psychlabuk-blog

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The term inherited can be used in many different ways. People often say that when their parents die they will inherit their belongings. Likewise with genetics; genetics are passed down from the parents to the child. When genes are passed down to the child, it gives them a set of characteristics known as a phenotype. These include characteristics which are passed down through the generations like eye and hair colour, physical attractiveness and also intelligence but this is the only one that can be changed by the environment. This suggests that intelligence is a result of nature and nurture; genetic and environmental factors. Sir Francis Galton was the first psychologist to see a connection between nature and nurture in intelligence. He believed that intelligence was passed down to each generation and included in their phenotype. He also understood that the environment was another influencing factor. (Maltby, Day & Macaskill, 2007) Due to Galton’s early research into whether intelligence is inherited or not it sparked off twin studies to look into how much genetics play a part in determining our intelligence. These studies were conducted around identical twins that were raised together and that were not raised up together. The reason identical twins who were raised up together and not raised up together were used is because it shows how much genetics actually play a role in intelligence because if they aren’t living together they do not share the same environmental factors like going to the same school, playing with the same toys, getting treated the same by their parents and so on. Thus if the identical twins who were not brought up together still have a high correlation like the identical twins who were brought up together it will provide evidence for intelligence being inherited and not necessarily be because of how their environment has shaped them as a person.

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The Incentive Sensitization Theory of Addiction explains the transition from drug use to drug addiction. Robinson & Berridge, 2018, stated that repeated drug use changes brain cells and brain neural circuitry creating a hypersensitivity to repeated drug use and learned drug cues. This is where a set of undesirable reactions are produced by the immune system. This creates a pathological motivation to want drugs even years after not having any. In relation to smoking, when an individual starts smoking and repeats it for a period of time their brain cells change and start giving negative side effects if they don’t smoke and in turn this makes them want to carry on smoking rather than to stop. This helps to understand addiction because it explains why addiction occurs because of your brain neural circuitry creating a hypersensitivity to drug use. Different researchers have studied the effects of smoking addiction in pregnant women on child development. Nicotine and other toxic substances in cigarette smoke are not stopped by the placental barrier and therefore there is a risk that the development of the child could be impacted. It has been shown that babies whose mothers smoked during pregnancy are smaller in size and weight. Frydman, 2017 found that not many people have studied the consequences of smoking addiction during a pregnancy and the impact it has on the development of the child. Frydman compared two samples of children, aged 4 to 5, and aged 6 to 7, whose mothers had smoked during pregnancy, with two samples of 40 children of the same ages whose mothers had not smoked. He tested them on the Wechsler scale. He found a difference of more than 15 IQ points in favour of the children of nonsmoking mothers. These results allow us to assume that smoking during pregnancy has a negative impact on the intellectual development of the child. This impact on development shows how addiction can be a result of biological processes. The lower IQ score for children with parents who have a smoking addiction suggest they may also then smoke themselves due to be predisposed to the drug.

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The perspective theory (Gregory 1963) is the idea that the Muller Lyer illusion occurs because we visually judge that when angles are inwards like the edge of a house, we will see it as closer and therefore smaller in size. Likewise, when we see an angle that goes outwards like a corner of the room we will see it as larger because it appears to be further away. Another theory is the averaging theory (Erlebacher and Sekuler 1969) which states that we judge the middle line or the shaft by taking the average of the entire figure. So if the fins are facing outwards we would take an average of the line and the arrows and perceive it as bigger than if the lines didn’t go outwards. Wundt 1897 believed that the length of the shaft is judged by how long our eyes take to travel across all lines in the figure. So if the fins are facing outwards at the end of the shaft it will take us longer to travel our eye movements up the figure and therefore make us perceive it as longer.

