PSyc 621 replies: | Psychology

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Psyc620replies.docx 2 replies to peers 200 words. Angelo Peer 1 In the introductory video for this week's lesson on sleep and eating disorders, I was intrigued to learn about the prevalence of sleep disorders among adults. It was particularly interesting to note that approximately 6% suffer from insomnia, with up to 33% experiencing it at some point in their lives. The video outlined treatment protocols for sleep disorders, including medication and behavioral interventions. Cognitive-behavioral therapy (CBT) has been found to be the most effective, as it targets and aims to reverse certain cognitive and behavioral patterns. For eating disorders, the treatment protocol is a more advanced form of CBT, tailored to address specific pathologies and overcome particular challenges. In "Breaking a Long-Term Pattern of Poor Sleep," Dr. Stepanski focuses on addressing his client's disrupted sleep habits. He carefully examines her sleep patterns, including when she goes to bed and wakes up, and the quality of her sleep, especially if she wakes up during the night. He also considers other factors that could affect her sleep, such as physical health, mental state, diet, alcohol, caffeine use, and the presence of troubling thoughts. Dr. Stepanski recommends behavioral changes to promote better sleep, including adhering to a regular sleep schedule to secure six uninterrupted hours of sleep, avoiding TV in the sleeping area, and engaging in relaxation practices. These steps are crucial because consistent, quality sleep is foundational to overall health and well-being, impacting everything from cognitive function to emotional stability. In the text, CBT-I is designed to tackle and change the behaviors and thought patterns that contribute to persistent insomnia. The approach is structured to be brief, typically involving six to eight 50-minute sessions. Given the short timeframe and several areas to focus on, the therapy is meticulously planned, aims to achieve specific outcomes, and is tailored based on a unique plan created for every client (Barlow, 2021, p. 642). In the video titled “Cognitive-Behavioral Therapy for Problems With Binge Eating,” the client shares with Dr. Wilson that he is hard on himself, struggles with low self-esteem, and experiences depression, often turning to food binges for solace during his lowest points. Dr. Wilson does a great job by inquiring about what leads to this behavior and the client's feelings and thoughts during these episodes. He also explores the positive coping strategies the client uses to handle stress and depression. What I enjoyed was at the end of the video, Dr. Wilson elaborated on his client simply being less critical of himself in order to focus on doing “good stuff.” This reminds me of 1 Corinthians 10:13: “No temptation has overtaken you that is not common to man. God is faithful, and he will not let you be tempted beyond your ability, but with the temptation he will also provide the way of escape, that you may be able to endure it.” This verse suggests that while challenges and temptations are a common human experience, there is always support and a path to overcoming them. In the text, CBT-BN focuses more on what keeps the disorder going rather than what caused it to start. The central issue for people with this condition is their harmful way of judging themselves, primarily based on their body shape, weight, and how well they think they control these aspects. This skewed self-assessment leads them to obsess over diet, striving for thinness, and avoiding weight gain at all costs. Most symptoms of BN are directly linked to this fundamental problem in how they view themselves and their bodies (Barlow, 2021, p. 708). The videos on sleep and eating disorders provide practical insights into the treatment of these conditions, demonstrating how therapists like Dr. Stepanski and Dr. Wilson work closely with clients to address disrupted sleep habits and binge-eating by examining behavioral patterns and triggers, as well as by encouraging positive coping strategies. However, the text offers a more structured approach to therapy, describing Cognitive-Behavioral Therapy for Insomnia (CBT-I) as a brief, highly planned treatment usually spanning six to eight sessions. The text emphasizes that CBT for Bulimia Nervosa (CBT-BN) concentrates on the ongoing issues rather than the origins of the disorder, focusing on self-perception related to body image and control. Barlow, D. H. (2021). *Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual* (6th ed.). New York, NY: The Guilford Press. ISBN: 9781462547043. New International Bible. (2011). The NIV Bible. Retrieved from https://www.thenivbible.com (Original work published 1978). Ntawv Peer 2 The use of behavioral therapies to treat eating disorders and sleep problems, respectively, is brought up in both videos. What are being discussed below will be of the videos and the treatment methods outlined in the textbook chapters for various conditions differences and similarities. The healthcare providers carefully assess each client's presenting problems in both videos, including sleep patterns, emotional states, activities that provoke trouble, and coping strategies already in place. This is consistent with the typical procedure outlined in textbooks, according to which creating a suitable treatment plan requires doing a thorough examination. The