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Early Development and Childhood Emotional and Behavioral Disorders
Published in Hanno W. Kirk, Restoring the Brain, 2020
This 10-year-old boy arrived with a dual diagnosis of ADHD and OCD. He was brought to training for impulsivity, rage and high anxiety, which was expressed as obsessive worries and negative thoughts about people getting hurt, especially those really close to him. He was described as a very bright and strong-willed child who was argumentative and very reactive, quick to anger and sometimes aggressive. Frustration would often spiral into negative self-talk, and once started it would take a long time to calm down. He sometimes took a long time to fall asleep when worries would escalate, and occasionally he would have nightmares. He was addicted to electronics and would become reactive and aggressive when screen time was restricted. Always very fast-paced, he was hyperactive and had little impulse control. Headaches and some sensory-seeking behaviors completed the clinical presentation. He was on a stimulant and an antidepressant when we started training. These were helping but not completely controlling his symptoms. He had suffered a traumatic birth and never learned to crawl. He had always been a poor sleeper and had sensory processing and integration issues of longstanding.
Emotions
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Frustration is an emotional state that occurs when a person is faced with an obstacle that interferes with satisfaction of a desire, need, or a goal. Certain situations may be frustrating to some people but not to others, this is because of differences in people’s desires and goals. Frustration can occur not only in a human being but also in other animals, e.g., a rat in a maze subjected to electric shock when he tries to eat a piece of cheese will finally be frustrated and stop attempts to eat it.
Tantrums, aggression and sibling rivalry
Published in Quentin Spender, Judith Barnsley, Alison Davies, Jenny Murphy, Primary Child and Adolescent Mental Health, 2019
Quentin Spender, Judith Barnsley, Alison Davies, Jenny Murphy
Devise alternative ways of responding to frustration. If the child does not have a tantrum, what should he do? Discuss this with the parent in relation to the examples of tantrums elicited. If the answer is that he should comply with a parental command, then compliance must be rewarded with labelled praise (praise that specifies exactly what has been done well). A star chart or other reward system can be used for compliance with a particular sort of command, such as getting ready for bed without making a fuss. Effective sorts of command, reward systems, and other methods of improving compliance are discussed also in Chapter 13.
Effects of Sleep Deprivation in Military Service Members on Cognitive Performance: A Systematic Review
Published in Military Behavioral Health, 2022
Lyddia A. Petrofsky, Corinne M. Heffernan, Brian T. Gregg, Enrique V. Smith-Forbes
Several studies evaluated mood states, responses to frustration, and emotional intelligence related to SD. Smith et al. (2019) used an outcome measure that included a measurement of frustration but found no significant difference in frustration from 3 to 68 hours of SD. Lieberman et al. (2005) and Shattuck and Matsangas (2016) found that as SD increased aspects of mood were affected. Specifically, tension, depression, and confusion were negatively affected (Lieberman et al., 2005). Killgore et al. (2007) found that for individuals with high emotional intelligence (as measured by the Bar-On Emotional Quotient Inventory), SD had no effect on how many moral personal scenarios a participant judged as appropriate. Whereas, for individuals with average emotional intelligence, SD was associated with increased frequency of judging moral personal scenarios as appropriate (Killgore et al., 2007). One can surmise that SD has a negative effect on mood, however, a more critical review of the literature is required to determine whether this is accurate.
For the love of reading: Recreational reading reduces psychological distress in college students and autonomous motivation is the key
Published in Journal of American College Health, 2022
S. L. Levine, S. Cherrier, A. C. Holding, R. Koestner
We proposed that recreational reading reduced need frustration which lead to improved mental health in students. Figure 1 shows that a full mediation model was supported. Recreational reading was associated with reductions in need frustration. In turn, need frustration was positively associated with psychological distress. Need frustration mediated the relation between recreational reading and reduced psychological distress over the school year (direct effects: b = −.005, p =.436, 95%CI = [−.019, .008]; indirect effects: b = −.012, 95%CI = [−.021, −.002]).2 When including need frustration in the model, the direct relation between reading and distress is not significant, which suggests this relation is fully explained by the association of each of these variables to need frustration. However, need frustration was observed at the same time as psychological distress, so a causal relation between these variables cannot be inferred.
The rhythm of affect, autonomy, competence and relatedness: A pilot diary study
Published in Chronobiology International, 2021
Ingvild Saksvik-Lehouillier, Lisa Nordhaug, Stine Marie Owesen, Håvard R. Karlsen
Our results indicated an opposite pattern to that found in previous research on the time-of-day differences of negative affect, which often is reported to be higher in the morning compared to the evening (Golder and Macy 2011). In our study, participants’ frustration deteriorated throughout the day, being higher in the morning and afternoon than in the evening. This finding may be interpretated to not be in line with the two-process model, indicating that low sleep pressure and circadian timing would promote wakefulness, and thereby be associated with possibly less frustration, earlier compared to later in the day (Borbely et al. 1989). Some explanations can be suggested. Firstly, this may indicate that autonomy and competence frustration do not have much in common with negative affect. Secondly, frustration can indicate some sort of active affect, which is in line with increased cortisol secretion in the morning (Monk et al. 1997). Lastly, these needs may be more context-dependent than sleep and circadian processes -related, indicating that the participants are frustrated about their autonomy and competence before going to work or study, or during the work/study day, but not when coming home in the evening.