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Using CBT is a long and difficult process that requires a lot of patience and contribution from both the patient and therapist. In order for Ed and Mike to overcome their differences and anxiety a plan needs to be put in place in order for them to succeed over time. CBT needs to be consistent for both Ed and Mike and this means they should both attend 1 session a week with the same therapist separately and then also 1 group session a week. In the separate sessions they will both be discussing with their therapist problems they have in confidentiality and the therapist will look at ways to address this. For example, Mike may want to talk about how he gets really angry with Ed and doesn’t know how to help it. The therapist would suggest he looks at how Ed feels and that being negative towards him won’t help the situation any further and look at techniques to calm him down. In Ed’s sessions he may decide to talk about his “freeze response” and how it affects his diving. The therapist would talk to him about why he gets this and then look at ways to change his mindset to help prevent this from happening.

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Aagaard, L., Hansen, E. (2011) The occurrence of adverse drug reactions reported for attention deficit hyperactivity disorder (ADHD) medications in the pediatric population: a qualitative review of empirical studies. Neuropsychiatr Dis Treat 7: 729–744. Google Scholar | Crossref | Medline | ISI Adler, L., Weisler, R., Goodman, D., Hamdani, M., Niebler, G. (2009) Short-term effects of lisdexamfetamine dimesylate on cardiovascular parameters in a 4-week clinical trial in adults with attention-deficit/hyperactivity disorder. J Clin Psychiatry 70: 1652–1661. Google Scholar | Crossref | Medline | ISI American Psychiatric Association . (2013) Diagnostic and Statistical Manual of Mental Disorders, 5th ed. Arlington, VA: American Psychiatric Publishing.

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Although the abuse of prescription stimulant drugs, particularly, short-acting stimulants is a prevalent and growing problem, nonmedical use of prescription stimulants within the clinical context is very limited. In addition, nonstimulant ADHD medications lack any reinforcing effects and consequently any abuse potential.

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iterventions, pharmacotherapy alone is generally considered an essential and cost-effective element. This paper aims to comprehensively and critically review factors involved in prescribing and medication use in individuals diagnosed with ADHD, focusing on the difficulties facing patients with ADHD seeking treatment, as well as the safety and

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Malnutrition and poor academic performance: critical contributions Sandra Maria Sawaya ABSTRACT This article rises some contributions from psychology to the reflections on malnutrition and low school performance, through an analysis of some statements on the causes and consequences of malnutrition to child development as well as schooling of lower classes children. It analyses the assumptions that low performance at school of a great number of students in Brazil would be explained by the presence of malnutrition, current or previous. It critically discusses the investigative methodologies and analysis which presented questionable conclusions that children who are victims of malnutrition suffer from cognitive and linguistic deficiencies. Finally, it provides survey results, showing the need of reviewing these assumptions, since they continue to guide policies and practices on education and health, rendering impossible the solutions to school problems.

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Malnutrition is a serious problem among children in developing countries. In India; a school meal program is in place to combat malnutrition, but only in government schools. This study is an attempt to assess the prevalence of malnutrition in primary and secondary school children in private schools and to also assess the relationship between malnutrition and academic performance. Materials and Methods: All 582 students from class 1-7 from two select schools in rural Bangalore, India were included in the study. Information on age of study subjects were collected from school records. Height and weight measurements were taken. BMI was calculated. Children were clinically examined for pallor. Data on height, weight and BMI was transformed into WHO 2007 Z scores and then was categorized as < -3 SD, -2 to -3 SD, > -2 SD, > 2 SD. Mathematics and English scores of the previous two class tests were taken, average scores were calculated. Statistical tests used were Chi square test, Odd's ratio, Chi square for trend.

