Does Psychomotor Agitation in Major Depressive Episodes Indicate Bipolarity? Evidence from the Zurich Study
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Benzodiazepines: Uses and Risks Charlie Reznikoff, MD Hennepin Healthcare
Benzodiazepines: Uses and Risks Charlie Reznikoff, MD Hennepin healthcare 4/22/2020 Overview benzodiazepines • Examples of benzos and benzo like drugs • Indications for benzos • Pharmacology of benzos • Side effects and contraindications • Benzo withdrawal • Benzo tapers 12/06/2018 Sedative/Hypnotics • Benzodiazepines • Alcohol • Z-drugs (Benzo-like sleeping aids) • Barbiturates • GHB • Propofol • Some inhalants • Gabapentin? Pregabalin? 12/06/2018 Examples of benzodiazepines • Midazolam (Versed) • Triazolam (Halcion) • Alprazolam (Xanax) • Lorazepam (Ativan) • Temazepam (Restoril) • Oxazepam (Serax) • Clonazepam (Klonopin) • Diazepam (Valium) • Chlordiazepoxide (Librium) 4/22/2020 Sedatives: gaba stimulating drugs have incomplete “cross tolerance” 12/06/2018 Effects from sedative (Benzo) use • Euphoria/bliss • Suppresses seizures • Amnesia • Muscle relaxation • Clumsiness, visio-spatial impairment • Sleep inducing • Respiratory suppression • Anxiolysis/disinhibition 12/06/2018 Tolerance to benzo effects? • Effects quickly diminish with repeated use (weeks) • Euphoria/bliss • Suppresses seizures • Effects incompletely diminish with repeated use • Amnesia • Muscle relaxation • Clumsiness, visio-spatial impairment • Seep inducing • Durable effects with repeated use • Respiratory suppression • Anxiolysis/disinhibition 12/06/2018 If you understand this pharmacology you can figure out the rest... • Potency • 1 mg diazepam <<< 1 mg alprazolam • Duration of action • Half life differences • Onset of action • Euphoria, clinical utility in acute -
Managing Anxiety Through Childhood Social-Emotional
MANAGING ANXIETY THROUGH CHILDHOOD SOCIAL-EMOTIONAL DEVELOPMENT by Adriane Hannah Dohl B.A., The University of British Columbia, 2008 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (School Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2013 © Adriane Hannah Dohl, 2013 Abstract School professionals are implementing a universal social-emotional learning program for children in Kindergarten and Grade 1 (aged 4-6 years) in many schools across the province with training and funding provided by the government. The Fun FRIENDS (Barrett, 2007) program focuses on increasing social-emotional learning and promotes coping techniques and resiliency in order to prevent the onset of behavioural and emotional disorders (Pahl & Barrett, 2007). Preliminary results (Pahl & Barrett, 2007, 2010) have highlighted the effectiveness of the Fun FRIENDS program in reducing anxiety in children. The present study utilized a quasi-experimental design to evaluate the effectiveness of the Fun FRIENDS program in reducing anxiety and promoting social-emotional competence among a sample of Kindergarten and Grade 1 students (N = 33) in a British Columbia school district. Results revealed a significant decrease in program participants’ anxiety symptoms as rated by teachers when compared with those in the control group. Teachers also reported that children who participated in the program had significant increases in social-emotional skills, while those in the control group’s skills remained the same. However, overall, children in the control group had significantly higher social-emotional skills, as rated by teachers. No significant results were found for parent rated levels of anxiety or social-emotional skills of children enrolled in either condition. -
Social Emotional Learning Through Depression Education in a High School Setting
Illinois State University ISU ReD: Research and eData Theses and Dissertations 3-10-2019 Social Emotional Learning Through Depression Education In A High School Setting Antonette Minniti Illinois State University, [email protected] Follow this and additional works at: https://ir.library.illinoisstate.edu/etd Part of the Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Public Health Education and Promotion Commons, School Psychology Commons, Secondary Education and Teaching Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Minniti, Antonette, "Social Emotional Learning Through Depression Education In A High School Setting" (2019). Theses and Dissertations. 1043. https://ir.library.illinoisstate.edu/etd/1043 This Dissertation is brought to you for free and open access by ISU ReD: Research and eData. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. SOCIAL EMOTIONAL LEARNING THROUGH DEPRESSION EDUCATION IN A HIGH SCHOOL SETTING Antonette Minniti 125 Pages Education on depression is an important part of social emotional learning. Lacking emotion regulation skills tend to lead to larger problems, such as academic struggles, disconnect from peers, strife at home and trouble in interpersonal relationships. Research in depression education or educational programs connected to mental health literacy are minimal, especially at the high school level. The purpose of this research focused on examining the impact of one depression education program, John Hopkins Hospital’s Adolescent Depression Awareness Program (ADAP). The ADAP is a three-day program that informs students about the facts of depression, how it is treated, and what to do if the individual students or someone they know needs help with depression. -
