, it is not perfectly discriminative.

 

Overall, this study utilized population based socio-demographic and health service variables to identify risk factors related to rapid readmission.  Further, the authors indicated that the data are easily collected, which makes this index a feasible tool to identify those individuals at higher risk.  The goal of READMIT was to assess risk for readmission while individuals are in the hospital.  As a result, interventions are intended to be given prior to discharge in order to reduce the risk of readmission after discharge.  The authors note that READMIT could be used to indicate individuals in need of further assessment or specific intervention directed at modifiable risk variables either in the hospital or post-discharge.  It could also be used in research to identify post-discharge interventions designed to reduce readmission risk or to align resources for prevention efforts to areas or targeted populations of greater risk.  Overall, the authors created a risk index that moderately predicts readmission rates; such efforts can be useful specific to inpatient and post-discharge interventions.  The goal is to reduce readmission risk, yet it is difficult to impact risk if we are not able to identify those at greater risk.  In short, the READMIT score is a step in the direction of identification, with a focus on feasibility and predictive function.

 

References
Durbin, J., Lin, E., Layne, C., & Teed, M. (2007). Is readmission a valid indicator of the quality of inpatient psychiatric care?  Journal of Behavioral Health Services & Research, 34(2), 137-150.

Vigod, S. N., Kurdyak, P. A., Seitz, D., Herrman, N., Fung, K., Lin, E.,…Gruneir, A. (2015). READMIT: A clinical risk index to predict 30-day readmission after discharge from acute psychiatric units. Journal of Psychiatric Research, 61, 205-213.

 

 

Table 1

READMIT index variables and assigned points.
Risk Factor/Variable Value Points
(R) Repeat Admission Prior to index 0 0
  1 -2 2
  3-5 5
  6 or more 7
(E) Emergent Admission Threat to others 0 No, 1 Yes
  Threat to self 0 No, 1 Yes
  Unable to care for self 0, No, 2 Yes
(A) Age Older than 94 0
  85-94 1
  75-84 2
  65-74 3
  55-64 4
  45-54 5
  35-44 6
  25-34 7
  18-24 8
(D) Diagnosis and Discharge Alcohol or substance 0
  Depression 2
  Psychosis or Bipolar 4
  Other 3
  Personality Disorder 0 No, 2 Yes
  Unplanned Discharge 0 No, 5 Yes
(M) Medical Comorbidity* 0 0
  1-2 1
  3 or more 2
(I) Intensity Outpatient visits 0 for less than 2

2 for two or more

  Emergency room visits 0 none, 3 for one or more
(T) Time in Hospital More than 28 days 0
  15-28 days 3
  Less than 14 4

* See Vigod et al. (2015) for coding of specific medical conditions and diseases.

 

 

Dannie S. Harris, M.A., M.A., M.A.Ed., Ed.S.
WKPIC Practicum Trainee

 

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Texting: The Third Client in the Room

Purpose
Dubus (2015) presented a case study example of the utilization of texting in the psychotherapy process with an adolescent female and her father during family therapy sessions. The goals of the article were to highlight generational differences, explore the meaning of text messaging for adolescents, and discuss the utility of texting within sessions. Dubus (2015) concluded with recommendations for future research to enhance understanding of best practice with clients in the current digital environment.

 

Background
The article noted there are generational differences, including knowledge of popular culture, media events, and age-specific experiences, that can influence therapeutic relationships between a therapist and client (as well as multiple family members during family therapy) in psychotherapy. Dubus (2015) cited Kennedy et al. (2010) to point out that adolescents are “native” to the digital world. In their lifetime, they have been surrounded by digital technology and were born into a world where digital technology already existed. By contrast, individuals of older generations, labeled in the article as digital “immigrants,” may have developed their social identities before digital technology was introduced. Therefore, adolescent clients and psychotherapists or mental health professionals may find themselves on different pages or on either side of this digital divide.

 

While some studies have warned about challenges related to digital technology, including issues related to confidentiality, others have highlights the benefits. Although she did not provide specifics, Dubus (2015) mentioned studies that have reported “the use of digital communication as an effective treatment venue and as a form of intervention.” However, Dubus (2015) raised some important questions: “What are the rights, responsibilities, and risks for both the client and provider when a client introduced test messaging within the counseling setting?” “For a minor, who has a right to see the text messages written during therapy sessions?” “What are the implications of cell phone use in the counseling room?” and “What dynamics does it introduce?”

 

Frank (2010) found that nearly 20% of adolescents send more than 120 text messages per day during their school day (as cited by Dubus, 2015). Dubus (2015) discussed texting as a coping skill for adolescents, a way for them to develop and maintain social relationships and supports, as well as a means of connecting with family members.

