I don’t know how I do it, but I always end up betrayed and disappointed by the very people that I have fully supported.
What is the point of a doomed romance?
We are doomed anyway.
It’s just I need to speak to someone.
Not someone. You.
Don’t hang up on me.
I like hearing the sound of your voice.
I am going to fall in love with you.
You don’t have to love me back.
I am going to give you my heart.
As I love you so much.
I don’t know why I started loving you so much.
Why you became so important to me.
Why I started liking to spend my time with you.
I don’t know what love is but when I am with you. I can feel what love is.
I am always gonna love you whatever happens in the end.
I do not want you to remain your friend.
I want to be your lover.
I also want that you feel my love and accept me with all of your heart as a lover.
But I am afraid to confess my love to you.
I thought that what happens if you reject my proposal.
Our friendship will also be ruined.
If you stop talking with me. Stop hanging out with me.
What will I do?
How will I respond to it?
Thinking of that I will get goosebumps.
Am I, coward that I am afraid to confess my feelings to the girl whom I love so much.
I don’t wanna lose you as my friend.
I promise I will never be your friend.
Be mine forever.
Because I take relationships seriously.
Babe, thank you for coming into my life.
I am your boyfriend.
I am always scared to lose you as a girlfriend.
We met for a reason, either you are a blessing or a lesson.
But as I expected, you leave me as my girlfriend.
As of now, I feel like an idiot.
I wish we never met, you are too hard to forget.
We all broke our rules for someone and that someone is you.
Why didn’t you stay & fight for us?
Why didn’t you try harder?
Why can’t I just have a normal girlfriend? Why?
Everybody wants that but in truth it doesn’t exist.
I am not going to fall in love with you. I promise.
I am not sure I even fell in love. Not like the way other people do.
Last fall you said we couldn’t be together & I believed you.
But every time I try to move on you’re right there.
Scientists and public health experts say that vaccines are safe for most people. Here’s more information from health officials and agencies on the safety of COVID-19 vaccines and: – How COVID-19 vaccines are developed and tested so quickly – How pharmaceutical companies are being held to high medical standards by regulators – Results show that vaccines against COVID-19 are safe for elderly people – Advice for pregnant people – Vaccines can have side effects, but they are expected and not dangerous.
How vaccines are developed and tested– Health experts and the World Health Organization have explained that vaccines go through several testing phases involving thousands of volunteers before they can be approved.
COVID-19 vaccines are extremely effective at preventing serious illness and deaths, trials show.
Based on scientific trials from around the world, experts say that COVID-19 vaccines that have reported results have shown to be close to 100% effective at preventing hospitalizations and deaths. This includes vaccines with lower efficacy rates, which reflects how well the vaccine works in a controlled setting, and does not account for a vaccine’s ability to prevent serious illness.
What you need to know– Experts say COVID-19 vaccines are extremely effective at preventing serious illnesses, leading to lower hospitalizations and deaths – Though the Johnson & Johnson and AstraZeneca vaccines have a lower efficacy rate than the other vaccines, they are still effective at preventing serious illnesses, data shows – The US Centers for Disease Control and Prevention advise the continued use of masks and other preventative measures in public after inoculation.
Learn more about how COVID-19 vaccines work
There are multiple types of vaccines either being administered or in development to build immunity against COVID-19. Messenger RNA vaccines, also called mRNA vaccines, were some of the first to be rolled out. Similar to other vaccines, they have undergone trials and testing involving thousands of volunteers before being approved. Scientists, immunologists, health experts and authorities from around the world explain how mRNAs and other types of vaccine are safe and effective.
What you need to know– There are numerous types of vaccines either being administered or in development across the world – mRNA vaccines, some of the first to be made available, use genetic material to trigger the body’s immune system – All new vaccines are tested to ensure they are safe and effective before approval.
How COVID-19 vaccines are being prioritized and distributed.
Each country is responsible for determining the prioritization of vaccine distribution for its population, while the World Health Organization has urged authorities to prioritize “those most in need” and currently does not recommend making vaccines compulsory.
What you need to know: – Each country is in charge of their own vaccine distribution – Authorities have been working on strategies to ensure efficient rollout despite distribution challenges – Humanitarian groups warn against unequal vaccine distributions – Some countries have decided to widen the gap between the first and second dose of certain vaccines – Only a few countries are considering a ‘vaccine passport’ scheme.