significance of behavioral techniques in the management of diseases is emphasized by both physicians. In the first video, Stepanski offers methods for enhancing the quality of your sleep, such as creating a sleep regimen, abstaining from activities before bed, and practicing relaxation techniques. In the second video, Wilson looks at the client's existing coping strategies and promotes learning healthy, adaptive coping processes as an alternative to binge eating when dealing with emotional discomfort. The significance of underlying psychological elements in maintaining the diseases is acknowledged in both videos. While Wilson explores the client's self-criticism, low self-esteem, and sadness as triggers for binge eating behavior, Stepanski views the client's worry, tension, and intrusive thoughts as factors in her bad sleep. This all-encompassing strategy is consistent with the biopsychosocial concept that is often highlighted in these illnesses' treatment regimens. The methods used vary depending on the kind of disease, even though behavioral therapies are the focus of both videos. The strategies discussed in the movie on sleep disorders center on controlling sleep cycles, avoiding stimulating activities just before bed, and using relaxing methods. The eating disorder video, on the other hand, places more emphasis on cognitive-behavioral methods including recognizing triggers, questioning false beliefs, and creating substitute coping mechanisms. There are differences in the physiological and psychological factors behind eating disorders and sleep problems. The main effects of sleep disorders are on the quantity and quality of sleep, and they are often impacted by stress, anxiety, and poor sleep hygiene. However, eating disorders are characterized by unhealthy interactions with food, body image, and emotions. These relationships are often a result of trauma, poor self-esteem, and perfectionism, among other complicated psychological problems. As such, while treatment concepts may overlap, the particular emphasis and strategies customized for each disease will differ. All things considered, these videos show the significance of treating eating and sleep problems with a multifaceted strategy that includes behavioral therapies in addition to treating underlying psychological issues. Although the evaluation method and focus on behavioral tactics are similar, the precise intervention approaches required for each person are determined by the type of disease.   References Barlow, D. H. (2021).  Clinical Handbook of Psychological Disorders, sixth edition: A step-by-step treatment manual. Guilford Publications.  Stepanski, Edward. (2002).  Breaking a Long-Term Pattern of Poor Sleep. Psyctherapy.apa.org. https://psyctherapy.apa.org/Title/777700007-001?Client=EBSCO&custid=liberty Wilson, Terence. (2011).  Cognitive-Behavioral Therapy for Problems with Binge Eating. Psyctherapy.apa.org. https://psyctherapy.apa.org/Title/777700179-001?Client=EBSCO&custid=liberty db621replies.docx 2 peer replies must be at least 200 words Da'Nasia Peer 1 All kids are oppositional every now and then, especially when drained, eager, focused or upset. They might contend, argue, resist, and oppose guardians, educators, and different grown-ups. Oppositional conduct is in many cases is an ordinary piece of becoming for early stages in youths. In any case, transparently uncooperative and unfriendly way of behaving turns into a serious concern when it is so continuous and steady that it stands apart when contrasted and different offspring of a similar age and formative level and when it influences the kid's social, family and scholastic life. Oppositional Defiant Disorder (ODD), a common diagnosis in preschool-aged children. ODD is characterized by uncooperative behavior and negative affect, with symptoms including losing temper, arguing, refusing to comply, deliberately annoying others, blaming others, being touchy, angry, and spiteful (McCartney and Phillips, 2006). A diagnosis requires at least four of these symptoms to be present for a minimum of six months, and they must interfere with the child's social and cognitive functioning.  Boys are more likely to be diagnosed with ODD than girls. It is essential to be able to provide these individuals with the appropriate care because ODD has such a high prevalence among preschool-aged children. One intervention choice that is a compelling treatment for preschool kids with ODD is parent- child interaction treatment (PCIT). In PCIT, a specialist mentors guardians as they connect with their kid, assisting them with working on their relationship and oversee problematic way of behaving. Research has shown that PCIT is compelling in diminishing defiant conduct in the child with hopes of advancing a more positive relationship between parent and child. At the point when we have no control over our words or our bodies, we can put others in a terrible mood. When you think you're losing control, Proverbs 25:28 teaches us that “losing self-control leaves you as helpless as a city without a wall.” And God's word ought to be utilized to recuperate, not rebuff. It is not a weapon, it is an ointment. These words are expected to teach kids harmony as well with the help of interventions like PCIT. English Standard Bible. (2001). ESV Online. https://esvliteralword.com/ McCartney, K., & Phillips, D. (Eds.). (2006).  