Category Archives: COVID-19

Handling Seasonal Affective Disorder and Isolation During a Pandemic

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Athletes Connected’s COVID-19 series tackles a common winter malaise: Seasonal Affective Disorder. Coupled with the isolation associated with the pandemic and a unique combination needs to be addressed.

By Jonah Silk, LLMSW, Athletic Counseling Fellow

Have you noticed in the winter that you do not feel as motivated for lifting? Or maybe your sleep pattern is off? Is it harder to get going for a morning practice, or for a night class, now that it’s dark and cold?

Some people notice they experience symptoms consistent with depression that are related to changes in seasons. You may have heard this referred to as Seasonal Affective Disorder (SAD), or seasonal depression. Seasonal depression often begins and ends at about the same time every year.

You may notice as the winter goes on the feelings you are having are getting worse, at the same time you have other responsibilities.

In most cases, seasonal affective disorder symptoms appear during late fall or early winter and go away during the sunnier days of spring and summer. Less often, people with the opposite pattern have symptoms that begin in spring or summer. You may notice as the winter goes on the feelings you are having are getting worse, at the same time you have other responsibilities.

During the pandemic, it is common to be carrying a greater emotional load than usual. Yet, with school, athletics, and work, we are still expected to perform. It is OK to need some help. Even if you don’t have SAD, you may notice changes with the season and the daylight, especially with increased isolation this year due to the pandemic. Many of us are experiencing additional challenges to our mental health with less in-person interaction and screen fatigue.

Signs and symptoms of SAD may include:
There are a variety of symptoms that may indicate seasonal depression. These may include:

  • Feeling depressed most of the day, nearly every day;
  • Lost interest in activities you once enjoyed;
  • Low energy and problems with sleeping, or experienced changes in your appetite or weight;
  • Feeling more sluggish, agitated, hopeless, worthless, or guilty;
  • Having difficulty concentrating, or;
  • Having frequent thoughts of death or suicide.

What can you do? Here are some treatment options.
The good news is there are many skills, tools, and treatments available for those diagnosed with or struggling with symptoms of seasonal depression. Remember it is OK to not feel OK. Here are some things to consider:

  1. Get support from a mental health professional. If you think you may be depressed, consider seeing an athletic counselor.
  2. Big goals are hard to achieve overnight. Break large tasks into small ones, set priorities, and do what you can in the present moment.
  3. Cook, and eat healthy, well-balanced meals.
  4. Stay away from alcohol and drugs. These can make depression worse.
  5. Let your family and/or friends help you — but do not use them to replace therapy.
  6. Exercise consistently; During the pandemic it is harder, but in addition to the workouts given to you by your team, there are limitless online videos you can seek out, including yoga. You may also try cycling, hiking, or another outdoor, socially distanced activity with a friend.
  7. Spend time outdoors in the sun when possible. There are many trails around town including the Nichols Arboretum that are beautiful to walk even in winter. Or walk around town looking at the murals and graffiti art.
  8. Study on a patio or at a coffee shop that now have heaters outside during the pandemic. 
  9. Connect with family and friends, whether in person or via Zoom
  10. Keep a normal sleep and waking schedule
  11. Use Vitamin D supplements, but always consult with your physician before taking new supplements
  12. Mindfulness and meditation — Here are three helpful videos
      Meditation
      Mindful Self-Compassion
      The 10-Second Breath
  13. Gratitude Journaling
  14. Spend time with pets or connecting with nature
  15. DIY Projects, creative projects, arts and crafts. 
  16. Watch television shows, documentaries, and movies, listen to podcasts or music, read books, or other hobbies that you enjoy
  17. Engage in light therapy by sitting in front of a special therapy lamp (10,000 lux or more) for 30-45 minutes a day.  It is typically most effective to use these first-thing in the morning. Learn more about light therapy.

Additional Resources:

About the Author

Jonah Silk is the Ehrenberg Family Fellow of Athletic Counseling as part of the U-M Athletics Counseling Team. After moving around the East Coast in his youth, Jonah graduated from Drew University in Madison, New Jersey, with a bachelor’s degree in Political Science and a minor in Holocaust Studies. He played for the varsity soccer team and had some stints abroad in Spain and in Sweden before settling into coaching in New Jersey. Jonah moved to Ann Arbor in 2018 and earned his Master’s Degree in Social Work from U-M in 2020. Jonah interned at the Judson Center in Warren, Michigan, prior to joining the athletic department. Jonah enjoys playing hockey and still tries to skate over at the A2 Ice Cube when he isn’t playing with his dog Jasper.

