Bipolar Disorder Essay examples -- Causes of Bipolar Disorder

In life we all go through experiences that cause our moods to change for better or for worse. There are times that we experience degrees of great joy and happiness just as other times we experience great sadness and despair. These polar emotional opposites can be brought about by a cornucopia of circumstances such as the joy and excitement of getting married or the birth of a child to the deep sadness and grief over the loss of a loved one or one’s employment. Feelings of joy and feelings of sadness are normal parts of human life. Some however are unfortunate enough to be force to cope with these emotions to the extreme and on a regular basis. Some individuals must further cope with an ever present emotion rollercoaster, switching from one emotional extreme to the next with regularity. This personality disorder is known as bipolar disorder. Bipolar disorder is the condition in which one’s mood switches from periods of extreme highs known as manias to periods of extreme lows known as depression. The name bipolar comes from the root words bi (meaning two) and polar (meaning opposite) (Peacock, 2000). Though often bipolar disorder is developed in a person’s late teens to early adulthood; bipolar disorder’s early symptoms can sometimes be found in young children or may develop later on in life (National Institutes of, 2008). Bipolar disorder has been found to affect both men and women equally. Currently the exact cause of bipolar disorder is not yet known, however it has been found to occur most often in the relatives of people diagnosed with bipolar disorder (National Center for, 2010). Individuals with bipolar disorder typically experience unusual extremes of happy and sad emotions compared to those without bipolar disor... ...otechnology Information. (2015). Bipolar disorder, ncbi.nlm.nih.gov Web. 21 July 2015. http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001924 †¢ NIH, National Center for Biotechnology Information. (2015). Cyclothymic Disorder, ncbi.nlm.nih.gov Web. 22 July 2015. http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002517 †¢ Russ Federman Ph.D., (Feb 13, 2014). "Misdiagnosis of Bipolar Disorder". psychologytoday.com Web. 15 July 2015. https://www.psychologytoday.com/blog/bipolar-you/201402/misdiagnosis-bipolar-disorder †¢ Abraham, R.A. (2015, February 25). â€Å"Causes of bipolar disorder†. webmd.com Web. 28 June 2015. http://www.webmd.com/bipolar-disorder/guide/bipolar-disorder-causes †¢ Frans, E.M. (2008). Advancing Paternal Age and Bipolar Disorder. Arch Gen Psychiatry, 65(9), Web. 19 July 2015. http://archpsyc.jamanetwork.com/article.aspx?articleid=210144

