Книги з теми "Cognitive stressors"
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1
Schaefer, Tanja B. Sex-role orientation and the type "A" personality: Their value in prediction the responses and the recovery rate for a cognitive stressor. Sudbury, Ont: Laurentian University, Department of Psychology, 1998.
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Gluck, Kevin A., and Glenn Gunzelmann. Computational Process Modeling and Cognitive Stressors: Background and Prospects for Application in Cognitive Engineering. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199757183.013.0029.
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Pachankis, John E., Audrey Harkness, Skyler Jackson, and Steven A. Safren. Transdiagnostic LGBTQ-Affirmative Cognitive-Behavioral Therapy. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/med-psych/9780197643341.001.0001.
Повний текст джерелаАнотація:
Abstract This workbook introduces new cognitive-behavioral therapy skills for managing emotional experiences that might be directly or indirectly caused or worsened by stress related to being LGBTQ. The treatment program begins by reviewing the types of emotions that an individual might be currently experiencing. Throughout the program, patients are reminded that some or much of their emotional experience might be directly or indirectly impacted by LGBTQ-related stress. The treatment teaches patients how to be more aware of their emotions and the stressors that cause them and how stressors impact their thoughts, feelings, and behaviors or actions. It outlines specific ways to transform less helpful coping strategies into more helpful ones.
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Pachankis, John E., Audrey Harkness, Skyler Jackson, and Steven A. Safren. Transdiagnostic LGBTQ-Affirmative Cognitive-Behavioral Therapy. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/med-psych/9780197643303.001.0001.
Повний текст джерелаАнотація:
Abstract This book covers the principles and techniques that mental health practitioners can use to affirmatively respond to the distinct stressors that their LGBTQ clients often face. It outlines a clear step-by-step approach that teaches skills for enhancing LGBTQ clients’ mental well-being by undoing the deep impact that early and ongoing LGBTQ-related stress can have on basic psychological processes. It also provides essential tools for helping therapists effectively and affirmatively respond to the unique needs of their LGBTQ clients. The book is accompanied by a workbook that presents cognitive-behavioral therapy techniques that directly respond to the distinct stressors facing LGBTQ individuals. The workbook is designed to enhance mental well-being and covers a broad range of mental health challenges, such as depression, anxiety, substance use problems, and psychological distress.
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Tamura, Manjula Kurella, Mark L. Unruh, and Ea Wha Kang. Cognitive function, depression, and psychosocial adaptation. Edited by Jonathan Himmelfarb. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199592548.003.0272.
Повний текст джерелаАнотація:
Psychiatric complications of end-stage renal disease are common, often debilitating, and potentially preventable. Patients with end-stage renal disease are at higher risk for psychiatric disorders compared to patients with other chronic health conditions, and those who suffer from psychiatric complications are at higher risk for death and dialysis withdrawal. Both dementia and depression also reduce quality of life and impair adherence to prescribed therapies. In addition, patients with end-stage renal disease are confronted with multiple stressors related to their illness and treatment. This chapter reviews the clinical approach to cognitive impairment, depression, and psychosocial adaptation among patients with end-stage renal disease.
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Quantification of Cognitive Process Degradation While Mobile, Attributable to the Environmental Stressors Endurance, Vibration, and Noise. Storming Media, 1998.
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D'Amico, Peter Joseph. Children's coping with peer-related stressors: Social competence and its relationship to affective cognitive, and situational factors. 1994.
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A cognitive developmental study of children's conceptions of stress and experience with stressors: A comparison of diabetic, learning disabled, and nonclinical groups of children. 1989.
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Casey, Patricia. Models, risks, and protections (DRAFT). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198786214.003.0004.
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Several explanatory models have been proposed for AD. The stress model is the current model and the one on which the ICD-11 criteria will be based. Others include a crisis model, a biological model, and a transactional-cognitive model. The research on the risk and protective factors is sparse and some studies are poorly designed owing to inadequate confounder control. The presence of a stressor is essential, and it can be a common event such as relationship breakdown or more traumatic stressors that have come to be associated with PTSD. Personality disorder does not appear to be a specific risk factor but certain personality dimensions have been identified as increasing vulnerability. Maladaptive coping strategies, poor social supports, and childhood trauma have also been identified. Resilience is a protective factor. Thus, the variables that increase or decrease risk are similar to those identified for other common psychiatric disorders, but better-designed studies are required in the future.
