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Anorexia Nervosa and Bulimia Nervosa
Anorexia Nervosa and Bulimia Nervosa
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Eating disorders are serious illness that affect every part of a patient’s life. Individuals with eating disorder have a difficult relationship with food, largely stemming from body image issues. For example, an individual who feels that they are too fat will severely restrict their food intake or exercise excessively even though their weight is within healthy levels. They have a distorted view of their body. Body image issues also affect self-esteem and other parts of the individual’s life. Eating disorders are severe mental and physical illnesses that prove fatal if left untreated. These disorders affect individuals of different ages, genders and backgrounds. Anorexia nervosa and bulimia nervosa are two of the most common disorders, with several similarities and differences. In examining these eating disorders, major areas of consideration are causes, consequences, diagnostics and treatments.
Anorexia nervosa and bulimia nervosa have certain characteristics in common. The first of these is forcing oneself to vomit after taking food. The individual feels that they have eaten too much, and induce vomiting to get rid of all the food that has been consumed. Both bulimic and anorexic individuals also have a constant fear of gaining weight. They go to extreme lengths to ensure that they do not gain any weight, and lose any weight they think they have added. Third, patients with anorexia and bulimia are preoccupied with their body shape and weight. They notice the smallest change in their body which is often distorted. They see themselves as having gained weight even when they have not. They apply different strategies to help them lose this imagines weight. Bingeing is another common behavior in individuals with both anorexia and bulimia nervosa. Both disorders also result in similar physical effects in patients. These symptoms include extreme weight loss, fatigue, low blood pressure, dehydration, irregular heart rhythms (Gibson et al., 2019), among others.
Anorexia and bulimia nervosa also have some distinct symptoms that set them apart from each other. One marked difference is differences in eating patterns. Bulimic individuals tend to eat large amounts of food during bingeing episodes. This excessive eating usually happens in one sitting, and the person usually feels that they cannot control their eating during these episodes. In contrast, anorexic individuals mainly resort to severe restriction of food and calories. They do this by following a strict diet or fasting. The severe caloric deficit leads to weight loss or prevents weight gain. Bulimic individuals also resort to specific ways of getting rid of perceived excess calories after eating. These include using laxatives, diuretics, laxatives and enemies, all used when not necessary.
Teenagers and young adults are the ones most likely to suffer from eating disorders. Different factors predict who is more likely to suffer from these disorders. These factors are split into social, biological psychological factors. Examples of biological factors include type 1 diabetes, having a close relative with a mental illness and eating disorder, and a dieting history. Psychological factors include body image issues, perfectionism, and history of anxiety disorders. Social factors play a significant role in making people develop eating disorders (Harrington et al., 2019). For example, individuals who have been bullied or experienced childhood trauma are more likely to suffer from eating disorders. Weights stigma is another social factor that may lead someone to develop an eating disorder. The idea that slimmer is better has been popularized through media, and people susceptible to such messages develop eating disorders as they try to keep up with societal ideals.
Eating disorders have severe consequences on one’s mental, physical and emotional wellbeing. Physical symptoms include dizziness, thinning hair, thin appearance, insomnia, low blood count, abdominal pain, among others (Weigel et al., 2019). Eating disorders also affect mental and emotional wellbeing. The individual is continually dissatisfied with their weight and body shape, leading to low self-esteem and low levels of confidence. They feel undesirable and this sends them spiraling further into their disorders. Diagnosing eating disorders at an early stage is critical to prevent progress into later stages. Diagnosis is made by qualified medical practitioners. When parents, siblings and other people around an individual with signs of an eating disorder should approach the subject carefully. Most of the time, these individuals will deny that they have a disorder and go to great lengths to hide it. Diagnosis requires a physical exam from a doctor, as well as assessment by a mental health expert.
These professionals prescribe treatment and support resources for individuals who have been diagnosed with eating disorders. Treatment involves multiple professionals. Physicians treat the physical effects of the eating disorder, while a nutritionist helps the patient come up with a meal plan that is sustainable (Harrington et al., 2015). For young people living with their parents, the parents will be involved to help keep up with the plan. Eating disorders are serious mental illnesses that require the intervention of mental health professionals. Mental health treatment options include family therapy, cognitive behavioral therapy, and group cognitive behavioral therapy.
