Mental health of a friend

 

Introduction: The Imperative of Thoughtful Practice

cynthia kana. blog 1.

Its ever-changing nature defines the modern environment of the Health and Social Care (HSC), requiring professionals who are not only good but also considerate, able to reconsider and adjust to the environment (Aveyard, 2015). The present report is a reflective critical analysis of a non-professional, peer-support situation with a friend in severe mental distress, which falls into the essence of learning to develop critical thinking and reflective capability as the main components of professional practice. The lived experience of helping a close friend through acute anxiety and burnout is a powerful case study to deconstruct the intricate interdependency between personal ethics, professional boundaries, and the use of evidence-based reasoning. It is based on the process of transforming into a thoughtful practitioner, whereby one goes beyond description to challenge the norms and emotional reactions that we base our behaviour on, especially when we are not working within a professional setting (Fook, 2012).

Figure 1: Mental Distress (Aveyard, 2015)

The Reflective Context: Initial Responses to Mental Distress

The scenario began with an observed decrease in the daily functioning of a close friend, a strong withdrawal, continued feeling of fatigue, and feeling helpless. Being a peer, the first reaction was based on blind sympathies and the desire to fix the situation. This was the first stage of support, which was emotion-based but had no structural or theoretical basis. To critically discuss this experience, it is relevant to use the Gibbs Reflective Cycle (Free Ethical Learning and Development Resource for People and Organisations, 2025), which will provide an opportunity to systematise the emotional and practical reactions.

Figure 2: Gibbs’ Reflective Cycle (Free Ethical Learning and Development Resource for People and Organisations, 2025)

Description and Feelings

The major difficulty was to identify the underlying issue causing the distress, which initially presented as physical symptoms. The emotions witnessed were frustration, a sense of responsibility, and increased helplessness, as solutions could not be delivered immediately. This is a typical and human response; however, for the nascent thoughtful practitioner, it must be critically examined. Mantzoukas (2008) asserts that merely describing an event, or our feelings about it, is insufficient for professional growth; the act of reflection must lead to new knowledge.

Evaluation and Analysis

The positive aspect of the initial support was the provision of a safe, non-judgemental space, which is consistently cited as critical in initial mental health support (Wade & Halligan, 2017). The negative, however, was a tendency to absorb the friend’s distress, leading to personal fatigue and a loss of objective distance. The key assumption governing this initial phase was that personal proximity equates to primary responsibility. This is where critical thinking becomes essential, forcing an intellectual distance from the emotional reality (The Foundation for Critical Thinking website for Students and Professionals, 2025). The failure to implement critical thinking at this stage resulted in a lack of effective signposting and a blurred boundary between emotional support and the remit of professional care. The framework of Fook (2012) encourages us to carefully consider the situation and the friendship as a phenomenon, as well as the dynamics involved, which contribute to the extent of the support provided. Was it the fear of offending that prevented more profound and challenging questions from being stated?

The failure to completely disaggregate the emotional load is a pitfall that non-professional caregivers often find themselves in. This first meditation emphasises the need to shift from sympathetic engagement (an emotional state) to critical engagement (an intellectual process) (Aveyard, 2015).