Managing Long-Term Stress, Fatigue and Trauma

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Athletes Connected continues its resource stories for athletes coping during the COVID-19 pandemic. This story is about dealing with long-term stress, fatigue and trauma as a student-athlete.

By Will Heininger, Depression Center Outreach Coordinator

Let’s state the obvious right away; we are going through some, uh… weird times. (Unprecedented has lost its meaning at this point.) 

No one knows quite how to cope, or manage, or plan for what’s next, with so much uncertainty about the present and the future. What will the rest of this school year be like? When will there be a vaccine? When can I hug my loved ones again? When can we play our sport, and have a full season again? Will life ever get back to normal?

Uncertainty is often accompanied by stress. Loss is often accompanied by trauma. And prolonged stress often comes with fatigue. We know that the accumulation of stress over time–without proper outlets to alleviate that stress–is not good for our brains or our bodies, and can lead to more serious health conditions, including mental health issues.

Having the ability to tap into an inner state of calm, on demand, is an invaluable tool. Whether we’re feeling anxious about school, sports, social situations, or we just notice feeling worked up, practicing mindfulness proactively can help us navigate adversity as it arises.

So what can we do? How can we engage in our own lives, and approach our day-to-days in ways that minimize the accumulation of stress? Possibly even in ways that are enjoyable?

While there is no exact formula for wellness, the ideas below are based on evidence specifically related to stress, mental health, and well-being. As you read on, consider implementing one or more of the tool/strategies in your own life:

Managing Thoughts
Managing thoughts begins with noticing them in the first place. “What is my brain thinking? What thoughts are actually going through my mind?”

There is an abundance of evidence that our thoughts directly impact our feelings, or emotions, which then impact our choices, actions, and behaviors. We also know that as human beings, we experience ‘distorted’ or untrue thoughts, every single day. (Our brains aren’t perfect!)  By noticing our thoughts up front, or seeing them at distance, we give ourselves a chance to evaluate those thoughts: “Is it true? Is it helpful? Is there a more accurate way I could rephrase it?” 

Another way of approaching distorted, or troubling thoughts, is utilizing a “Best-Worst-Most Likely” approach, which allows us to consider a range of possible outcomes, as well as the probability of those outcomes.

Developing your Mindfulness Practice & Inner Calm
Simply paying attention to our thoughts is a form of practicing mindfulness in itself. Deep breathing is another way we can practice mindfulness, as are yoga, journaling, spending time in nature, listening to music, and even eating. There are countless ways to practice mindfulness, and tremendous benefits available when we do. 

Mindfulness can help reduce rumination and stress, improve our focus, make us less emotionally reactive, more cognitively flexible, and even more satisfied in our relationships – among other benefits – according to the American Psychological Association.

Having the ability to tap into an inner state of calm, on demand, is an invaluable tool. Whether we’re feeling anxious about school, sports, social situations, or we just notice feeling worked up, practicing mindfulness proactively can help us navigate adversity as it arises.

Aligning Multiple Forms of Support
Just as a stool with only two or three legs – or supports – is less stable than a stool with five or six, having multiple forms of support in our lives can help keep us steady and balanced as individuals in the case that one or more is removed. 

These supports, or legs of the stool to stick with the analogy, can and should be diverse in nature. Our sports can provide us support, both from the exercise, and from the meaningful relationships we develop.

Additional relationships, like those with our families, academic cohorts, and friend groups, provide further supports, as do healthy personal habits related to nutrition, sleep, and recovery. For many, regularly speaking with a mental health professional is a tremendous form of support, especially during turbulent times. Religious groups and spiritual practice serve as further examples.

Staying connected with friends and loved ones is a great way to strengthen those bonds, in the same way working out is a great way to strengthen your muscles. We cannot always control what happens in our relationships, just as we do not control when we get injured in our sports.

We can, however, proactively align multiple forms of support for ourselves. That way, in the unfortunate event that we lose one or more of our supports – or some legs of our stool become compromised – our stool is still standing, and we are able to cope, navigate adversity, and function effectively.