The American Psychiatric Association defines mental illness as a health condition that involves “changes in emotion, thinking, or behavior—or a combination of these.”1 If left untreated, mental illnesses can have a huge impact on daily living, including your ability to work, care for family, and relate and interact with others. Similar to having other medical conditions like diabetes or heart disease, there is no shame in having a mental illness, and support and treatment are available.
Mental illnesses are health conditions involving changes in emotion, thinking or behavior (or a combination of these). Mental illnesses are associated with distress and/or problems functioning in social, work, or family activities. Mental illness is common.
There is no single cause of mental illness. Instead, it’s thought that they stem from a wide range of factors ( sometimes in combination). The following are some factors that may influence whether someone develops a mental illness:
- Biology: Brain chemistry plays a major role in mental illnesses. Changes and imbalance in neurotransmitters, the chemical messengers within the brain, are often associated with mental disorders.
- Environmental exposures: Children exposed to certain substances in utero may be at higher risk of developing mental illness. For example, if your mother drank alcohol, used drugs, or was exposed to harmful chemicals or toxins when she was pregnant with you, you may be at increased risk.
- Genetics: Experts have long recognized that many mental illnesses tend to run in families, suggesting a genetic component. People who have a relative with a mental illness—such as autism, bipolar disorder, major depression, and schizophrenia—may be at a higher risk of developing it, for example.
- Life experiences: The stressful life events you’ve experienced may contribute to the development of mental illness. For example, enduring traumatic events might cause a condition like PTSD, while repeated changes in primary caregivers in childhood may influence the development of an attachment disorder.
Mental health is the foundation for emotions, thinking, communication, learning, resilience and self-esteem. Mental health is also key to relationships, personal and emotional well-being and contributing to community or society.
Many people who have a mental illness do not want to talk about it. But mental illness is nothing to be ashamed of! It is a medical condition, just like heart disease or diabetes. And mental health conditions are treatable. We are continually expanding our understanding of how the human brain works, and treatments are available to help people successfully manage mental health conditions.
Mental illness does not discriminate; it can affect anyone regardless of your age, gender, geography, income, social status, race/ethnicity, religion/spirituality, sexual orientation, background or other aspect of cultural identity. While mental illness can occur at any age, three-fourths of all mental illness begins by age 24.
Mental illnesses take many forms. Some are mild and only interfere in limited ways with daily life, such as certain phobias (abnormal fears). Other mental health conditions are so severe that a person may need care in a hospital.
The recognition and understanding of mental health conditions have changed over time and across cultures and there are still variations in definition, assessment and classification, although standard guideline criteria are widely used. In many cases, there appears to be a continuum between mental health and mental illness, making diagnosis complex.
According to the World Health Organization (WHO), over a third of people in most countries report problems at some time in their life which meet criteria for diagnosis of one or more of the common types of mental disorder.
Corey M Keyes has created a two continua model of mental illness and health which holds that both are related, but distinct dimensions: one continuum indicates the presence or absence of mental health, the other the presence or absence of mental illness.
For example, people with optimal mental health can also have a mental illness, and people who have no mental illness can also have poor mental health.
Types of mental health issues and illnesses.
Anxiety disorders is a group of mental health disorders that includes generalised anxiety disorders, social phobias, specific phobias (for example, agoraphobia and claustrophobia), panic disorders, obsessive compulsive disorder (OCD) and post-traumatic stress disorder. Untreated, anxiety disorders can lead to significant impairment on people’s daily lives.
Behavioural and emotional disorders in children
Common behaviour disorders in children include oppositional defiant disorder (ODD), conduct disorder (CD) and attention deficit hyperactivity disorder (ADHD). Treatment for these mental health disorders can include therapy, education and medication.
Bipolar affective disorder
Bipolar affective disorder is a type of mood disorder, previously referred to as ‘manic depression’. A person with bipolar disorder experiences episodes of mania (elation) and depression. The person may or may not experience psychotic symptoms. The exact cause is unknown, but a genetic predisposition has been clearly established. Environmental stressors can also trigger episodes of this mental illness.
Depression is a mood disorder characterised by lowering of mood, loss of interest and enjoyment, and reduced energy. It is not just feeling sad. There are different types and symptoms of depression. There are varying levels of severity and symptoms related to depression. Symptoms of depression can lead to increased risk of suicidal thoughts or behaviours.