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Background Children with attention-deficit/hyperactivity disorder (ADHD) frequently display poor judgment and risk taking in their everyday behavior, but there are little empirical data on decision-making cognition in this disorder. The objectives of the study were to assess the effects of stimulant medication on decision making in ADHD and compare performance on the Cambridge Gamble Task between boys with and without ADHD. Methods Twenty-one boys (aged 7–13) diagnosed with ADHD underwent a double-blind, placebo-controlled trial of methylphenidate (.5 mg/kg) during which they performed the Cambridge Gamble Task (CGT). A healthy age-matched control group was tested on two occasions off drug. Results The ADHD group bet more conservatively on the methylphenidate session than on the placebo session. In comparison with healthy control subjects, the ADHD group made more poor decisions, placed their bets more impulsively, and adjusted their bets less according to the chances of winning. Poor decision making was correlated with parent-reported symptoms and disruptive behavior in the ADHD group. Conclusions Methylphenidate reduced risk-prone betting behavior on the CGT. Compared with control subjects, children with ADHD display a number of decision-making deficits on the task, and the measure of rational decision making may serve as an ecologically valid neuropsychological marker of impairment. Key words: Attention-deficit/hyperactivity disorder (ADHD), Cambridge Gamble Task (CGT), decision making, methylphenidate (MPH) Attention-deficit/hyperactivity disorder (ADHD), a prevalent psychiatric disorder characterized by hyperactivity, impulsivity, and inattention, is diagnosed by pervasive maladaptive behaviors during childhood (1). Children with ADHD display a range of cognitive impairments on laboratory tasks and risk-taking behaviors in daily life. Previous neuropsychological studies have investigated the mechanisms underlying ADHD behavior in terms of disinhibition, delay aversion, and abnormal reward sensitivity (2). However, few studies have assessed affective decision making. Iowa Gambling Task (IGT) findings are inconsistent in ADHD, possibly reflecting task sensitivity to disrupted working memory and learning (3, 4). Pharmacotherapy with methylphenidate (MPH) improves behavioral symptoms and cognitive function (e.g., attention, inhibition, working memory) in ADHD (5), producing similar effects in animals and healthy humans (6). Methylphenidate inhibits dopamine and noradrenaline reuptake, primarily in the prefrontal cortex (PFC) (6) and may compensate for frontostriatal pathophysiology in ADHD. The effect of MPH treatment on decision-making cognition in ADHD is not known, although impulsive and risk-taking behaviors are important aspects of ADHD symptomatology. We investigated methylphenidate's impact on decision making in childhood ADHD, using the Cambridge Gamble Task (CGT). Cambridge Gamble Task measures decision making and risk taking through betting behavior. The CGT was devised to minimize working memory and learning components by presenting outcome probabilities explicitly (7). Neural circuitry implicated in emotional decision making continues to develop through adolescence (8), so children may perform CGT differently than adults. As this is the first study to employ the CGT in this age group, we included a group of healthy boys matched for demographic variables to detect decision-making cognition abnormalities in ADHD. The relationship between CGT performance and behavioral ratings was assessed to determine the task's ecological validity. Methods and Materials Parental written informed consent and ethics committee approval were obtained. Psychiatrists referred consecutive attendees to a childhood ADHD outpatient clinic. Diagnoses following DSM-IV guidelines including pervasiveness of symptoms (1) were established with 3-hour clinical assessments based on the Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS), developmental and family histories, and teacher reports. Attention-deficit/hyperactivity disorder patients (n = 21) were males, aged 7 to 13, and stabilized on methylphenidate with no primary learning disabilities or concomitant neurological, psychiatric, or behavioral disorders (except history of oppositional defiant disorder; n = 14). A healthy control group (HC) (n = 22; aged 7 to 12) was recruited with posters from the local community. The ADHD boys underwent a double-blind, placebo-controlled, crossover design of a single .5 mg/kg dose of methylphenidate or placebo. One child received .25 mg/kg (10 mg) due to his high weight and low therapeutic dose. Participants abstained from MPH for 21 to 28 hours (approximately 5 to 7 half-lives) prior to testing sessions. Methylphenidate reaches peak plasma concentration in approximately 2 hours (9). Questionnaires were completed once at the start of a visit to avoid treatment effects. Cambridge Gamble Task testing began at least 1.75 hours after pills were ingested. Healthy control subjects attended two sessions but received no pills. The Mood and Feeling Questionnaire (10) measured depressive symptoms. Parents completed disruptive behavior questionnaires (Achenbach Child Behavior