Bronfenbrenner’s Analysis

This paper analyzes and evaluates how Bronfenbrenner’s levels influenced my decision to attend graduate school and how they may impact career goals within my area of specialization. Bronfenbrenner develops a multi-level hierarchy of influences from the closest and most personal to the most abstract and societal. The purpose of my paper is to discuss, analyze, and evaluate Bronfenbrenner’s Ecological System Theory in relation to human development In the early 1970s’ Urie Bronfenbrenner developed an ecological theory of human development. Bronfenbrenner’s book, â€Å"The Ecology of Human Development: Experiments by Nature and Design† (Bronfenbrenner, 1997) discusses in depth the ecological systems levels as the micro-meso-exo-macro- and the fifth system, the chrono-system layer. Bronfenbrenner summarized his theory utilizing concentric spheres in where the child begins his or her development in the center of the spheres. Comparing each sphere â€Å"†¦as a set of nested structures, each inside the next, like a set of Russian dolls† (Bronfenbrenner,1979. p. 3). Researchers found that a key factor in parent’s effectiveness was engaging in the child’s activities and environment. Darling (2007), asserts that â€Å"parental monitoring† of their children’s activities decreased the levels of behavioral problems and lead to â€Å"higher levels of adult approved activities† (Darling, 2007). Therefore, competence among children will â€Å"†¦depend on the quality of their environment† (Bronfenbrenner, 1999). Children from negative, deprived, disorganized backgrounds display more frequent and severe dysfunctional behavior in order to gain parental attention. On the other hand, parents providing attentive, stable and positive environments provide gratifying and positive reinforcement in aid of the children’s growth. Bronfenbrenner, 1999). Bronfenbrenner posited that â€Å"†¦the greatest effect on positive outcomes in environments with the greatest resources and for an individual who had the greatest ability to take advantage of those resources† (Darling, 2007). Microsystem Bronfenbrenner described his models as the m icro-system layer originating in the center of the sphere, involving the child’s interactions and activities within the context of family, school, daycare, and school, peer groups and how these interactions shape his or her development in a particular setting. A setting is where the child engages in â€Å"†¦particular activities in particular roles for particular times† (Bronfenbrenner,1979). For example, Bronfenbrenner observed parents emphasizing the importance of socially acceptable behaviors, exposed their child to positive activities, became involved in their child’s school, friends, thus producing children that were secure in new learning experiences. Mesosystem The mesosystem layer relates to the people in a child’s microsystem. It consists of the interactions between two or more settings which involve the developing child. For example, child’s parents and teachers may be interacting in discussions about the child’s progress. Bronfenbrenner found when parents take an active interest in the child’s early academic progress, that child has a greater chance of success upon entering high school (Oswalt, 2008). Exosystem The exosystem is comprised of the involvement and progression that takes place between the dyad setting, but it â€Å"†¦does not contain the developing child† (Bronfenbrenner, 1994). They are occurrences â€Å"that indirectly influence processes within the immediate setting in which the developing child lives† (Bronfenbrenner, 1994). For example, the child’s parents’ moving to a different state will directly affect the child’s interconnections with neighborhood friends and teachers. As an example, the child ‘knows’ he has lost his best friend, and may never find another. Thus, the child may meet this change with fear or dissatisfaction (Bronfenbrenner, 1994). The exosystem level includes the positive and negative structures found in the national government, cultural values, the economy, other macro influences. For example, Anglo-Saxon societies stress individual accomplishments, whereas Asian societies stress consensus and conformity. Cronosystem The chronosystem is the outermost shell that Bronfenbrenner displays. This is a temporal continuum that encompasses a person’s life experiences throughout their lives. A major example of the operation of this continuum is the impact of a parental death and the resulting behavioral change in the developing individual. The micro, meso, exo, and macro levels all impacted my individual development and career goals in obtaining a master’s degree in Human Services with a specialization in Social and Community Services. In the micro level, my earliest experiences were affected by the negative parental influences. As a child, I can remember my brothers and I were mainly spoken to when we did something wrong. In turn, these negative experiences affected my academic performance in school as well as my behavior. In the mesosystem, the only times my parents became involved in school were when they were called by the school principal to discuss my inappropriate behavior and my inattentiveness in learning. In the first grade, I was held back from entering the second grade because I could not speak English well or even Spanish. Again, this was a result of not having positive learning experience during childhood. It was not until the sixth grade that my principal decided I might succeed if I skipped the seventh grade to the eighth grade. That’s when my negative experiences turn to be positive and enlightening. I flourished that year and received a small scholarship to attend a school for girls. There I also flourished and began to have teachers and friends that were positive role-models. An example in the exosystem, I had a young brother with Down’s syndrome who at the age of 3 left our home to live in a state mental hospital. I was 13 years when my mother received a phone call from the hospital stating my brother had died from choking on some food. From that day on, my mother became distant and suffered from alcoholism. This experience saddened me greatly, but I was fortunate to have the support of my older sister, and wonderful teachers and friends that kept me succeeding in school. This success continued through college. However, when I was 16 years old, my mother was diagnosed with depression. Though I appeared happy with my school experience on the outside, inside, I felt depressed and longed for my mother’s love. All during this time, my father was physically present, but emotional absent due to the traumatic experiences at home. In the macro system, I grew up in a Hispanic culture, though my parents emigrated from Mexico to the US, my mother’s alien status became problematic as she could not speak English and inevitably could not take the test to become an American citizen. As a result, my mother felt she was a failure to herself and to my father who became a citizen at age 18. At the age of 47 years, I was able to complete my education at a women’s college. It was finally there I was fortunate to pursue my love of art. Upon graduation, I also found a new love of being of service to other’s less fortunate. I found that I obtained jobs not completely fulfilling, and when thinking upon this, I realized I could improve the possibility of reaching that fulfillment through graduate school to obtain an advanced degree in order to better serve the people I will work with. In conclusion, I don’t regret my experiences during my childhood. I learned a great deal about how one can attribute their success to resiliency. No matter how dismal matters were, there was always someone or something over the rainbow. I had a wonderful caring and nurturing older sister who loved me unconditionally. I had teachers who believed I was a worthwhile, intelligent and loving human being. With this nurturing, I was finally able to climb over the wall; only to look back at my stumbling blocks as experiences one takes to traverse their journey.

What Makes A Student Better For The Business Of Life

In England, the ideologies in term of education â€Å"operate† nationally via Education Acts, regionally from LEAs and locally through educational establishments (Matheson, 2008). At a national level, the comprehensive schooling is spread throughout the nation started against the elitist tripartite system that was a clear reflect of class commodities. The idea began as means of inclusion and empower equality of opportunity by admitting pupils differences and therefore stating special needs.(Matheson, 2008) It is a romantic or psychological approach that has played a vital role in the development of policies for Special Educational Need. However, to educate the masses we need to have very clear what education is for. Revisionist ideologies†¦show more content†¦The key concept of a Special School is the desire to treat children as the same in an institution that includes the different. Although SEN is a phenomenon that involves a wide range of obstacles for learning, th ere are institutions that effectively answer specific needs both for their trained teaching staff and the common set of goals. Children need an environment in which they can be supported by their teachers and peers. They need to feel belonging and believe that they are valued is fundamental for both successful learning and for more general well-being. As for some children participation is inaccessible in mainstream classes. Despite the fact that the aim is to pursue inclusion in society, it may not be the ideal for school. As inclusion should rather mean being engaged in a common venture over being in the same geographical place. (Warnock, 2005) On the other hand, special schools are often very expensive and so we enter here a policy ground built on consumerism in a market with unequal access in terms of location, wealth and the advantaged parents who are in a social position that enables them to act more critically as consumers. (Riddell, 2006) Unlike other European countries such as Spain (European Agency for Special Needs and Inclusive Education, 2014), in England schools can employ their own staff and administer their