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Post, Robert M. Depression as a Recurrent, Progressive Illness. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190603342.003.0003.
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Clinical Highlights and summary of Chapter• Episodes of depression and bipolar illness progress in two ways:faster recurrences as a function of number of prior episodes, andgreater autonomy (decreased need for precipitation by stressors(Episode Sensitization)• Recurrent stressors result in increased reactivity to subsequent stressors(Stress sensitization) and bouts of stimulant abuse increase in severity with repetition(Stimulant-induced behavioral sensitization)• Each type of sensitization cross-sensitizes to the others and drives illness progression• Each type of sensitization involves specific memory-like epigenetic processes as well as nonspecific cellular toxicities• Childhood onset depression and bipolar illness have a more adverse course than adult onset illness and are increasing in incidence via a cohort (year of birth) effect• As opposed to genetic vulnerability, each type of sensitization can be prevented with appropriate clinical intervention and prevention, which should lessen illness severity and progression• Seeing depression and bipolar disorder as progressive illnesses changes the therapeutic emphasis away from acute treatment and instead to long term prophylaxis• Preventing recurrent depressions will likely protect the brain, the body, and the personWord count with Named refs = 6,417>Depression and bipolar disorder are illnesses which tend to progress with each new recurrence. Stressors, mood episodes, and bouts of substance abuse each sensitize (show increased reactivity) upon their repetition and cross-sensitization to the others. These sensitization processes appear to have a memory-like and epigenetic basis, in some instances conveying lifelong increased vulnerability to illness recurrence and progression. Greater numbers of episodes are associated with faster recurrences, lesser need for stress precipitation, cognitive dysfunction, pathological changes in brain, treatment refractoriness, and loss of many years of life expectancy, predominantly from cardiovascular disease. Such a perspective emphasizes the need for greater awareness of higher incidence of psychiatric and medical comorbidities in the United States compared to many European countries, and the need for earlier intervention and more sustained long term prophylaxis to prevent illness progression and its adverse consequences on brain and body.
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McEwen, Bruce S., and Natalie L. Rasgon. The Brain and Body on Stress. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190603342.003.0002.
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Neuroscientists have treated the brain in isolation from the rest of the body, while endocrinology and general medicine have viewed the body largely without regard to the influence of systemic physiology and pathophysiology on higher brain centers outside of the hypothalamus and pituitary gland. But now there is greater recognition of brain–body interactions affecting the limbic and cognitive systems of brain and altering systemic physiology; these are conceptualized as allostasis and allostatic load and overload. These concepts look at both the interactions of brain and body to stressors and health-promoting and health-damaging behaviors, and they help integrate behavior and mood with systemic functions. These interactions involve genetic predispositions and epigenetic alterations mediated by circulating steroid and metabolic hormones. Comorbidity and multi-morbidity of disorders will be illustrated by the relationship of systemic and brain insulin resistance to the psychopathology of depression and to the increased risk for dementia.
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Molina, Brooke S. G., Margaret H. Sibley, Sarah L. Pedersen, and William E. Pelham. The Pittsburgh ADHD Longitudinal Study (PALS). Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.003.0005.
Повний текст джерелаАнотація:
The Pittsburgh ADHD Longitudinal Study (PALS) is a prospective study of children diagnosed with ADHD and a comparison group of demographically similar youth without ADHD. The study tested hypotheses regarding the development of alcohol and other substance use in children with ADHD. Assessments offered comprehensive coverage of theoretically important variables, including frequency and quantity of alcohol and drug consumption, age at first substance use, ADHD symptom persistence, conduct problems and delinquency, social functioning, stress and coping, risky behaviors, depression and anxiety, academic and vocational outcomes, and cost. Findings revealed differences in developmental pathways and outcomes between the ADHD and comparison groups. Childhood ADHD increased the risk of developing alcohol and substance use disorders by adulthood, particularly when ADHD symptoms persisted past childhood and conduct/antisocial tendencies developed. Children with ADHD also demonstrated susceptibility to stressors, weaker coping skills, unfavorable cognitive patterns, risky behaviors, and impaired functioning across a range of domains.