Checklist [11]; Conners Symptom Behavior Checklist [12]) based on their son's behavior without medication. The ADHD group completed Visual Analogue Scales (VAS) (13) modified with age-appropriate vocabulary prior to pills (t0), prior to cognitive testing (t1), and after testing (t2). The Cambridge Gamble Task (Cambridge Neuropsychological Test Automated Battery [CANTAB]; www.camcog.com) (7) assessed decision making under risk. On each trial, participants were presented with an array of 10 boxes, colored red or blue. The ratio of colored boxes varied across trials. On each trial, the participant was asked to guess which color concealed a token, then wager a proportion of his total points on his color decision. Wagers were offered in ascending (5%, 25%, 50%, 75%, 95% of current points) or descending (95%, 75%, 50%, 25%, 5% of current points) sequences presented for 2.5 seconds each. After the bet was placed, the hidden token was revealed and the bet was added to or subtracted from the running score. “Rational choices” is the proportion of trials where the majority color was chosen. “Deliberation time” is the latency to make the color choice. “Amount bet” is averaged across conditions and box ratios. Higher bets are assumed to indicate risk preference. “Impulsivity index” is the difference in percentage bet in descending versus ascending conditions. Consistently early bets (e.g., 95% points descending − 5% points ascending) produce a high impulsivity index. “Risk adjustment index” quantifies bet calibration across ratios {[2*(% bet 9:1) + (% bet 8:2) − (% bet 7:3) − 2*(% bet 6:4)]/Average % bet}, so higher scores are preferable (14). Repeated-measures analysis of variance (ANOVA), with between-subject factors of methylphenidate/placebo order, compared the ADHD group on placebo (ADHD-P) versus methylphenidate (ADHD-MPH) on CGT measures and change in VAS factors (t1+ t2− t0) (13). Deliberation times were logarithmically transformed; rational choices were arcsine transformed (14) to decrease skew and stabilize variances. Groups were compared on demographic variables with t tests and chi-squared analysis. Univariate analysis of covariance (ANCOVA), covaried for age, examined ADHD-P versus HC performance on all CGT measures and ADHD-MPH versus HC for measures that significantly responded to drug manipulation. Healthy control group data were assessed for practice effects using repeated measures ANOVA then averaged across visits, since ADHD-P visits were counterbalanced. Effect sizes were calculated as d = (μ1− μ2)/√[(σ12 + σ22)/2] (15). The relationship between CGT measures and behavioral ratings (ConnersTotal, AchenbachTotal, AchenbachInternalizing, AchenbachExternalizing) were determined using Pearson's product-moment correlation coefficient. Other summary questionnaire measures were not analyzed. Results Attention-deficit/hyperactivity disorder and HC groups were matched for age (t = −.57, p = .571; meanADHD = 10.00, standard deviationADHD = 2.05; meanHC = 10.32, standard deviationHC = 1.59), test order (t = −.45, p = .659), days between visits (t =− .71, p = .482), years of education (t = −1.06, p = .297), and distribution of younger (7, 8, 9, 10) versus older (11, 12, 13) children (df = 1, X2 = 1.13, p = .29). The ADHD group had higher disruptive behavior ratings (AchenbachTotal t = 6.80, p < .001; AchenbachInternalizing t = 4.73, p < .001; AchenbachExternalizing t = 6.79, p < .001; ConnersTotal t = 9.06, p < .001) and a trend toward higher depressive symptoms (t = 1.88; p = .068). The HC group showed no significant practice effects on the CGT (F = 1.43–2.63, p = .13–.25, d = .19–.49). On methylphenidate, the ADHD group bet significantly fewer points than on placebo (Figure 1) but did not differ on other CGT measures (Table 1). Methylphenidate did not have a significant main effect on VAS factors (calmness: F = 1.20, p = .291; alertness: F = .60, p = .450; happiness: F = .33, p = .576). Participants receiving methylphenidate at visit 1 reported feeling calmer than on placebo (Fdrug × visit = 8.26, p = .012). Opens large image Figure 1 Methylphenidate reduces the amount bet by ADHD group without ameliorating risk adjustment deficits relative to control subjects. Bets are displayed as an average of the percentage of total points wagered on each decision. ADHD, attention-deficit/hyperactivity disorder; MPH, methylphenidate. View Large Image | View Hi-Res Image | Download PowerPoint Slide Table 1 Cambridge Gamble Task Key Measures CGT Measures HCab ADHD-Pa ADHD-MPHa Group Effectc Drug Effectd Rational Choices .93 ± .02, (.90, .94) .80 ± .04 .81 ± .04 10.65 (.002)e, .98 .00 (.989), .03 Deliberation Time 2517 ± 390, (2611, 2424) 3203 ± 348 2778 ± 253 1.25 (.273), .44 .96 (.342), .28 Amount Bet 66.67 ± 2.10, (65.85, 69.68) 69.80 ± 3.13 60.50 ± 2.91 .66 (.422), .27 8.54 (.010)e, .68 Impulsivity Index 18.34 ± 3.05, (26.10, 18.35) 31.44 ± 5.56 33.25 ± 5.76 4.44 (.042)e, .67 .14 (.717), .13 Risk Adjustment 1.48 ± .19, (1.37, 1.59) .44 ± .31 .54 ± .21 11.38 (.002)e, .93 .37 (.551), .10 View Table in HTML ADHD, attention-deficit/hyperactivity disorder; ADHA-MPH, ADHD group on MPH; ADHD-P, ADHD group on placebo; CGT, Cambridge Gamble Task; HC, healthy control; MPH, methylphenidate; SEM, standard error of the mean.

