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Mental Health Disorders Research Essay
Mental Health Disorders Research Essay
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Mental Health Disorders Research Essay
KT is a 24-year-old female who presents to her doctor’s office while on home during spring break. KT expresses that she has been worried about her personal, academic and professional life. She states she is constantly worried about passing her exams and that she’ll of her friends who gets engaged.
Anxiety is one of the most common mental health disorders that motivates individuals to seek help. Primary care providers often encounter those with GAD and should feel comfortable with recognizing common symptoms. Individuals with GAD often report feelings of excessive fear or worry that can be difficult to control. (Munir & Takov, 2021).
Other common symptoms patients may report include: restlessness, fatigue, poor concentration, irritability, muscle tension and trouble sleeping. (Chisholm-Burns, M. A., et al, 2019). Individuals with GAD may also experience physical symptoms such as trembling or palpitations. (Stonerock, et al., 2016).
Onset usually occurs in early adulthood, and tends to persist throughout an individual’s life. Factors commonly linked to GAD include: female gender, single, poor health, low education and presence of stressors. (Munir & Takov, 2021). Depression and substance use can co-occur with GAD. Untreated or undertreated GAD can lead to poor quality of life, increased morbidity and mortality and improper hospital utilization. (Chisholm-Burns, M. A., et al, 2019).
Immediate goals to treatment include: reducing severity and duration of anxiety. Other goals are to help the patient return to a healthy, well-balanced state. When determining an appropriate treatment plan, providers should assess the patient’s symptom severity, comorbidities, medical status, age, access to care, cost and preference. (Chisholm-Burns, M. A., et al, 2019).
There are several ways in which an individual can improve and control their symptoms before progressing to medication management. Some nonpharmacologic interventions include: therapy, exercise and diet. Patients should be educated to stay away from stimulates such as caffeine or diet pills. Avoiding alcohol, substances and decongestants are other key factors to include during your discussion as these could potentially worsen symptoms. (Chisholm-Burns, M. A., et al, 2019).
Exercise should be encouraged as it has been shown to help improve symptoms. “Exercise may represent a promising, affordable, and easily accessible treatment option for individuals with anxiety.” (Stonerock, et al., 2016). Therapy, such as CBT (cognitive behavioral therapy) has been proven to help patients change thinking habits and dysfunctional behavior. (Chisholm-Burns, M. A., et al, 2019).
In terms of medication management, I would assist KT with her GAD by starting on an antidepressant. Antidepressants, such as SSRI’s, have helped reduce anxiety and are the drug of choice for GAD. (Chisholm-Burns, M. A., et al, 2019). Unlike benzodiazepines, there are no known addictive qualities about this class of medication and have tolerable side-effects for most. SSRIs are also commonly used in other disorders such as depression, panic, OCD and SAD. (Chisholm-Burns, M. A., et al, 2019).
However, it is reported that benzodiazepines are the most effective and widely prescribed medication for short-term management of GAD. (Chisholm-Burns, M. A., et al, 2019). Benzodiazepines can also aid with sleep or as an adjunct when initiating an antidepressant. However, this class of drugs is known to have the potential for misuse. Major side effects to taking benzos include: drowsiness, physical and mental impairment, sedation and amnesia.
Patients taking this class of drug may also experience confusion, irritability, aggression and excitement. Individuals could potentially develop withdrawal symptoms if they were to discontinue taking them suddenly. It is imperative to taper these agents when stopping as there is a risk of seizures associated with abrupt discontinuation. (Chisholm-Burns, M. A., et al, 2019).
In the second case study, 49-year-old WD presents for a follow-up with his physician a week after having an MI. WD met criteria for MDD. His PMH includes: treatment refractory hypertension, T2DM and severe uncontrolled narrow angle glaucoma.
MDD is common and often debilitating for some. “The term major, introduced in DSM-III, and unchanged in DSM-5, aims to distinguish clinical depressions with significant effects of functioning from milder cases that are not disabling.” (Paris, J., 2014). Individuals with MDD experience symptoms that affect their mood, thought process, physical health and relationships.
Signs and symptoms of MDD include: depressed mood, lack of interest or pleasure in activities, changes to appetite, weight and sleep habits. Individuals may also present with fatigue, loss of energy, feelings of worthlessness and difficulty concentrating. Patient’s reporting these symptoms should be taken seriously as undertreated or untreated MDD may lead to suicide attempts and/or suicide. (Chisholm-Burns, M. A., et al, 2019).