Anorexia nervosa and bulimia nervosa are serious conditions that require a multi-pronged approach to address. Diagnosing an individual with an eating disorder is quite challenging as they may put a lot of effort into hiding it due to shame and fear of stigma. Eating disorders develop due to different factors, and early treatment is critical to prevent progression to serious levels. Eating disorders affect different parts of a person’s life. They need support from those around them as they get through treatment for the illness.
ReferencesGibson, D., Workman, C., & Mehler, P. S. (2019). Medical complications of anorexia nervosa and bulimia nervosa. Psychiatric Clinics, 42(2), 263-274.
Harrington, B. C., Jimerson, M., Haxton, C., & Jimerson, D. C. (2015). Initial evaluation, diagnosis, and treatment of anorexia nervosa and bulimia nervosa. American family physician, 91(1), 46-52.
Weigel, A., Löwe, B., & Kohlmann, S. (2019). Severity of somatic symptoms in outpatients with anorexia and bulimia nervosa. European Eating Disorders Review, 27(2), 195-204.
English Language Learners and English
English Language Learners and English
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In American schools, the number of English Language Learners (ELL) has doubled in the past 20 years and the number is still increasing. The education of ELLs emerges as one of the most vital issues facing American educators. ELLs are a vast and growing proportion and this is not going to change soon since ELLs emerge as the fastest growing population in American schools. On average, ELLs usually underachieve compared to the English-speaking peers in the academic domains, and the achievement gap tends to increase with the grade level. In helping the ELLs, educators require all the resources within their disposal in meeting the challenges that ELLs encounter. This assignment will cover sociolcultural influences on ELLs, bilingualism and home language use, community and community resources and ways of improving partnership with ELL families.
Sociocultural Influences on ELLs
Sociocultural factors influence the manner in which individuals interact with others. Children that are brought up in a dominant culture fathom what kind of behavior is anticipated in school and in other social situations. ELL students are usually forced to deal with a vast many adjustments; a new home, country, and school among others. At school, ELL students usually struggle learning a new language and social expectations of their peers and teachers (Maxom, 2009). The sociocultural pressures become increased in case the ELL students do not have other students coming from their native origin whom they can interact with, and who can understand them. Because of sociocultural differences, an ELL student is likely to struggle in understanding the American curriculum and related teaching styles. Besides, an ELL student is likely to face a “cultural load”; learning of dictionary meanings and the mainstream meanings of same words. On the other hand, parents become influenced by sociocultural factors not only in coping with a new society, but also in coping with other members of their culture, and how they interact with the emerging aspects of culture.
Bilingualism and Home Language Use
Developing bilingualism is crucial and is more than just teaching a second language. Tutors need to view ELL students as persons with a culture, background knowledge, and prior knowledge. The chief goal; of bilingualism is teaching a student English while at the same time appreciating the student’s native culture, which entails the student’s capacity to write and read their native language (Maxom, 2009). Students that continue developing their native language as they acquire the English language have an advantage of learning the second language faster. For example, an ELL student that is fluent in writing and reading his native language will also have an easy time in understanding how to write and read the English language. Because of this fact, it is exceedingly crucial getting the student’s parents engaged in the learning of their child, and creating a working association with their parents. Use of the native language supports ELL students emotionally making it easy to relate issues regarding English as a second language. Therefore, bilingualism should be highly encouraged in the American schools due to the fundamental role of the home language (Maxom, 2009).
Parental and Community Resources
There are various community and parental resources that are vital for the acquisition of English. One of the resources available is the External to ED. OELA has developed with organizations such as the National Coalition for Parent Involvement in Education (NCPIE) in an attempt to support the ELL in acquiring English. The OELA works in conjunction with other organizations in focusing on the definite needs of parents of ELLs. Another resource is the Within ED; this resource also involves parents of ELLs in the learning process of their children. This is essential in enhancing the acquisition of the second language and overall academic achievement.