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Hodges, John R. Cognitive and Neuropsychiatric History Taking and Tips on Physical Examination. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0004.
Повний текст джерелаАнотація:
This chapter discusses a central component of cognitive assessment in clinical practice: cognitive and neuropsychiatric history taking. It suggests a structure and check list for approaching the interview and stresses the importance of establishing a rapport as well as using both open-ended and more directed questioning to explore each of the aspects of cognition described in earlier chapters as well as the impact of the illness on everyday practical function. The chapter stresses the importance of obtaining an independent history from a family member or accompanying adult as well as a detailed past and family history. The final part of the chapter presents tips on physical examination in the context of patients presenting with cognitive disorders.
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Hollmann, Willem B. Constructions in Cognitive Sociolinguistics. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0027.
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This chapter explores some of the ways in which cognitive linguists have interfaced with sociolinguistics in order to enrich and refine their analyses. It describes cognitive linguistic research on English and Dutch where the analysis benefits from taking a broader, social perspective than is usual for cognitive linguists. Furthermore, it discusses work on Lancashire dialect to illustrate some ways in which a cognitive perspective can be used to actually feed back into sociolinguistic theory and practice. The chapter also stresses the need for greater dialogue between construction grammarians and sociolinguistics in order to achieve a psychologically and socially plausible account of linguistic variation.
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Carbon dioxide inhalation and information processing: Effects of an environmental stressor on cognition. 1985.
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Vercruyssen, Max J. P. Carbon dioxide inhalation and information processing: Effects of an environmental stressor on cognition. 1985.
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Stoddard Jr, Frederick J., David M. Benedek, Mohammed R. Milad, and Robert J. Ursano. History and Evolution of the Trauma- and Stressor-Related Disorders. Edited by Frederick J. Stoddard, David M. Benedek, Mohammed R. Milad, and Robert J. Ursano. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190457136.003.0001.
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This introductory chapter provides the historical context leading to our present conceptualization of trauma- and stressor-related disorders. As an introduction to the rest of the book, it describes examples of the range of traumatic experience through history and depicted in literature and art. This chapter reviews the manner in which the cognitive, emotional, and behavioral effects of traumatic experience have been subsequently classified in global medical nosology. Additionally, it provides an overview of changes in the classification of trauma- and stressor-related disorders in the three major diagnostic systems used in the United States, with a particular focus on the increasing recognition of these disorders’ dimensionality.
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Soffer, Jocelyn, César A. Alfonso, John Grimaldi, and Jack M. Gorman. Psychotherapeutic Interventions. Edited by Mary Ann Cohen, Jack M. Gorman, Jeffrey M. Jacobson, Paul Volberding, and Scott Letendre. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199392742.003.0037.
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Psychotherapeutic care for persons with HIV is an important component of overall treatment, helping people to cope and decreasing the psychological suffering that may be attendant when navigating the complex array of biopsychosocial stresses and challenges of living with HIV. A combination of psychotherapeutic and psychosocial interventions can effectively address psychological aspects of functioning and reduce psychiatric symptoms, as well as improve adherence to risk reduction and medical care. This chapter reviews several psychotherapeutic interventions, including supportive, psychodynamic, and interpersonal psychotherapy, cognitive-behavioral therapy, and motivational interviewing. Both individual and group settings are discussed, as well as the particular settings of spiritual care, family therapy, and couples therapy.
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Toblin, Robin L., and Amy B. Adler. Resilience Training as a Complementary Treatment for PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.003.0012.
Повний текст джерелаАнотація:
Resilience can be viewed as a process in which behaviors or attitudes can lead to a more positive outcome in the face of a traumatic stressor. Universal and targeted resilience training programs (e.g., primary and secondary prevention programs) can be adapted to complement evidence-based treatments (EBTs) for post-traumatic stress disorder (PTSD), tertiary interventions. Using a skill-focus for resilience may increase optimism and self-efficacy for individuals, and therefore, their engagement in the homework and self-examination required by EBTs. Resilience topics that seem especially fitting as an adjunct for treatment are (1) optimism, (2) relationship building, (3) cognitive skills, (4) energy management, (5) emotional regulation, and (6) PTG. The changes necessary for modifying content designed for a primary prevention audience, several group therapy considerations, and the timing of resilience training relative to EBTs are elucidated. Potential research areas are discussed.