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JOURNAL INFO

Academic Forensic Pathology: The Official Publication of the National Association of Medical Examiners is published by SAGE. This triple-blinded, peer-reviewed journal is published electronically four times each year. The Journal follows the Recommendations for Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals, the principles of the World Association of Medical Editors, and the Committee on Publication Ethics.

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Is disclosure a privellege

Research suggests that decisions to disclose hepatitis C status are affected by individual and interpersonal factors. However, no existing studies have examined the role of race in disclosure, despite the potential implications of being doubly marginalized on the basis of both race and hepatitis C status. Drawing on qualitative research with 53 persons with hepatitis C in the Southeastern United States, findings indicate that participants practiced four patterns of disclosure: activist disclosure, open disclosure, limited disclosure, and reluctant disclosure. The majority of African Americans in this research practiced limited and reluctant disclosure, while Whites’ disclosure patterns were more varied. These findings suggest that race shapes patterns of disclosure of hepatitis C, which has important implications for prevention, help seeking, social support, exposure to discrimination, and addressing racial disparities in health.

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Rhodes, T., & Treloar, C. (2008). The social production of hepatitis C risk among injecting drug users: a qualitative synthesis. Addiction, 103(10), 1593-1603. doi:10.1111/j.1360-0443.2008.02306.x

ABSTRACT Background  Intervention impact on reductions in hepatitis C virus (HCV) incidence among injecting drug users (IDUs) are modest. There is a need to explore how drug injectors' interpret HCV risk. Aims  To review English‐language qualitative empirical studies of HCV risk among IDUs. Methods  Qualitative synthesis using a meta‐ethnographic approach. Searching of eight electronic databases and reference lists identified manually papers in peer‐reviewed journals since 2000. Only studies investigating IDU perspectives on HCV risk were included. Themes across studies were identified systematically and compared, leading to a synthesis of second‐ and third‐order constructs. Findings  We included 31 papers, representing 24 studies among over 1000 IDUs. Seven themes were generated: risk ubiquity; relative viral risk; knowledge uncertainty; hygiene and the body; trust and intimacy; risk environment; and the individualization of risk responsibility. Evidence supports a perception of HCV as a risk accepted rather than avoided. HCV was perceived largely as socially accommodated and expected, and in relative terms to human immunodeficiency virus (HIV) as the ‘master status’ of viral dangers. Symbolic knowledge systems, rather than biomedical risk calculus, and especially narratives of hygiene and trust, played a primary role in shaping interpretations of HCV risk. Critical factors in the risk environment included policing, homelessness and gendered risk. Conclusions  Appealing to risk calculus alone is insufficient. Interventions should build upon the salience of hygiene and trust narratives in HCV risk rationality, and foster community changes towards the perceived preventability of HCV. Structural interventions in harm reduction should target policing, homelessness and gendered risk.