Dissociation and dissociative disorders
Dissociation is a mental process where a person disconnects from their thoughts, feelings, memories or sense of identity. Dissociative disorders include dissociative amnesia, dissociative fugue, depersonalisation disorder and dissociative identity disorder.
Eating disorders include anorexia, bulimia nervosa and other binge eating disorders. Eating disorders affect females and males and can have serious psychological and physical consequences.
Obsessive compulsive disorder
Obsessive compulsive disorder (OCD) is an anxiety disorder. Obsessions are recurrent thoughts, images or impulses that are intrusive and unwanted. Compulsions are time-consuming and distressing repetitive rituals. Treatments include cognitive behaviour therapy (CBT), and medications.
Paranoia is the irrational and persistent feeling that people are ‘out to get you’. Paranoia may be a symptom of conditions including paranoid personality disorder, delusional (paranoid) disorder and schizophrenia. Treatment for paranoiainclude medications and psychological support.
Post-traumatic stress disorder
Post-traumatic stress disorder (PTSD) is a mental health condition that can develop as a response to people who have experienced any traumatic event. This can be a car or other serious accident, physical or sexual assault, war-related events or torture, or natural disasters such as bushfires or floods.
People affected by psychosis can experience delusions, hallucinations and confused thinking.. Psychosis can occur in a number of mental illnesses, including drug-induced psychosis, schizophrenia and mood disorders. Medication and psychological support can relieve, or even eliminate, psychotic symptoms.
Schizophrenia is a complex psychotic disorder characterised by disruptions to thinking and emotions, and a distorted perception of reality. Symptoms of schizophrenia vary widely but may include hallucinations, delusions, thought disorder, social withdrawal, lack of motivation and impaired thinking and memory. People with schizophrenia have a high risk of suicide. Schizophrenia is not a split personality.
Ten Things You Can Do for Your Mental Health.
1. Value yourself:
Treat yourself with kindness and respect, and avoid self-criticism. Make time for your hobbies and favorite projects, or broaden your horizons. Do a daily crossword puzzle, plant a garden, take dance lessons, learn to play an instrument or become fluent in another language.
2. Take care of your body:
Taking care of yourself physically can improve your mental health. Be sure to:
- Eat nutritious meals
- Avoid smoking and vaping– see Cessation Help
- Drink plenty of water
- Exercise, which helps decrease depression and anxiety and improve moods
- Get enough sleep. Researchers believe that lack of sleep contributes to a high rate of depression in college students.
3. Surround yourself with good people:
People with strong family or social connections are generally healthier than those who lack a support network. Make plans with supportive family members and friends, or seek out activities where you can meet new people, such as a club, class or support group.
4. Give yourself:
Volunteer your time and energy to help someone else. You’ll feel good about doing something tangible to help someone in need — and it’s a great way to meet new people. See Fun and Cheap Things to do in Ann Arbor for ideas.
5. Learn how to deal with stress:
Like it or not, stress is a part of life. Practice good coping skills: Try One-Minute Stress Strategies, do Tai Chi, exercise, take a nature walk, play with your pet or try journal writing as a stress reducer. Also, remember to smile and see the humor in life. Research shows that laughter can boost your immune system, ease pain, relax your body and reduce stress.
6. Quiet your mind:
Try meditating, Mindfulness and/or prayer. Relaxation exercises and prayer can improve your state of mind and outlook on life. In fact, research shows that meditation may help you feel calm and enhance the effects of therapy. To get connected, see spiritual resources on Personal Well-being for Students
7. Set realistic goals:
Decide what you want to achieve academically, professionally and personally, and write down the steps you need to realize your goals. Aim high, but be realistic and don’t over-schedule. You’ll enjoy a tremendous sense of accomplishment and self-worth as you progress toward your goal. Wellness Coaching, free to U-M students, can help you develop goals and stay on track.
8. Break up the monotony:
Although our routines make us more efficient and enhance our feelings of security and safety, a little change of pace can perk up a tedious schedule. Alter your jogging route, plan a road-trip, take a walk in a different park, hang some new pictures or try a new restaurant. See Rejuvenation 101 for more ideas.