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Saurugger, Sabine. The Europeanization of Public Policy in France. Edited by Robert Elgie, Emiliano Grossman, and Amy G. Mazur. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199669691.013.7.
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This chapter analyzes how French public policy approaches have studied the influence of European integration on France’s domestic public policies. Starting from a review of the general literature on Europeanization, the chapter presents three periods in the study of Europeanization that characterize French and francophone research from the 1990s to the beginning of the 2000s: the discovery of European integration as factor of domestic change; the period where research imported comparative Europeanization questions from abroad; and, finally, the emancipation of French Europeanization research. The chapter stresses that while Europeanization research emerged concurrently in the French and international realms, part of the French approach, embedded in a cognitive framework, best subsumed under the heading of “réferentiel,” has gradually started to influence debates at the international level.
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Scott, W. Richard, and Raymond E. Levitt. Institutional Challenges and Solutions for Global Megaprojects. Edited by Bent Flyvbjerg. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198732242.013.4.
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Megaprojects are characterized by complex technical interdependencies—both compatible and contentious—novel technologies and systems, cross-cutting regional and political forces, and the presence of multiple institutional frameworks. This chapter stresses the role played by institutions. Employing a broad conception, it views institutions as consisting of three types of elements: regulatory (rules, laws, orders), normative (norms and values) and cultural-cognitive (beliefs, schemas, frames). As a form, megaprojects incorporate and are subject to a diverse, complex, and conflicting combination of elements. Viewed as an organization field, megaprojects confront a highly diverse set of participants who exhibit varying degrees of embeddedness in their local environment and are obliged to manage their operations across multiple changing phases which entail shifts over time in their power and influence. These challenges require that successful megaprojects develop flexible legal-contractual managerial controls, common norms and values, and shared identities anchored in a robust project culture.
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Bienvenu, O. Joseph. Depressive Mood States Following Critical Illness. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199653461.003.0020.
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Patients with critical illnesses treated in intensive care units face severe physical and psychic stresses, and survivors often have financial and other burdens. The prevalence of depressive mood states in survivors varies by measure and follow-up time, but the median prevalence across >30 studies was 28% (mostly measured within a year of critical illness). Severe depressive states (e.g. major depressive episodes) are less common than minor depressive states. Risk factors include female sex, lesser educational attainment, unemployment, and medical and psychiatric comorbidity. Potential critical illness/intensive care-related risk factors include severity of organ failure, high-dose benzodiazepine administration, longer ICU stays, stressful ICU experiences, and early post-intensive care distress. Depressive symptoms in survivors are associated with impaired physical function, other psychiatric morbidity, cognitive and work difficulties, and lower health-related quality of life. Research is needed to evaluate the preventive or therapeutic role of psychological interventions during intensive care and psychological recovery programmes.
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Lewis, Thomas A. Feeling, Representation, and Practice in Hegel’s Lectures on the Philosophy of Religion. Edited by Dean Moyar. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199355228.013.27.
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This chapter examines one of the most contested elements of Hegel’s corpus, his mature treatment of religion in his Berlin Lectures on the Philosophy of Religion. Emphasizing the need to approach the lectures in context, this chapter first situates Hegel’s philosophy of religion within his larger philosophical project. Doing so both illuminates why the material’s significance has been so debated and highlights what should and should not be assumed at the outset of the lectures. Paying careful attention to Hegel’s structuring of the project, the chapter works through his treatments of the concept of religion, cognition of the absolute, religious practice, the history of religions, and Christianity. The analysis of part two of the lectures, Determinate Religion, closely examines Hegel’s conception of the manifestation of religion. The treatment of the Christian cultus, or community, stresses the connection Hegel develops (by 1827) between this community and modern social and political life.
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McMahan, David L., and Erik Braun. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495794.003.0001.
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Meditation and mindfulness practices derived from Buddhism have become pervasive in secular settings outside Buddhist contexts. This rather sudden turn in the long history of Buddhist meditation has been undergirded by the scientific study of contemplative practices, which has given them greater currency outside of Buddhism and has popularized them across the globe. This chapter discusses some of the recent history of the transformations of meditation, in order to highlight how practice has changed over time and in different settings, thereby shedding light on the distinctiveness of its conceptualization in scientific terms. The authors note meditation’s formulation as an objective process of cognition, its secularization in the context of psychotherapy, the turn to neuroscientific studies, and the recent promotion of practice as a near-panacea for the stresses and strains of modern life. They also note the recent backlash against some claims about meditation’s benefits.