 

Case Illustration
Dubus (2015) described a family therapy scenario with a father, Bob, and his 15 year-old daughter, Megan. The background information provided included that Megan’s mother (Bob’s wife) had died of cancer three years prior and that Megan’s brother (Bob’s 19 year-old son) had recently left home for college. Bob and Megan relationship could be described as strained, with Bob describing Megan as “disobedient” and Megan describing Bob as “critical.” Megan was reportedly very close with her mother prior to her death. Megan and Bob were going to psychotherapy per Bob’s request, as he felt he was having a difficult time getting along with his daughter.  Megan was initially resistant to attending.

 

During the first session, Megan expressed her frustration with her father being critical and unavailable. In response, Bob stated Megan was never around and that she didn’t listen to him. As Bob talked, Megan apparently turned away from her father and began texting. Dubus (2015) acknowledged that in that moment, the therapist had a few options, including asking Megan to put away the phone, commenting about the texting, or not to say anything. The therapist chose not to address the texting. She allowed Megan to continue to text, feeling the texting was serving Megan in some way. Bob did not mention the texting either.

 

Over the next few sessions, the therapist noted Megan began to text when she was feeling criticized by her father. The therapist was aware that by mentioning the texting there was a risk of Megan feeling further criticized by another adult in the therapy sessions. Furthermore, the therapist felt Megan almost left the room at times out of frustration with her father and that the texting provided Megan with a buffer and she stayed in the room. Overtime, Megan and Bob’s relationship began to mend and the therapist noted Megan texted less during the sessions. By the sixth and seventh sessions, Megan apparently did not use her phone at all.

 

Discussion
Dubus (2015) pointed out that Megan seemed to use the texting to maintain a sense of connection when she was feeling disconnected from her father. Barak and Grohol (2011) and Ling et al. (2012) found adolescents will text in churches and classrooms as well as other environments where even college age young adults will not (as cited by Dubus, 2015). Texting is seemingly a cultural norm for today’s adolescents and will likely continue to be for future generations (until, of course, there is new technology). Many therapists would have handled the same situation differently; however, the therapist in this example seemed to put herself in Megan’s shoes and attempted to understand the purpose the texting served for Megan. The last line of the article was well stated, it read, “As counselors, therapists, social workers we will continue to meet the client were they are at, and that may be with technology.”

 

Reference
Dubus, N. (2015). Texting: The third client in the room. Clinical Social Work Journal, 43 209-214. doi: 10.1007/s10615-014-0504-3

 

Brittany Best, MA
WKPIC Doctoral Intern

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Friday Factoids: New Insights Into Violence Related to Mental Illness

 

 

Past research indicates that mental illness is noted to be a modest risk factor for violence, with only 4% of violence in the United States attributed to individuals with mental illness”(Monahan et al., 2001 and Swanson, 1994, as cited in Skeem, Kennealy, Monahan, Peterson, & Appelbaum, 2015).  Rather, violent acts committed by individuals with mental illness is only associated with a fraction or a small subgroup of this population.

 

Unfortunately, little is known about how often and how consistently high-risk individuals with mental illness experience delusions or hallucinations prior to violent acts (Skeem et al., 2015).  Thus, in order to determine if psychosis preceded violence, Skeem, Kennealy, Monahan, Peterson, and Appelbaum (2015) used data from the MacArthur Violence Risk Assessment study to examined 305 violent incidents committed by 100 former inpatients.

 

Results indicated that in 12% of the 305 incidents, delusions and hallucinations immediately preceded the act.  Also the data indicated that for a large portion of the sample, violence was consistently not preceded by psychosis (80%) whereas a smaller group of individuals reported some psychosis-preceded violence (20%). Again, this suggests that within the sample, groups can be disaggregated into the majority with non-psychosis preceding violence from those with psychosis-preceding violence.

 

This study does not indicate a causal link between psychosis and violence; rather, it indicates a relationship or temporal ordering for these events.  Overall, the data indicate that psychosis sometimes preceded violence for high-risk individuals.  Yet, psychosis-preceded violent acts tend to be concentrated within a subgroup of high-risk patients.  Treatment implications note that for individuals with psychosis-preceded violence, delusions and hallucinations should be a focus of treatment targeting violence prevention.  Even still, providers must consider other precipitating factors associated with violence.

 

References
Skeem, J., Kennealy, P., Monahan, J., Peterson, J., & Appelbaum, P. (2015). Psychosis uncommonly and inconsistently precedes violence among high-risk individuals. Clinical Psychological Science. Advance Online Publication. doi: 10.1177/2167702615575879

 

 

Dannie S. Harris, M.A., M.A., M.A.Ed., Ed.S.
WKPIC Practicum Trainee

 

 

 

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Congratulations to Brittany Best!!

yodadance

 

WKPIC extends kudos to current intern Brittany Best for her successful dissertation defense this week. WAY TO GO!!! You’re almost across that finish line!