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Big data is defined as large amount of data which requires new technologies and architectures so that it becomes possible to extract value from it by capturing and analysis process. Due to such large size of data it becomes very difficult to perform effective analysis using the existing traditional techniques. Big data due to its various properties like volume, velocity, variety, variability, value and complexity put forward many challenges. Since Big data is a recent upcoming technology in the market which can bring huge benefits to the business organizations, it becomes necessary that various challenges and issues associated in bringing and adapting to this technology are brought into light. This paper introduces the Big data technology along with its importance in the modern world and existing projects which are effective and important in changing the concept of science into big science and society too. The various challenges and issues in adapting and accepting Big data technology, its tools (Hadoop) are also discussed in detail along with the problems Hadoop is facing. The paper concludes with the Good Big data practices to be followed. Big data: Issues, challenges, tools and Good practices - IEEE Conference Publication. (2019). Ieeexplore.ieee.org. Retrieved 13 January 2019, from https://ieeexplore.ieee.org/abstract/document/6612229

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CASE STUDY

Previously, a case study with a problem based in the sport psychology sector was generated to define to problem, analyse the problem and come up with possible solutions and presented as a presentation. Two male synchronised divers from the United Kingdom were looked at called Ed and Mike. After defining the problem we came to the conclusion that they was arguing at every training session, there was tension between them and Ed suffered anxiety which caused the “Freeze response”. After analysing the problem it was clear that Mike was pushing Ed too much and also being in the public eye was adding onto the pressure for him causing his severe anxiety. Lastly, we came up with four possible solutions to Ed and Mike's problem. The first solution was medication like beta blockers, atenolol and xanax. The second solution was Cognitive Behavioural Therapy, the third was intervention and lastly mindfulness. This essay will focus on one solution for Mike and Ed and will illustrate a plan for them to use which will then be evaluated by looking at the positives and negatives of the solution. The solution that will be looked at in more detail is Cognitive Behavioural Therapy or CBT. CBT is a therapy in which someone talks to a professional about how to manage your problems. This is usually done by changing the way you think to a more positive mindset. Ed and Mike's Plan Using CBT is a long and difficult process that requires a lot of patience and contribution from both the patient and therapist. In order for Ed and Mike to overcome their differences and anxiety a plan needs to be put in place in order for them to succeed over time. CBT needs to be consistent for both Ed and Mike and this means they should both attend 1 session a week with the same therapist separately and then also 1 group session a week. In the separate sessions they will both be discussing with their therapist problems they have in confidentiality and the therapist will look at ways to address this. For example, Mike may want to talk about how he gets really angry with Ed and doesn’t know how to help it. The therapist would suggest he looks at how Ed feels and that being negative towards him won’t help the situation any further and look at techniques to calm him down. In Ed’s sessions he may decide to talk about his “freeze response” and how it affects his diving. The therapist would talk to him about why he gets this and then look at ways to change his mindset to help prevent this from happening. In the group CBT session, Ed and Mike will sit down with the therapist and discuss any problems they have together and try to come to a solution between them. For example, Mike might want to bring up how it gets really frustrating for him when Ed is being anxious and how it affects his performance. Then Ed might want to say that the reason his anxiety is as bad as it is is because of Mike's constant pressure upon him. The therapist can they come up with a solution for both problems like if Mike learns to control his anger on Ed that he will then become less anxious and more positive and therefore improve Mike's mood too. This plan is to be carried out every week for at least 20 sessions with the time of each session lasting around 30-60 minutes each. When this is done sessions should be carried out every 2 weeks just to keep the behaviour learnt occurring and to address any new problems. Advantages - Advantages of