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Hogan, Patrick Colm. Style in Narrative. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197539576.001.0001.
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Style has often been understood both too broadly and too narrowly. In consequence, it has not defined a psychologically coherent area of study. In the opening chapter, Hogan first defines style so as to make possible a systematic theoretical account through cognitive and affective science. This definition stresses that style varies by both scope and level—thus, the range of text or texts that may share a style (from a single passage to an historical period) and the components of a work that might involve a shared style (including story, narration, and verbalization). Hogan illustrates the main points of this chapter by reference to several works, prominently Woolf’s Mrs. Dalloway. Subsequent chapters in the first part focus on under-researched aspects of literary style. The second chapter explores the level of story construction for the scope of an authorial canon, treating Shakespeare. The third turns to verbal narration in a single work, Faulkner’s As I Lay Dying. Part two, on film style, begins with another theoretical chapter. It turns, in chapter five, to the perceptual interface in the genre of “painterly” films, examining works by Rodriguez, Mehta, Rohmer, and Husain. The sixth chapter treats the level of plot in the postwar films of Ozu. The remaining film chapter turns to visual narration in a single work, Lu’s Nanjing! Nanjing! The third part addresses theoretical and interpretive issues bearing on style in graphic fiction, with a focus on Spiegelman’s Maus. An Afterword touches briefly on implications of stylistic analysis for political critique.
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Landau, Carol. Mood Prep 101. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190914301.001.0001.
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Depression and anxiety in college students have reached a crisis, and the prevalence continues to rise. The increasing distress of the current generation, Gen Z, and their greater openness to mental health care have overwhelmed college counseling services. Despite this sobering news, parents can play a critically important role in helping their children. This book describes a plan that parents can use for supporting and preventing depression and anxiety in young people. Each chapter concludes with practical strategies for parents. The book consists of four sections. The first section is a description of adolescent development and the types of depressive and anxious symptoms and disorders. The second section details the foundations that students need to move toward a successful college experience, including family support, communication skills, self-efficacy and problem-solving skills, self-regulation, and distress tolerance. Barriers to optimal development include underage substance use and unsafe sexual relationships. The third section examines vulnerabilities to depression and anxiety, including cognitive distortions, perfectionism, and the stress of being a sexual minority or overweight. Challenges faced by students who are seen as “different” are explored. The final section is a description of life on campus, including the stresses of college life and the opportunities to develop friendships, relationships with faculty, and a more meaningful view of the future. There are also chapters on how to access mental health services before and during college. The book concludes with a call to reduce stress on students and to challenge the competitive individualistic culture in which we live.
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Taylor, Eric. Developmental Neuropsychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.001.0001.
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Neurodevelopmental disorders are a group of conditions involving alterations of behaviour, thinking, and emotions. They have onsets in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. They are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. This book includes accounts of the typical development and possible pathology of key functions whose alterations can underlie problems of mental development: motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation. It goes on to descriptions of frequent clinical conditions: the spectra of attention deficit hyperactivity disorder (ADHD), autism, tic disorders, coordination and learning difficulties, intellectual disability, and the psychotic disorders of young people. There are descriptions of recognition, diagnosis, prevalence, pathophysiology, and consequences for later development. These conditions very often coexist and present as dimensions rather than categorical illnesses. The effects of brain disorders on mental life are then considered, with special attention to epilepsy, cerebral palsy, hydrocephalus, acquired traumatic injury to the head, localized structural lesions, and endocrine and genetic disorders. Widely used treatments, both psychological and physical, are described in the context of their value for meeting multiple, often overlapping needs. Consequences of the conditions for individuals’ psychosocial development are described: stigma; physical illness and injury; economic disadvantage; and family, peer, and school stresses. This book is aimed at clinicians of all disciplines, clinical students, and educators encountering neuropsychiatric problems in young people.
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Attain a Happy & Peaceful Life by Nikhil Anshuman: Live a life filled with happiness and inner peace. Nikhil Anshuman, 2019.
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