Additional Resources:

About the Author

Will Heininger is mental health educator and public speaker for the University of Michigan Depression Center, openly sharing his story of overcoming major depression and anxiety during undergrad, while playing football at Michigan. After hiding his illness at first due to stigma and ignorance, he received life-changing treatment and care from the Athletic Medicine staff, and was able to thrive for the majority of his time at Michigan. He would go on to help found Athletes Connected in 2014.

Since first sharing his story at the Depression on College Campuses Conference, Will has spoken with over 100,000 people across the country, helping to bridge the gap between what science and medicine have learned about mental health and well-being, and what society actually knows and uses. In addition to athletes of all levels, Will works with schools, athletic departments, communities, and corporations to improve mental health outcomes. Heininger is a native of Ann Arbor, Michigan.

The Unavoidable Worry of the Unknown

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Athletes Connected continues its resource stories for athletes coping during the COVID-19 pandemic. This story is about dealing with worry, stress and anxiety due to a postponed season.

By Rachel Amity, MSW, Athletes Connected Program Coordinator

Worry and stress have been seemingly unavoidable in recent months. For many of us, it may feel like there are considerably more unknowns than we are used to in the current coronavirus pandemic.

We may typically feel anxiety about an upcoming exam, a first date, a big game, or what we’re going to do after graduation.

when we worry excessively, or have chronic anxiety, we may start to over-contemplate worst case scenarios. When our worry is excessive or we find ourselves jumping to these conclusions, the worry can stop being useful.

These days, there are added stressors such as postponed seasons, financial impacts due to the pandemic, and stress from isolation and social distancing.

Though these situations are all different and may cause different levels of anxiety, they all have something in common: the outcomes are unknown. By nature, worry and anxiety are future-oriented states. Stress and worry can be useful by helping us prepare; they allow us to consider possible outcomes and consequences, can motivate us, and can signal that something doesn’t feel right.

Nevertheless, when we worry excessively, or have chronic anxiety, we may start to over-contemplate worst case scenarios. When our worry is excessive or we find ourselves jumping to these conclusions, the worry can stop being useful. Below are some questions to consider to help determine whether your worry is useful, or if it is only serving to increase anxiety levels.

Think of a situation that is causing you anxiety. Ask yourself:

  1. What is the best case scenario in this situation?
    1. Some of us are experts in identifying the worst case scenario, so much so that we can forget to consider what other possibilities are. Approach this from a perspective in which the best case scenario is equally as probable as the worst case scenario.
  2. What is the worst case scenario?
    1. This might be the easiest response to come up with. Our brains can be pretty good at this one, especially when we’re already anxious about the outcome. 
  3. What’s the most likely scenario? 
    1. In many cases, things fall somewhere between best and worst. For example, if you are nervous about an exam, the most likely scenario may be that you get a B-. Not an A (the best case), but also not a failing grade (the worst case). 

Now that you have considered each of these questions, let’s revisit the worst case scenario. In the event that this comes true, what would you do to cope with it?  What tools do you have to deal with this? Where or who do you go to for support? 

Have there been times in the past that things didn’t go as you hoped or planned? How did you manage those situations? 

Example scenarios:

Let’s consider the scenario that your season is postponed. Every person will react differently to the same situation. One person may approach that situation from this perspective:

Best case scenario:
My season is postponed for now. I’m upset, but I recognize my teammates and I won’t have to worry about traveling and getting infected. In the best case scenario, we will still get to spend time together as a team, socializing and staying in shape, and we still have hope of possibly playing in the spring instead of in the Fall. 

Worst case scenario:
My season is canceled, I’m devastated, and I feel like I have lost my sense of purpose on campus. I won’t be able to access training facilities and I won’t be able to see my teammates and/or my family as much as I want to. This cancellation also means I might not get a chance to compete at this level again.

Most likely:
My season is postponed, and I’ll be really sad, maybe even angry. It will be difficult for me to figure out how to spend all of my time and to be without the same training regimen and competitions, but I have been coping with the pandemic throughout the spring and summer so far, so I will be OK. I will also be able to dedicate more time to my classes this semester, and I’ll have more free time to explore other interests that I have not had time for because of sport. 