A partnership between schools and ELL families can be improved through the integration of cultural traditions of the ELL families in school. This will help the ELL families feel appreciated in the school since their cultural traditions are scheduled as part of the school’s culture. Parents of ELL students are likely to cooperate with such schools. Creating a welcoming environment for ELL families is another way of enhancing the partnership amid the school and the ELL families. This can be done through the school ensuring that ELLs are visible. This may be through photos and student work, lessons that incorporate their traditions and experiences, and faces of staff and volunteers coming from similar backgrounds with that of ELLs. A school can also improve the partnership of ELL families with the school through appointing ELLs parents to engage in school activities; for example, ELLs parents can be appointed as members of the school’s parent teachers’ association (Maxom, 2009). This will depict how the school values the ELL families, thus enhancing their partnership with the school. In addition, a school can improve the partnership through ensuring that the enrollment process is manageable for ELL families. Because enrollment may be difficult for ELL families due to policies to be read, forms to be filled, and available programs, school should make it an easy process to the ELL families. This move will enhance the partnership between the two.
References
Maxom, M. (2009). Teaching English as a foreign language for dummies. Hoboken, N.J: For Dummies.
Annotated Literature Review
Mireya Ibanez
March 7, 2021
BME 295C
Ms. Barton
Annotated Literature Review:
1. Mesenchymal Stem Cells in the Treatment of Traumatic Brain Injury.Hasan A, Deeb G, Rahal R, Atwi K, Mondello S, Marei HE, Gali A, Sleiman E.
Front Neurol. 2017 Feb 20;8:28. doi: 10.3389/fneur.2017.00028. eCollection 2017.
PMID: 28265255
The review introduces the use of the Mesenchymal stem cells in Traumatic Brain injury. Studies have shown that using a MSC approach can be a treatment to patients who have a TBI. One study conducted by Cox involved implanting Mesenchymal stem cells into 10 children. The results showed improvement for 7, and no significant result on the remaining children. The most effective result reoccurred the sooner the patient received the Mesenchymal stem cells. MSC is growing to be an enormous opportunity for helping people post- TBI repair.
2. Potential of mesenchymal stem cells alone, or in combination, to treat traumatic brain injury.Willing AE, Das M, Howell M, Mohapatra SS, Mohapatra S.
CNS Neurosci Ther. 2020 Jun;26(6):616-627. doi: 10.1111/cns.13300. Epub 2020 Mar 10.
PMID: 32157822
Mesenchymal stem cell therapy has been showing promising results in ongoing clinical studies. There is different therapeutic approaches for a Traumatic Brain Injury in combination with clinical Mesenchymal stem cell trials. The clinical trials have at least entered the beginning stages (safety phases) for multiple diseases and injuries including TBI’s. Researchers have been able to get a better understanding of what occurs to the body after sustaining a TBI and how Mesenchymal stem cells repairs the brain and improves functional outcomes. A lot of research and clinical trials is still needed to be able to create an effective therapy for patients suffering from Traumatic Brain injury.
3. Systemic administration of cell-free exosomes generated by human bone marrow derived mesenchymal stem cells cultured under 2D and 3D conditions improves functional recovery in rats after traumatic brain injury.Zhang Y, Chopp M, Zhang ZG, Katakowski M, Xin H, Qu C, Ali M, Mahmood A, Xiong Y.
Neurochem Int. 2017 Dec;111:69-81. doi: 10.1016/j.neuint.2016.08.003. Epub 2016 Aug 15.
PMID: 27539657
A study has been conducted to see if the administration of cell-free exosomes derived from h-Mesenchymal stem cells can promote functional recovery and neurovascular remodeling in rats after a Traumatic Brain injury. Wistar rats were tested by giving them an induced TBI and 24 hours later injecting them with the exosomes. The exosomes treatment significantly improved functional recovery in rats after obtaining a Traumatic Brain injury. The results included promoting endogenous angiogenesis and neurogenesis and reducing inflammation. hMSCs have the potential to be a cell-free therapy for a TBI and exosomes can possibly enhance spatial learning.
4. Human adipose-derived mesenchymal stem cells for acute and sub-acute TBI.Ruppert KA, Prabhakara KS, Toledano-Furman NE, Udtha S, Arceneaux AQ, Park H, Dao A, Cox CS, Olson SD.
PLoS One. 2020 May 26;15(5):e0233263. doi: 10.1371/journal.pone.0233263. eCollection 2020.