9. Avoid alcohol and other drugs:
Keep alcohol use to a minimum and avoid other drugs. Sometimes people use alcohol and other drugs to “self-medicate” but in reality, alcohol and other drugs only aggravate problems. For more information, see Alcohol and Other Drugs.
10. Get help when you need it:
Seeking help is a sign of strength — not a weakness. And it is important to remember that treatment is effective. People who get appropriate care can recover from mental illness and addiction and lead full, rewarding lives. See Resources for Stress and Mental Health for campus and community resources.
*Adapted from the National Mental Health Association/National Council for Community Behavioral Healthcare.
Sex education may be taught informally, such as when someone receives information from a conversation with a parent, friend, religious leader, or through the media. It may also be delivered through sex self-help authors, magazine advice columnists, sex columnists, or sex education websites. Training can also be provided through multimedia resources. Adolescents spend a lot of their time on social media or watching television. Those same adolescents may also have a hard time talking to their families about sexual matters. A study has shown that mass media interventions; for example, the use of teaching sexual education through commercials shown on television, or ads on social media, have proven effective and decreased the amount of unprotected sex. Formal sex education occurs when schools or health care providers offer sex education. Slyer stated that sex education teaches the young person what he or she should know for his or her conduct and relationship with others. Gruenberg also stated that sex education is necessary to prepare the young for the task ahead. According to him, officials generally agree that some kind of planned sex education is necessary.
Sometimes formal sex education is taught as a full course as part of the curriculum in junior high school or high school. Other times it is only one unit within a more broad biology, health, home economics, or physical education class. Some schools offer no sex education since it remains a controversial issue in several countries, particularly the United States (especially about the age at which children should start receiving such education, the amount of detail that is revealed, including LGBT sex education, and topics dealing with human sexual behavior, e.g. safe sex practices, masturbation, premarital sex, and sexual ethics).
Wilhelm Reich commented that sex education of his time was a work of deception, focusing on biology while concealing excitement-arousal, which is what a pubescent individual is mostly interested in. Reich added that this emphasis obscures what he believed to be a basic psychological principle: that all worries and difficulties originate from unsatisfied sexual impulses. Leepson asserted that the majority of people favor some sort of sex instruction in public schools, and this has become an intensely controversial issue because, unlike most subjects, sex education is concerned with an especially sensitive and highly personal part of human life. He suggested that sex education should be taught in the classroom. The problem of pregnancy in adolescents is delicate and difficult to assess using sex education. But Calderone[who?] believed otherwise, stating that the answer to adolescents’ sexual woes and pregnancy can not lie primarily in school programs which at best can only be remedial; what is needed is prevention education, and as such parents should be involved.
When sex education is contentiously debated, the chief controversial points are whether covering child sexuality is valuable or detrimental; whether LGBT sex education should be integrated into the curriculum; the use of birth control such as condoms and hormonal contraception; and the impact of such use on pregnancy outside marriage, teenage pregnancy, and the transmission of STIs. Increasing support for abstinence-only sex education by conservative groups has been one of the primary causes of this controversy. Countries with conservative attitudes towards sex education (including the UK and the U.S.) have a higher incidence of STIs and teenage pregnancy.
Sex education isn’t a single tell-all discussion. Instead, take advantage of everyday opportunities to discuss sex.
If there’s a pregnancy in the family, for example, tell your child that babies grow in a special place inside the mother called the uterus. If your child wants more details on how the baby got there or how the baby will be born, provide those details.
Consider these examples:
- How do babies get inside a mommy’s tummy? You might say, “A mom and a dad make a baby by holding each other in a special way.”
- How are babies born? For some kids, it might be enough to say, “Doctors and nurses help babies who are ready to be born.” If your child wants more details, you might say, “Usually a mom pushes the baby out of her vagina.”
- Why doesn’t everyone have a penis? Try a simple explanation, such as, “Boys’ bodies and girls’ bodies are made differently.”
- Why do you have hair down there? Simplicity often works here, too. You might say, “Our bodies change as we get older.” If your child wants more details, add, “Boys grow hair near their penises, and girls grow hair near their vaginas.”
As your child matures and asks more-detailed questions, you can provide more-detailed responses. Answer specific questions using correct terminology.
Even if you’re uncomfortable, forge ahead. Remember, you’re setting the stage for open, honest discussions in the years to come.