If the worst case does come true, I know I can talk to my athletic trainer and my strength and conditioning coach to help me come up with a plan to keep me as fit as I can in the circumstances. I also know I can talk to my family, friends, and roommates when I’m feeling stressed, especially because I’m pretty sure most of my teammates will feel similarly.

Another person may approach the same situation from this perspective:

Best case scenario:
My season is postponed and I’m relieved. I have been experiencing significant anxiety about competing this season, and honestly I feel more comfortable knowing I won’t be playing. Of course, I am still disappointed about missing a season, but I will be less stressed not competing than competing. I am also looking forward to being able to focus on academics more since this year is going to be tough academically.

Worst case scenario:
My season is canceled and I am relieved at first, but it ends up being harder than I think it will. In the worst case scenario, I worry that the relief will wear off and I will be very upset and end up out of shape by the time I need to compete again. I also worry about expressing my relief to teammates and coaches who I know want to play this season.

Most likely:
Chances are it will be a mix of both of these. I will probably feel relieved, but it will probably also be difficult and sad, especially since I know some of my teammates will be very upset about the season being postponed. My academics may benefit from more time, but it will be a transition since I’m not used to that sort of schedule – although I did get some practice with it in the spring and it turned out OK.

If the worst case does come true, I will rely on my teammates because I know that they will feel similarly. I know I can talk to my family and my athletic counselor about my concerns as well. I will also keep using the Calm app and listening to music in moments where I feel worried or upset.

As you can see from these two examples, there are common themes and feelings, but the exact best and worst case scenarios are noticeably different, as are each person’s coping skills and tools.

It’s important to remember that, even in the exact same situation, people will respond and react differently.

We can’t always control the situations causing us to worry, the outcomes, or how other people respond–in fact, not being in control is often why we’re worrying. But, we can control how we respond to situations. 

Additional Resources:

About the Author
Rachel Amity is the Athletes Connected program coordinator and a member of the U-M Athletic Counseling Team. Previously, she worked as the MSW intern with the athletic department. Rachel is originally from Corvallis, Oregon, where she grew up playing soccer, volleyball, and lacrosse. She graduated from Lewis & Clark College with a Bachelor’s in Psychology, where she also worked as a student athletic trainer.

Effective Learning Strategies Away from the Classroom

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Athletes Connected continues its resource stories for student-athlete coping during the COVID-19 pandemic. This story is about learning strategies.

By Nick Velissaris, Ph.D., Athletic Counseling Team Clinical Neuropsychologist

Over the past few weeks, our lives have shifted in ways we could never have expected. Below we are going to address positive ways to create and maintain an effective learning environment.

Create a Learning Environment
This is a time in which we have generally adapted to our basic needs, but might still be struggling with the expectations of academic performance in this novel situation. We are creatures of habit and pull towards our comfort zone, especially in stressful situations.

In a lot of cases, the changes to online education and isolation do not allow for our preferred study routine. There is no longer required study table time, a spacious desk over at the Academic Center (AC), learning specialists on call, a quiet study environment, discussions, labs, applied learning modalities, etc.

Breaking up study time with breaks not only makes it easier to refocus attention, but it also increases efficiency in learning. Break options can be limited in isolation, but are still needed.

In most cases, study table time becomes when my family goes to sleep, the desk at the AC becomes a table or bed, and the quiet study environment becomes an annoying little brother. So what can we do?

The goal for a new study plan is to keep as many successful aspects of your old study plan as you can, and minimize the aspects that have been most negatively impacted by the situation.

In most cases, you will not be able to directly substitute something in your new plan to replace something from your old plan, so this will be a compromise. Our goal is to make that compromise as small as possible. For example, “Well, I don’t have a desk to study at like the AC, I guess I will just have to study lying in bed watching TV” is not a small compromise.

Instead, set a time when you can clear a kitchen table, turn off the TV, and have your new study spot feel similar to the desk at the AC. The further away from an ideal study environment you get, the longer it will take you to learn the same information. The longer you are trying to learn and study, the more difficult it becomes to stay motivated.

The first step to adjusting your new study environment is to evaluate yourself. How do you learn best? What interferes with your optimal learning style in this new study environment? When you can’t get motivated, what made you motivated before isolation? What are your biggest distractions? Do you prefer reviews or a study group with others?