CBT for Mike and Ed are that it has no further negative effect on their diving. For example, when taking anxiety medication like beta blockers it slows down the central nervous system which can therefore make you slower and perform different, especially when diving which might affect the timings between them. With CBT it can’t get any worse than it already is and can only get better. This is because you aren’t doing anything to actually affect you in a negative way but only changing your mindset to make you better. This means Ed and Mike don’t have to worry about it getting worse and this also reduces stress that might come if they took medication. Another advantage of CBT is that it has long lasting effects. Once you start changing your mindset you will start thinking this way for likely most of your life and it will be your new way of perceiving things. With other solutions as soon as you stop doing it like taking medication or doing mindfulness it stops and you will soon go back to how you was before. This means that Ed and Mike aren’t wasting their time and can keep improving as a team. According to Ballenger, 2001 CBT is also associated with low dropout rates, maintained long term improvements and the largest within-group and between-group effects sizes relative to all other comparison conditions. This supports that it will be better for Mike and Ed. Disadvantages - The disadvantage of CBT is that it takes patience and time to work. If Mike and Ed aren’t willing to make a change and don’t wait it out they will fail to improve and therefore waste their time. MacLeod, Martinez and Williams, 2008 conducted a study to look at attitudes to CBT and possible problems with this kind of therapy. A 50% random sample of all accredited BABCP practitioners was approached, and the overall response rate for the survey was 57.6%. Results showed that only 38.2% of therapists were trained in self-help and 70% of them believed that lack of detection of problems in a patient can worsen the problem even further. In conclusion, they found CBT can have adverse consequences. Another disadvantage of CBT is that it can be costly. On average, CBT costs around £50 a session and can be even more than this especially if they want one that specialises in sport psychology. This means that they will need to also be willing to spend the extra money each week to get the results they want. Overall, I think CBT is the best solution for Ed and Mike because they need something long term because they will be doing this sport as a long career, rather than something temporary like a fear of a presentation at school. Also, it has no negative side effects like medication does which may affect their diving even more out of their control. The only negative aspects to it is that its time consuming and requires a lot of determination from both Ed and Mike. References Ballenger, J. (2001). Focus on generalized anxiety disorder. 1st ed. Memphis: Physicians Postgraduate Press. MacLeod, M., Martinez, R. and Williams, C. (2008). Cognitive Behaviour Therapy Self-Help: Who Does it Help and What are its Drawbacks?. Behavioural and Cognitive Psychotherapy, 37(01), p.61.

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Serotonin PT3

There are many researchers who believe that an imbalance in serotonin levels may influence mood in a way that leads to depression. Possible problems include low brain cell production of serotonin, a lack of receptor sites able to receive the serotonin that is made, inability of serotonin to reach the receptor sites, or a shortage in tryptophan, the amino acid from which serotonin is made. If any of these biochemical glitches occur, researchers believe it can lead to depression, as well as OCD, anxiety, and even excess anger. According to neuroscienctist Barry Jacobs, PhD, depression may occur when there is a suppression of new brain cells due to stress. He believes that common antidepressant medications known as SSRIs, which are designed to boost serotonin levels, help kick off the production of new brain cells, which in turn allows the depression to lift. Although it is widely believed that a serotonin deficiency plays a role in depression, there is no way to measure its levels in the living brain. Therefore, there have not been any studies proving that brain levels of this or any neurotransmitter are in short supply when depression or any mental illness develops. Blood levels of serotonin are measurable and have been shown to be lower in people who suffer from depression but researchers don't know if blood levels reflect the brain's level of serotonin. Also, researchers don't know whether the dip in serotonin causes the depression, or the depression causes serotonin levels to drop. A lot of animal data supports the idea that there is an inverse relationship between serotonin and aggression and in particular impulsive aggression.