Panic Disorder
Panic Disorder The Anxiety Disorders Association of America (ADAA) is a national 501 (c)3 nonprofit organization whose My heart’s pounding, mission is to promote the prevention, treatment and cure of anxiety disorders and to improve the lives of all it’s hard to breathe. people who suffer from them. Help ADAA help others. Donate now at www.adaa.org. “I feel like I’m going to go crazy or die. For information visit www.adaa.org or contact I have to get out Anxiety Disorders Association of America 8730 Georgia Ave., Ste. 600 of here NOW. Silver Spring, MD 20910 Phone: 240-485-1001 ” Anxiety Disorders Association of America What is Panic Disorder? About Anxiety Disorders We’ve all experienced that gut-wrenching fear when suddenly faced with a threatening or dangerous situation. Crossing the street as a car shoots out of nowhere, losing a child in Anxiety is a normal part of living. It’s the body’s way of telling the playground or hearing someone scream fire in a crowded us something isn’t right. It keeps us from harm’s way and theater. The momentary panic sends chills down our spines, prepares us to act quickly in the face of danger. However, for causes our hearts to beat wildly, our stomachs to knot and some people, anxiety is persistent, irrational and overwhelming. our minds to fill with terror. When the danger passes, so do It may get in the way of day-to-day activities and even make the symptoms. We’re relieved that the dreaded terror didn’t them impossible. -
Panic Disorder Issue Brief
Panic Disorder OCTOBER | 2018 Introduction Briefings such as this one are prepared in response to petitions to add new conditions to the list of qualifying conditions for the Minnesota medical cannabis program. The intention of these briefings is to present to the Commissioner of Health, to members of the Medical Cannabis Review Panel, and to interested members of the public scientific studies of cannabis products as therapy for the petitioned condition. Brief information on the condition and its current treatment is provided to help give context to the studies. The primary focus is on clinical trials and observational studies, but for many conditions there are few of these. A selection of articles on pre-clinical studies (typically laboratory and animal model studies) will be included, especially if there are few clinical trials or observational studies. Though interpretation of surveys is usually difficult because it is unclear whether responders represent the population of interest and because of unknown validity of responses, when published in peer-reviewed journals surveys will be included for completeness. When found, published recommendations or opinions of national organizations medical organizations will be included. Searches for published clinical trials and observational studies are performed using the National Library of Medicine’s MEDLINE database using key words appropriate for the petitioned condition. Articles that appeared to be results of clinical trials, observational studies, or review articles of such studies, were accessed for examination. References in the articles were studied to identify additional articles that were not found on the initial search. This continued in an iterative fashion until no additional relevant articles were found. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
A Case of Steroid Induced Mania