Asking yourself these questions can help identify your ideal study plan to adapt to your new isolation situation. Try to keep as much consistency as possible. Here are a few basic examples of compromises that can remain effective learning strategies:

HOME OFFICE

One major change is that you will likely be studying in your home. Create a temporary study area or area you can transform into a good study environment. It can be a specific timeframe where the kitchen table is unoccupied, turning a room into a study room, or making a dedicated study area in the corner of a low traffic room. Do not let this study area overlap with leisure or sleeping if possible.

SCHEDULE

If you had study table or a specific time when you used to study, continue that schedule. If you can’t continue the same schedule, create a routine where you can have the same study time blocked off each day of the week.

STUDY BREAKS

Breaking up study time with breaks not only makes it easier to refocus attention, but it also increases efficiency in learning. Break options can be limited in isolation, but are still needed.

Breaks should include a change of scenery (e.g., leave your study area and walk outside for ten minutes, get off the computer you use to study and do something else, etc.) and take a real break. Sitting in the same spot looking at your phone is not different enough from studying from a computer to give your brain an attention break.

NOTES/READINGS

Take notes the same way you did before with normal classes. If you handwrite your notes in a normal lecture, then hand write them with online lectures too. If you usually print readings or print your lecture slides, print them out now for the online lectures and studying as well if you are able.

DISTRACTIONS

Find a quiet place to study without many social interactions. This also applies to areas of your residence that have distractions. Do not study in the living room while your family watches TV. If you must, then download a white noise app and use headphones when studying.

PHONE

Use of social media, text, online communication will all drastically increase during isolation. With this increase, comes a higher attraction to distraction. When studying, mute notifications on apps that distract you and save them for dedicated study breaks.

GROUP STUDY

If you had study groups before, reach out to people in your class and set up a regular study group time using video chat apps.

MENTAL HEALTH

Anxiety and stress impacts our ability to learn information. If you are highly stressed or feeling overwhelmed, try relaxation exercises, yoga, or working out before studying. If you meet with an Athletic Counselor regularly, maybe schedule your study time for after your session to improve motivation.

Contact your mental health provider or reach out to the Athletic Counseling Team if you feel this change is beginning to be more of an issue than expected. Do not wait until you are struggling, because a lot of times it just takes a brief chat or support to get us back feeling how we’d like to be.

There may be slight differences in study planning if you have ADHD, a learning disability, or anxiety. Please follow the recommendations listed in your education plan, neuropsychological evaluation, or mental health documentation.

Use Repetitive Learning
Once you have a good study environment and good study plan in place… repetitions, repetitions, repetitions. Just like tying your shoes, learning a new athletic skill, playing an instrument, or navigating a new city, the most effective way to learn information for an exam is with multiple repetitions.

Your brain stores information at a certain rate. The ability to remember that information accurately is greatly increased each additional time you attempt to learn it. The more you repeat the information you are studying, the better you will be able to store and remember it for the exam.

Although just a brief example and not an exact comparison to studying, you can do a quick test to see this benefit. Do a memory test where someone says 20 words and then repeat back to them as many as you can remember. How many did you get? Do it again. How many did you get this time? If this were a typical test in school with 20 questions, each additional word would be a 5% increase in your score.

Think of the words as representing lecture slides, notes, text chapters, etc. The increase in your memory test can show you how much you improve with one extra repetition in your studying the material on the exam. Flashcards or apps like Anki are a perfect way to easily increase your repetitions.

Know that you are not alone in your struggles. If you need additional help creating or adjusting to your new learning plan, reach out to your Academic Advisor, the Academic Success Program (ASP)* staff, and/or the Athletic Counseling Team.

*for student-athletes not at Michigan, reach out to your school’s version of ASP, or your school’s Academic Support or Student Support Services units for assistance with learning strategies.

Additional Resources

About the Author
Nick Velissaris, Ph.D., is a clinical neuropsychologist and athletic counselor with the University of Michigan Athletic Counseling Team. He has been at the University of Michigan since March 2019 and specializes in assessing and improving the cognitive, emotional, and behavioral functioning of our athletes. He holds two master’s degrees (clinical-behavioral psychology, clinical psychology) and a Ph.D. in clinical psychology with specialization in neuropsychology. Dr. Velissaris is a Michigan graduate and was a varsity letterwinner in wrestling.