PMID: 32453741
There are many attempts of intervention focusing on protection and, repair or regeneration when traumatic brain injury occurs. The use of stem cells from a variety of sources and applications has been studied in many disease and injury models. This study involves administering h-Mesenchymal stem cells into a rat. The earliest administration at 3 days after and delayed administration 14 days after a controlled cortical impact injury. The treatments show improvements in neurocognitive outcome and a change in the neuroinflammation one month after the injury. There is significant data and results that support the idea of using adMSC to treat a TBI. There is still ongoing research to find the optimal time to administrate the therapy to have the most successful results.
5. Bone marrow mesenchymal stem cells combined with Sox2 increase the functional recovery in rat with traumatic brain injury.Hao Q, Zheng J, Hu Y, Wang H.
Chin Neurosurg J. 2019 May 15;5:11. doi: 10.1186/s41016-019-0158-7. eCollection 2019.
PMID: 32922911
In many studies, it is found that the stem cell transplantation holds potential results for modifying motor dysfunctions caused by Traumatic Brain injuries. 26 rats were used in a study, with 2 rats being bone marrow stem cell donors. 2 days after a Traumatic Brain injury, the rats were induced with SOX-2 and the study examined the effects of SOX-2 with the differentiation of bsMSCs. The motor function was tested using NSS. (Neurological severity score) The study showed there was neurological function improvements. This treatment is another step to creating a promising therapy for Traumatic Brain Injuries.
6. Transplantation of R-GSIK scaffold with mesenchymal stem cells improves neuroinflammation in a traumatic brain injury model.Sahab Negah S, Shirzad MM, Biglari G, Naseri F, Hosseini Ravandi H, Hassani Dooghabadi A, Gorji A.
Cell Tissue Res. 2020 Dec;382(3):575-583. doi: 10.1007/s00441-020-03247-0. Epub 2020 Jul 27.
PMID: 32715374
Neural tissue engineering has been introduced by using Mesenchymal stem cells and R-GSIK to provide a therapeutic strategy for a Traumatic Brain injury. The study was designed to promote the behavior of the stem cells by incorporating R-GSIK in rats. There was significant recovery of motor function observed in the rats that received Mesenchymal stem cells and R-GSIK. Compared to other control groups there was a reduction in pro-inflammatory cytokines. This helped to strengthen the idea that R-GSIK and Mesenchymal stem cells are a step in helping patients who suffer from a Traumatic Brain injury.
7. Transplantation of mesenchymal stem cells genetically engineered to overexpress interleukin-10 promotes alternative inflammatory response in rat model of traumatic brain injury.Peruzzaro ST, Andrews MMM, Al-Gharaibeh A, Pupiec O, Resk M, Story D, Maiti P, Rossignol J, Dunbar GL.
J Neuroinflammation. 2019 Jan 5;16(1):2. doi: 10.1186/s12974-018-1383-2.
PMID: 30611291
Traumatic Brain injury are major causes to long term disability with a limit on the treatments available. In order to see responses of the methods, researchers look at the Neuroinflammatory responses. One specific method involves transplantation of Mesenchymal stem cells. These Mesenchymal stem cells release trophic and pro-repair cytokine, specifically interleukin10. The study tests the therapeutic effects when transplanted into rats that endured a Traumatic brain injury in the frontal cortex. There were significant improvements to reduce inflammation and promote functional outcomes, although further testing and research needs to be conducted. This could be very good in human research, if the rats continue to show good results.
8. Treating childhood traumatic brain injury with autologous stem cell therapy.Dewan S, Schimmel S, Borlongan CV.
Expert Opin Biol Ther. 2018 May;18(5):515-524. doi: 10.1080/14712598.2018.1439473. Epub 2018 Feb 15.
PMID: 29421958
A significant contributor to developmental disorders occurs from childhood related Traumatic Brain Injuries. Stem cell therapy, meaning using stem cells from the own individual is a believed therapy to enhance the repair of the injured neonatal brain. The use of autologous stem cells can delay ad possibly stop the neuroinflammation that causes cell death to occur. This therapy has very promising potential to treating neuroinflammation related with acute and progressive stages of neonatal Traumatic brain injury. There is a bunch of room of new information that can help the therapy, such as introducing new components to ensure a good outcome.