Symptoms And Symptoms Of A Depressive Disorder Essay

Gender roles can be defined as mannerisms, interests, or behaviors that are regarded as either "masculine" or "femmine" by one's society. A common misconception that people usually make are that gender roles are related to one’s gender identity, but they are actually mainly a product of the way someone was raised. Research shows that both genetics and a person’s environment influence the development of gender roles. As society changes, its gender roles also change to meet the needs of its society.

"Men pray to the gods for health and they ignore that it is in their power to have it."

Gender roles describe the normative expectations of a culture group regarding the position that both sexes should hold in society. It also refers to the division of labor tasks, differences in behaviors, preferences, abilities; personalities that society expects of specific genders, (Kaiser, C. R., & Miller, C. T. 2009). It concerns the processes of how gender roles socialize and interact with each other in society as a whole and as an individual, (Stockard & Johnson, 1980; Thomas, 1986). Gender role deals with identity and at times are conceptualized as the acceptance and identification with social roles and behaviors associated with

Jim is describing symptoms that meet criteria for persistent depressive disorder (PDD). In specific, he described symptoms that allow Criterion A, which requires the presence of a depressed mood for at least two years (American Psychiatric Association [APA], 2013), to be met. He reported that he is mildly depressed. Such depression, as described, started approximately five years ago when he “ran out of steam.” Since then, he has experienced various associated symptoms, such as irritability, hypersomnia, and weight gain, which allow Criterion B (i.e., the presence of two or more associated symptoms; APA, 2013) to be met.

Antidepressants are used when the symptoms of a sufferer of anxiety or depression are persistent and severe. Anxiety is the general term used to describe an array of disorders that cause intense fear, apprehension, and distress (Cassiday, 2016). A depressive disorder is a disorder that causes persistent sadness and loss of hope and interest in life (Malhi et al., 2015). As antidepressants tend to have side effects whereas many other treatments do not, a sufferer of anxiety will commonly be initially treated with cognitive-behavioural therapy or other forms of talking therapy, meditation, exercise, and healthy eating if these treatments are not effective a patient will be considered to be prescribed medication (Cassiday, 2016). However patients that are prescribed antidepressants additionally are typically treated with other therapies, as the combination of different remedies is almost always far more effective than only one (Sethi, 2012).

Major Depressive Disorder or MDD is a very common clinical condition that affects millions of people every year. According to the Agency for Health Care Policy & Research, “ depression is under diagnosed & untreated by most medical doctors, despite the fact that it can almost always be treated successfully.

Gender roles play a major role in today’s society, and have throughout our history. Gender roles are a set of societal norms dictating the types of behaviors which are generally considered acceptable, appropriate, or desirable for people based on their actual or perceived gender. In this paper I will address how gender roles negatively impacts the physical and emotional heath of parents and families, and recommend solutions to the problem.

I will discuss the diagnostic issues and diagnoses with Major depressive disorder as a primary diagnosis and several other differential diagnoses. We will look at the etiology relationship problem between mom and daughter. We will take into account gender and race. Lastly we will discuss the prognostic treatment for the fictitious patient Dineo. Abnormal behavior is a behavior that diverges from what is projected as a normal standard which is outside the parameters of what is accepted in society. We ask ourselves when will look at a scenario of Jolene sitting in her classroom taping her fingers loud on the desk whilst her lecture is teaching, when he asks her to stop she continues even louder and roll her eyes at him with annoyance. Is this behavior seen as still in the realm of normal behavior? What is seen as normal behavior can be varied amongst different cultures and society. Behavior constitutes abnormalities because some behaviors that disturb social norms are expected to be labelled as abnormal because the not normal behavior that is observed outside the social constraints are classified as deviant. 1. According to Kleinman, (1988) normality and abnormality differs in culture as there are certain standards that are acceptable behavior norms if one behaves in a certain way that is outside the norms of their culture they are believed to show abnormal behavior as it infringes the rules of what is acceptable behavior in a certain culture, therefore reality is

People of all ages, backgrounds, and walks of life have felt depressed and unhappy at some time in their lives. These periods of sadness usually pass after a short time, but for some people, this feeling can remain for weeks, months, and even years. (1) This prolonged state of unhappiness is called major (or clinical) depression and is characterized by a persistent sad or "empty" mood, loss of interest in favorite activities, difficulty concentrating, and many other symptoms. It is not simply a mental state but an illness that interferes with the way people feel, function, and think.(2)