Case Report International Journal of Psychiatry A Case of Steroid Induced Mania 1* 1 Maryam M Alnasser , Yasser M Alanzi and Amena H * 2 Corresponding author Alhemyari Maryam M Alnasse, MBBS from University of Dammam, Saudi Arabia, E-mail: [email protected]. 1 MBBS from University of Dammam, Saudi Arabia. Submitted: 14 Dec 2016; Accepted: 26 Dec 2016; Published: 30 Dec 2016 2MBBS from King Faisal University, Saudi Arabia. Abstract Background: Steroids have been widely used and prescribed for a variety of systemic diseases. Although they prove to be highly effective, they have many physical and psychiatric adverse effects. The systemic side effects of these medications are well known and well studied, in contrast to the psychiatric adverse effects which its phenomenology needs to be the focus of more clinical studies. However, the incidence of diagnosable psychiatric disorders due to steroid therapy is reported to be 3-6%. Affective reactions such as depression, mania, and hypomania are the most common adverse effects, along with psychosis, anxiety and delirium. Aim: We describe a case of corticosteroid induced mania, its unusual clinical picture, its course and management. Case description: A 14-year-old female intermediate school student, with a recent diagnosis of Chron’s disease was brought to A&E department due to acute behavioral disturbance in form of confusion, visual hallucinations, psychomotor agitation, irritability, hyperactivity, talkativeness, lack of sleep, and physical aggression. Those symptoms have started few days following corticosteroid therapy which was Prednisolone 40mg PO OD. And she was diagnosed with steroid induced mania. Discussion: This case illustrates the need for more understanding of the phenomenology and diversity of corticosteroids induced psychiatric syndromes. -
Big Five Personality and Depression Diagnosis, Severity and Age of Onset in Older Adults
Journal of Affective Disorders ∎ (∎∎∎∎) ∎∎∎–∎∎∎ Contents lists available at SciVerse ScienceDirect Journal of Affective Disorders journal homepage: www.elsevier.com/locate/jad Research report Big Five personality and depression diagnosis, severity and age of onset in older adults A.M.L. Koorevaar a,n, H.C. Comijs b, A.D.F. Dhondt a, H.W.J. van Marwijk c, R.C. van der Mast d, P. Naarding e,f, R.C. Oude Voshaar f,g, M.L. Stek b a Department of Old-age and Hospital Psychiatry, GGZ Noord Holland Noord, Oude Hoeverweg 10, 1816 BT Alkmaar, The Netherlands b GGZinGeest, VU University Medical Center, Department Psychiatry, Amsterdam, The Netherlands c Department of General Practice and EMGO Institute for Health and Care Research, VU University Medical Center, Amsterdam, The Netherlands d Department of Psychiatry, Leiden University Medical Center, Leiden, The Netherlands e Department of Old-age Psychiatry, GGNet, Apeldoorn/Zutphen, The Netherlands f Department of Psychiatry, Radboud University Nijmegen Medical Center, Nijmegen, The Netherlands g University Center for Psychiatry, Interdisciplinary Center for Psychopathology of Emotion Regulation, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands article info abstract Article history: Background: Personality may play an important role in late-life depression. The aim of this study is to Received 28 September 2012 examine the association between the Big Five personality domains and the diagnosis, severity and age of Received in revised form onset of late-life depression. 9 April 2013 Methods: The NEO-Five Factor Inventory (NEO-FFI) was cross-sectionally used in 352 depressed and 125 Accepted 25 May 2013 non-depressed older adults participating in the Netherlands Study of Depression in Older Persons (NESDO). -
Dysphoria As a Complex Emotional State and Its Role in Psychopathology
Dysphoria as a complex emotional state and its role in psychopathology Vladan Starcevic A/Professor, University of Sydney Faculty of Medicine and Health Sydney, Australia Objectives • Review conceptualisations of dysphoria • Present dysphoria as a transdiagnostic complex emotional state and assessment of dysphoria based on this conceptualisation What is dysphoria? • The term is derived from Greek (δύσφορος) and denotes distress that is hard to bear Dysphoria: associated with externalisation? • “Mixed affect” leading to an “affect of suspicion”1,2 1 Sandberg: Allgemeine Zeitschrift für Psychiatrie und Psychisch-Gerichtl Medizin 1896; 52:619-654 2 Specht G: Über den pathologischen Affekt in der chronischen Paranoia. Festschrift der Erlanger Universität, 1901 • A syndrome that always includes irritability and at least two of the following: internal tension, suspiciousness, hostility and aggressive or destructive behaviour3 3 Dayer et al: Bipolar Disord 2000; 2: 316-324 Dysphoria: associated with internalisation? • Six “dysphoric symptoms”: depressed mood, anhedonia, guilt, suicide, fatigue and anxiety1 1 Cassidy et al: Psychol Med 2000; 30:403-411 Dysphoria: a nonspecific state? • Dysphoria is a “nonspecific syndrome” and has “no particular place in a categorical diagnostic system”1; it is neglected and treated like an “orphan”1 1 Musalek et al: Psychopathol 2000; 33:209-214 • Dysphoria “can refer to many ways of feeling bad”2 2 Swann: Bipolar Disord 2000; 2:325-327 Textbook definitions: dysphoria nonspecific, mainly internalising? • “Feeling -