 

 

 

 

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Friday Factoids: Cognitive Behavioral Therapy for Insomnia

Insomnia has a high prevalence rate, with 5% to 15% of adults meeting diagnostic criteria (Trauer, Qian, Doyle, Rajaratnam, & Cunnington, 2015).  The impact is not limited to nighttime problems; rather, it can be considered a 24-hour problem that is known to affect functioning throughout the day (Morin, 2015).  Furthermore, insomnia is also a significant risk factor for adverse health, psychological, and occupational problems (Morin, 2015).

 

Insomnia has been linked to anxiety and depression (Trauer et al., 2015). Often solutions or treatment of insomnia are related to pharmacological aid, with approximately 6-10% of adults in the US using hypnotics in 2010 (Trauer et al., 2015).  Yet, given concerns of side effects and addictive properties of benzodiazepines, alternative interventions are being studied.  Specifically, Cognitive-Behavioral Therapy for insomnia (CBT-i) has been shown to be an effective alternative to pharmaceuticals.

 

In general, CBT-i has five components:  Cognitive Therapy, focusing on identifying negative beliefs about sleep and explaining how these beliefs relate to insomnia, then identifying alternative thoughts; Stimulus Control, attempting to maximize the association between the bed and sleep through behavioral changes (e.g., avoiding stimulating activity in the bedroom, such as watching television or using the computer); Sleep Restriction, behavioral instruction advising patients to only go to bed when sleepy in order to minimize lying awake time; Sleep Hygiene, educating and discussing good sleep practices (e.g., avoid daytime naps); and finally, Relaxation, teaching relaxation skills to use before bed (Trauer et al., 2015).

 

To investigate the efficacy of CBT-i, Trauer, Qian, Doyle, Rajaratnam, and Cunnington (2015) completed a systematic review and meta-analysis to examine the outcome of CBT-i compared to pharmacological interventions.  Results indicate that after participating in CBT-i, patients fell asleep faster (19.03 minutes), spent less time awake in the middle of the night (26 minutes less), got more sleep overall (increase of 7.61 minutes), and improved self-efficacy about sleep by 9.91 percent. The authors concluded that CBT-i demonstrated similar levels of improvement compared to benzodiazepines for treatment of insomnia (Trauer et al., 2015). Of note, the authors did not compare CBT-i to other sleep aids (i.e., Z drugs or non-benzodiazepines [Lunesta, Ambien]), due to limited data regarding the long-term effects of such medications.

 

Overall, CBT-i was noted to be more sustainable overtime compared to pharmacological treatment and reported no adverse outcomes.  Given that CBT-i requires more effort and commitment when compared to taking a pill, it becomes necessary to determine if CBT-i has a beneficial impact on quality of life, fatigue, and psychological distress (Morin, 2015).  Ultimately, these findings demonstrate the efficacy of CBT-i and provide patients with a choice regarding treatment for insomnia.

 

Morin, C. M. (2015). Cognitive behavioral therapy for chronic insomnia: State of the science versus current clinical practices. Annals of Internal Medicine. Advance online publication. doi: 10.7326/M15-1246

 

Trauer, J. M., Qian, M. Y., Doyle, J. S., Rajaratnam, S. M. W., & Cunnington, D. (2015). Cognitive behavioral therapy for chronic insomnia: A systematic review and meta-analysis. Annals of Internal Medicine. Advance online publication. doi: 10.7326/M14-2841

 

Dannie S. Harris, M.A., M.A., M.A.Ed., Ed.S.
WKPIC Practicum Trainee

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The Role of a Recovery Story in Peer Support

The sharing of one’s “Recovery Story” is the foundation upon what the rest of peer support is built.  A Recovery Story is the telling of the personal journey the Peer Support Specialist has been on in order to reach the point of health and integration into the community, or whatever “recovery” means to that person.  A Recovery Story is different than a story about one’s illness.

 

BrightA story simply about one’s illness concentrates on the negative aspects of mental illness and only about the struggles.  A Recovery Story shares the challenges faced, sometimes the tragedies, at times the struggles with symptoms or diagnoses, but it leads to a point of positive conclusion.  A Recovery Story shared gives hope to another individual, and lets another person know that one should never give up on the possibilities that life has to offer.

 

I share parts of my story every day; I share the good and the bad experiences.  I share the tragedies and the triumphs.  I share what I did or how I reacted in certain circumstances.  I tell about the symptoms that I exhibited in the most difficult times of my illness.  Sharing this story puts the other person at ease and lets them know it is okay to open up and talk about their own experiences.  Every once in a while, it may give another person hope that it is not only possible to get better, but it is expected that they will eventually live a full and productive life.

 

Rebecca Coursey, KPS
Peer Support Specialist

 

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