Lani Jones, PsyD, HSPP, Clinical Psychologist / Co-owner at Providence Behavioral Group www.providencebehavioralgroup.com
Transitioning to life after high school is a major adjustment for anyone. An individual’s relationships, including with caregivers, teachers, staff, friends, and peers, are significantly changing. But coupled with a global pandemic, the possible feelings of isolation, loneliness, depression, and anxiety have reached new levels across all demographics. Daily schedules, routines, and activities have been significantly altered or have ceased all together. However, for individuals with Down syndrome or other developmental disabilities, this time period may be even more isolating.
Individuals with Down syndrome or other developmental disabilities are at a higher risk than the general population of developing comorbid mental health concerns such as depression. Common symptoms of depression include feeling sad, empty or hopeless, loss of interest or pleasure in previously desirable activities, significant changes in weight, difficulties with sleep, psychomotor agitation, fatigue or loss of energy, feelings of worthlessness or guilt, and diminished ability to think or concentrate. Depression may also present as irritability or a decline in adaptive skills. Any underlying medical concerns (e.g., sleep difficulties, thyroid concerns) that could potentially contribute to depression-related symptoms should be ruled out.
The following are ways to assist individuals in decreasing isolation and in reducing depression-related symptoms:
Talk about what’s happening. Your son or daughter is probably much more aware of what’s going on in the world than you realize. Create opportunities to engage in positive conversations and provide a safe space for them to ask questions and express their emotions. Be accepting of both positive and negative emotions.
Establish new routines. While an individuals’ routines may have been consistent pre-pandemic, they may now have more unstructured time on their hands. Even small routines can provide a sense of comfort and security. Things as simple as morning routines for daily living tasks, meal preparation, and engaging in social relationships can provide a sense of structure.
Be conscious of relationships. While individuals may not consistently be interacting with friends and peers on a daily basis, consider other opportunities for them to engage. Are there virtual extracurricular activities they can participate in together? Are there other opportunities for social engagement? If logistical or safety issues make it impossible for meeting in person, consider other technology options such as Skype or FaceTime. Even regular online meetings can assist individuals in feeling connected.
Help them find purpose. While their days may look different, individuals still need to feel purpose and that they are contributing to and engaging with those around them. How can they contribute to their household or family? How can they assist those in their community? Even something as simple as sending a note or card to someone else who is also isolated can aid in increasing feelings of connectivity.
Identify and reduce stress. Ensure that individuals are getting sufficient sleep, eating an adequate diet, and have some form of movement within their day, as each of these areas impact one’s mental health. Also, help individuals identify opportunities to engage in preferred activities and hobbies of interest.
If, after environmental modifications have been made, an individual requires further assistance addressing depression- and/or anxiety-related symptoms, caregivers may wish to seek out counseling or therapy services. In addition, medication management may be an appropriate avenue to consider. If needed, discuss with the individual’s primary care physician or a psychiatrist about the appropriateness of a medication trial.
By Lani Jones, PsyD, HSPP, Clinical Psychologist / Co-owner at Providence Behavioral Group
www.providencebehavioralgroup.com