The Ontogeny of Chronic Distress: Emotion Dysregulation Across The
Available online at www.sciencedirect.com ScienceDirect The ontogeny of chronic distress: emotion dysregulation across the life span and its implications for psychological and physical health 1,2 1 1 Sheila E Crowell , Megan E Puzia and Mona Yaptangco Development is characterized by continuity and change across from a multiple-levels-of-analysis perspective across de- the lifespan. This is especially true of emotions and emotion velopment. This reveals processes by which early, bio- regulation strategies, which become increasingly complex and logically-based trait vulnerabilities interact with complex variegated over development. Recently, researchers have contextual factors, heightening risk for multiple condi- begun to characterize severe emotion dysregulation (ED) tions. From this perspective, many diagnoses that are across the life span. In particular, there is increasing data perceived as distinct can be demonstrated to have com- delineating mechanisms by which emotional distress leads to mon origins and, therefore, to co-occur at higher-than- poor health, early mortality, and intergenerational transmission expected rates at single time-points and over the life span. of psychopathology. In this review, we present converging evidence that many physical and psychological problems have The Diagnostic and Statistical Manual of Mental Disorders identifiable and treatable origins in childhood ED. When the (DSM-5 [4]) is the predominant tool for cataloging and literature is examined from an ontogenic process perspective it diagnosing mental disorders. Diagnoses are listed as becomes clear that many phenotypically distinct forms of discrete entities, in spite of a wealth of research ques- mental and physical distress emerge from the same underlying tioning the categorical system [5]. -
The ICD-10 Classification of Mental and Behavioural Disorders : Clinical Descriptions and Diagnostic Guidelines
ICD-10 ThelCD-10 Classification of Mental and Behavioural Disorders Clinical descriptions and diagnostic guidelines | World Health Organization I Geneva I 1992 Reprinted 1993, 1994, 1995, 1998, 2000, 2002, 2004 WHO Library Cataloguing in Publication Data The ICD-10 classification of mental and behavioural disorders : clinical descriptions and diagnostic guidelines. 1.Mental disorders — classification 2.Mental disorders — diagnosis ISBN 92 4 154422 8 (NLM Classification: WM 15) © World Health Organization 1992 All rights reserved. Publications of the World Health Organization can be obtained from Marketing and Dissemination, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel: +41 22 791 2476; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or translate WHO publications — whether for sale or for noncommercial distribution — should be addressed to Publications, at the above address (fax: +41 22 791 4806; email: [email protected]). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers' products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. -
The ICD-10 Classification of Mental and Behavioural Disorders Diagnostic Criteria for Research
The ICD-10 Classification of Mental and Behavioural Disorders Diagnostic criteria for research World Health Organization Geneva The World Health Organization is a specialized agency of the United Nations with primary responsibility for international health matters and public health. Through this organization, which was created in 1948, the health professions of some 180 countries exchange their knowledge and experience with the aim of making possible the attainment by all citizens of the world by the year 2000 of a level of health that will permit them to lead a socially and economically productive life. By means of direct technical cooperation with its Member States, and by stimulating such cooperation among them, WHO promotes the development of comprehensive health services, the prevention and control of diseases, the improvement of environmental conditions, the development of human resources for health, the coordination and development of biomedical and health services research, and the planning and implementation of health programmes. These broad fields of endeavour encompass a wide variety of activities, such as developing systems of primary health care that reach the whole population of Member countries; promoting the health of mothers and children; combating malnutrition; controlling malaria and other communicable diseases including tuberculosis and leprosy; coordinating the global strategy for the prevention and control of AIDS; having achieved the eradication of smallpox, promoting mass immunization against a number of other