MDD tends to occur more often in women than men, and occurrences are known to peak around 20-years-old. Much like GAD, MDD is also associated with anxiety and substance use disorders. (Chisholm-Burns, M. A., et al, 2019). Although the exact cause of MDD is unknown, it is believed to be multifactorial. Genetic predisposition, psychological stressors and underlying pathophysiology are thought the be the culprits behind MDD.
Unfortunately, for WD, is it not uncommon for individuals to experience symptoms of MDD after sustaining a serious injury. Treatment goals for those with MDD include managing symptoms and the prevention of suicide.
Individuals with MDD are encouraged to participate in therapy, however, a combination between therapy and medication management is often recommended. ECT, or electroconvulsive therapy, is a more unconventional form of treatment that can be offered to those as an alternative therapy. Generally, individuals who are considered appropriate for this form of treatment have failed other interventions. (Chisholm-Burns, M. A., et al, 2019).
SSRIs, MAOIs and TCAs are different forms of pharmacologic therapy that can be prescribed to those with suffering with MDD. St. John’s wort, an herbal medication, has shown to help reduce symptoms in those with mild to moderate depression. However, this form of treatment is not FDA approved. (Chisholm-Burns, M. A., et al, 2019).
Discussing potential side effect, such as sexual dysfunction, should be a part of patient education and discussion since this could lead to nonadherence. When selecting an appropriate form of treatment, providers should use the algorithm based on the American Psychiatric Association Practice Guideline for the Treatment of Patients with Major Depressive Disorder. (Chisholm-Burns, M. A., et al, 2019). Caution should be used if or when the patient is ready to discontinue use, as they may relapse in to a depressive state.
JM, a 42-year-old female, presents for management of her insomnia. JM admits to having a dysregulated sleep schedule as she tends to sleep all day on Sunday’s. She also admits to being in an abusive relationship and experiences depression. JM is currently unemployed, drinks 6-8 cups of coffee a day and does not pay attention to her eating or exercise habits. JM is currently on Restoril 30mg HS.
Insomnia, can be defined as difficulty initiating sleep, maintaining sleep or frequent awakenings. (Chisholm-Burns, M. A., et al, 2019). Diagnostic criteria states to be an individual must experience these symptoms for at least 3 months. Insomnia is often associated with other mental health disorders and/or stressors. It is reported that once the stressor is removed, patients generally experience improved quality of sleep. Other factors that may cause insomnia include: pain, medication, stimulants, GERD, thyroid abnormalities and asthma. (Chisholm-Burns, M. A., et al, 2019).
In the case of JM, she has a few things that would inhibit her to have a restful night’s sleep. Patient education is imperative in JM’s case as she could benefit from proper sleep hygiene. Education should include: keeping a regular schedule, frequent exercise, avoiding alcohol or stimulants in the late afternoon/early evening, maintaining a comfortable sleeping environment, avoiding large meals before bed and daytime naps.
Other key factors to touch on when educating JM include: only going to bed when she is tired, using the bed for sleep or intimacy only, no watching TV or eating or reading in bed. JM could also benefit from relaxation techniques such as muscle relaxation, mediation, biofeedback or imagery. (Chisholm-Burns, M. A., et al, 2019).
Pharmacologic interventions include the use of Benzodiazepines, sedating antidepressants, and melatonin. Since JM is currently on a medication to help her with sleeping, (the dose was also recently increased), I would encourage JM to try the nonpharmacologic interventions before considering changing her medication. Ideally, JM would benefit from leaving her abusive relationship and could potentially use therapy to help her cope with her situation and depression.
References
Chisholm-Burns, M. A., Schwinghammer, T. L., Malone, P. M., Kolesar, J. M., Lee, K. C., Bookstaver, P.B. (2019). Pharmacotherapy: Principles and practices (5th ed.). McGraw-Hill Education. ISBN 978-1-260-01944-5
Munir, S., Takov, V. (2021). Generalized Anxiety Disorder. StatPearls. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK441870/
Paris, J. (2014). The Mistreatment of Major Depression Disorder. Can J Psychiatry. 59(3). 148-151. doi: 10.1177/070674371405900306
Stonerock, G., Hoffman, B., Smith, P., Blumethal, J. (2016). Exercise as Treatment for Anxiety: Systematic Reivew and Analysis. Ann Behav Med. 49(4). 542-556. doi: 10.1007/s12160-014-9685-9
Mental Health Disorders Research Essay
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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