A. Five (or more) of the following symptoms have been present during the same 2-week period and represent a change from previous functioning; at least one of the symptoms is either (1) depressed mood or (2) loss of interest or pleasure. 1. Depressed mood most of the day, nearly every day, as indicated by either subjective report (e.g., feels sad, empty, and hopeless) or observation made by others (e.g., appears tearful). (In children and adolescents, can be irritable mood.) 2. Markedly diminished interest or pleasure in all, or almost all, activities most of the day, nearly every day (as indicated by either subjective account or observation.) 3. Significant weight loss when not dieting or weight gain (e.g., a change of more than 5% of body weight in a month), or decrease or increase in appetite nearly every day. (In children, consider failure to make expected weight gain.) 4. Insomnia nearly every day. 5. Psychomotor agitation or retardation nearly every day (observable by others, not merely subjective feelings of restlessness or being slowed down). 6. Fatigue or loss of energy nearly every day. 7. Feelings of worthlessness or excessive or inappropriate guilt (which may be delusional) nearly every day (not merely self-reproach or guilt about being sick). 8. Diminished ability to think or concentrate, or indecisiveness, nearly every day (either by subjective account or as observed by others). 9. Recurrent thoughts of

are happy when they achieve something or saddened when they fail a test or lose

Anxiety and depression are treatable, but 80% of kids with a diagnosable anxiety disorder and 60% of kids with diagnosable depression are not getting treatment, according to the 2015 Child Mind Institute Children’s Mental Health Report (Children and Teens. (2010). Many children have anxiety and it does not need to be treated, while there are some children that have severe anxiety over almost anything and needs to be managed by medication. Some children when they are younger may experience social anxiety, this I have dealt with first hand from my daughter. Most children will grow out of this phase as they become older and are more social with people. Children who suffer from an anxiety disorder experience fear, nervousness, and shyness, and they start to avoid places and activities (Children and Teens. (2010).

I was an RA when I was in college, so I am no stranger to the signs and symptoms of mental health issues. In my eighty-person dorm I ‘talked a girl off a ledge,’ dealt with alcoholism and drug abuse, and was there for countless nights of tears brought on by homesickness and hazing. However, in all my time as an undergraduate, the one issue that plagued my friend group and the young women on my campus the most was something I had never encountered until I stepped foot on my college campus. It was abstract, something that only affected the characters in TV shows and celebrities featured in gossip magazines. Then, it became the norm, though unspoken, hidden behind the veil of health and perfection. There are four young women who have played a key role in my life over the last six years. All four of them have eating disorders, none of which are the same. While the more traditional eating disorders, Anorexia Nervosa (AN) and Bulimia Nervosa (BN), are most often associated with fat-phobias, Orthorexia Nervosa (ON) is most linked to food choices and is perpetuated by environmental pressures like social media image and identity. Scientists know little about ON. By defining orthorexia as an eating disorder, however, we can explore new research opportunities by using what we know about the correlation between AN and BN with a single-nucleotide polymorphism in the OXTR oxytocin receptor gene and epigenetic regulation that same gene.

To put it in simpler terms, gender roles are basically a generalization that is made about the roles or behavior that is deemed appropriate based on gender. CNN releases an article by Emanuella Grinberg and Victoria Larned on September 20, 2017 that discusses how gender roles directly affect both boys and girls in their childhood and adolescence. The authors provide examples of generalizations made about both males and females. Study was made that concentrated on the health inequities that stemmed from gender roles. The digital news writers suggest that enforcing gender roles can lead individuals to feel the need to conform, to have low self-esteem, and fear ostracism. It is proposed that children and teens should be advised about sex, relationships, and identity at an earlier age to reduce the impact made from enforcing these gender stereotypes. Based on the research and study, efforts should be made to reduce the negative effects of gender roles on society.

Gender roles are a social construction formed by socially and culturally defined beliefs about the behavior and emotions of men and women. Gender behaviors are learned and continue to develop through early childhood. Beginning at about two to three years of age, the child attains their gender identity. Gender identity is an individual’s sense of their own gender. This stage can be summed up by saying the individual starts to become aware of what their gender is, and tell the difference between both sexes. The next stage in gender role development is gender stability, this occurs between four to five years of age. During this stage, an individual acknowledges that their gender will remain the same for the duration of their life. The final step in this developmental process is gender consistency, this occurs between six and eight years of age. The main theory for