Blackwell Handbook of Early Childhood Development. Maden, MA: Blackwell. Suzanne Peer 2 ADHD is a persistent pattern of inattention, hyperactivity, and impulsivity that appears for six months or more. Inattention is characterized by difficulty focusing, being easily distracted, difficulty listening, and avoiding tasks. Hyperactivity and impulsivity are presented as fidgeting, restlessness, running around, excessive talking, conflict when playing with others (Kolb & Whishaw, 2021). Although preschoolers can exhibit these symptoms, especially hyperactivity, impulsiveness, and poor concentration (Harpin, 2005), there is no need to rush to diagnosis unless they appear outside the context of an adjustment period (Campbell, 2006). ADHD only occurs in about 5% of children (American Psychiatric Association, 2013). Risk factors include genetics (inheritability), temperament, diet, and smoking during pregnancy (American Psychiatric Association, 2013). ADHD can be found comorbid with ODD (Campbell, 2006). Boys tend to be diagnosed twice that of girls. The main treatment for children with ADHD is stimulant medication but there is conflicting evidence of those medications inhibiting growth in the child (Harpin, 2005). Because of this, I would tend to do two things. The first thing I would do is to start the child on micronutrients, such as vitamin B6, vitamin B12, vitamin C, vitamin D, zinc, magnesium, and calcium. These micronutrients have been shown to improve inattention (Rucklidge, et al., 2018). A follow up study showed that the children who continued to take the micronutrients after the original study, maintained the improvements seen in the original study (Darling, et al., 2019). The second thing I would do is have the parents undergo Behavioral Parent Training. Behavioral Parent Training (BPT). This training involves teaching parents about ADHD and the training provides types of behavior management and training. This training has been shown to decrease the symptoms of ADHD.   Something I would think about when considering beginning school for a child with ADHD is the child’s birthdate relative to the school start date. Layton, et al. (2018) noted that, for children beginning school in states with a September 1st cut off birthdate, the rate for ADHD was 85.1 per 10,000 for children born in August and 63.6 per 10,000 for those born in September. Because of this, parents and educators should take into consideration a child’s birthdate when enrolling them, especially if they have a diagnosis of ADHD. Biblically, we are called to care for each other and, I think, especially those children who have atypical development. Luke 17:2 tells us that it is our responsibility to watch the children and keep them from sin (New World Translation of the Holy Scriptures, 2013). With impulsivity as a symptom, a child can fall into sin without thinking. Romans 12:10-11 tells us to have affection for each other. We know that Jesus loves all of us by the sacrifice He made (John 15:13). It is up to us to love each other and take care of each other.   References American Psychiatric Association. (2013).  Diagnostic and statistical manual of mental disorders (5th ed.). Campbell, S. B. (2006). Maladjustment in preschool children: A developmental psychopathology perspective. In K. McCartney. & D. Phillips, (Eds.),  Blackwell Handbook of Early Childhood Development (pp. 357-377). Blackwell Publishing Ltd. Ciesielski, H.A., Loren, R.E.A., & Tamm, L. (2020). Behavioral parent training for ADHD reduces situational severity of child noncompliance and related parental stress . Journal of Attention Disorders, 24(5), 758-767.  https://doi.org/10.1177/1087054719843181Links to an external site. Darling, K.A., Eggleston, M.J.F., Retallick-Brown, H., & Rucklidge, J.J., (2019). Mineral-vitamin treatment associated with remission in attention-deficit/hyperactivity disorder symptoms and related problems: 1-year naturalistic outcomes of a 10-week randomized placebo-controlled trial.  Journal of Child and Adolescent Psychopharmacology, 29(9), 688-704.  https://doi.org/10.1089/cap.2019.0036Links to an external site. Harpin, V. (2005). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life.   Archives of disease in childhood,  90 Suppl 1(Suppl 1), i2–i7.  https://doi.org/10.1136/adc.2004.059006Links to an external site. Hornstra, R., van der Oord, S., Staff, A.I., Hoekstra, P.J., Oosterlaan, J., & vander Veen-Mulders, L., (2021) Which techniques work in behavioral parent training for children with ADHD? A randomized controlled microtrial,  Journal of Clinical Child & Adolescent Psychology, 50(6), 888-903, https://doi.org/ 10.1080/15374416.2021.1955368Links to an external site. Kolb, B and Whishaw, I.Q. (2021).  Fundamentals of Human Neuropsychology (8th ed). New York, NY: Worth Publishers. Layton, T. J., Barnett, M. L., Hicks, T. R., & Jena, A. B., (2018). Attention deficit-hyperactivity disorder and month of school enrollment.  The New England Journal of Medicine 379(22), 2122-2130.  https://doi.org/10.1056/NEJMoa1806828Links to an external site. New World Translation of the Holy Scriptures (2013).   https://www.jw.org/en/library/bible/nwt/books/Links to an external site. Rucklidge, J.J., Eggleston, M.J.F., Johnstone, J.M., Darling, & Frampton, C.M., (2018). Vitamin-mineral treatment improves aggression and emotional regulation in children with ADHD: a fully blinded randomized placebo-controlled trial. Journal of Child Psychology and Psychiatry 59(3), 232-246.  https://doi.org/10.1111/jcLinks to an external site.