Psychology Answer Note #24

Question 1 How could you incorporate mindfulness practices into your daily routine? Provide two examples and explain their potential benefits. Answer As a high-achieving college student, incorporating mindfulness practices into my daily routine is crucial for my academic success and overall well-being. Mindfulness is the practice of being present in the moment and fully aware of our thoughts, feelings, and surroundings without judgment. By incorporating mindfulness into my daily routine, I can improve my focus, reduce stress and anxiety, and enhance my overall academic performance. One easy way to incorporate mindfulness into my daily routine is through a simple breathing exercise. Before starting my day, I can take a few minutes to sit quietly and focus on my breath, noticing the inhales and exhales and bringing my awareness back to my breath whenever my mind starts to wander. This can help clear my mind and center myself before diving into my busy day. Research has shown that mindfulness meditation can improve attention and focus, leading to better academic performance (Lindsay & Creswell, 2017). Another way to incorporate mindfulness into my daily routine is through mindful walking. As a college student, I spend a lot of time sitting and studying, which can lead to a sedentary lifestyle and a cluttered mind. By taking short breaks throughout the day to walk mindfully, I can clear my mind and give my body some movement. To practice mindful walking, I can focus on the sensations in my feet as they touch the ground, the rhythm of my steps, and the sights and sounds around me. This can help me stay present and alleviate any stress or tension in my body. A study by Zeidan et al. (2013) found that just 20 minutes of mindful walking can significantly improve mood and decrease anxiety. Incorporating mindfulness practices into my daily routine has numerous potential benefits for a college student like myself. From improved focus and reduced stress to better academic performance and overall well-being, the benefits of mindfulness are wellsupported by research. By utilizing simple techniques like breathing exercises and mindful walking, I can cultivate a sense of mindfulness in my daily life and reap the rewards of a more peaceful and successful college experience. Question 2 Scope for Examining the HUMSS students who are pressured by their parents on academic performances Answer Question: Scope for Examining the HUMSS students who are pressured by their parents on academic performances Response: The pressure to succeed academically is a common experience for many students, especially for those pursuing the Humanities and Social Sciences (HUMSS) program. This pressure is often intensified when it comes from parents, who have high expectations for their child's academic performance. In this regard, it is important to examine the scope of this issue and its potential impact on students in the HUMSS program. Parents play a crucial role in shaping their child's attitudes towards education and success. There is a growing trend of parents placing high importance on their child's academic achievements, particularly in the HUMSS program. This pressure may stem from the belief that a successful academic performance will lead to better job opportunities and a brighter future for their child. However, this can also lead to negative effects, such as increased stress and anxiety, and a decreased sense of autonomy and selfesteem among students. To understand the impact of this pressure on HUMSS students, it is important to evaluate the specialized curriculum offered to them. The HUMSS program is designed to develop critical thinking, communication, and social awareness skills, which are highly valued in the workplace. However, the emphasis on academic performance may overshadow these important skills and create an uneven focus on grades rather than the overall development of the student. In conclusion, the scope for examining the pressure faced by HUMSS students from their parents for academic performance is a crucial topic to be studied. It is essential to understand the impact of this pressure on students' overall development and to reevaluate the specialized curriculum offered to them. This will not only reduce the negative effects of parental pressure but also promote a more holistic approach towards education and success. Question 3 Sally has always been shy and on the quieter side within her friend group. She always described her family life as perfect- that is until last year when they found out that her dad had been having an affair. Her parents separated not long after, which has been hard for Sally. As an only child she often wonders if she might have been part of the reason her dad left and has started a new family. School work and academics had always come easy to Sally. She has always received compliments from her parents for her grades and since her parents’ separation over a year ago, she has thrown herself into her studies as it seems to be the only thing that makes her mum and dad happy with her. In contrast she always found social life at school harder. Sally has always had a small group of friends and with some encouragement from Alice she put her name down to be on the leadership team – and to her surprise she was selected. Sally felt nervous at first as she has always found it hard to speak up in groups and to meet new people. With Alice’s encouragement, she decided to challenge herself as she knew that her friend Alice would be there if she couldn’t speak up herself. Sally accompanied Alice on the bush walk on the second day (after also staying in with her on the first night). When they got back from the bush walk, Sally was standing right next to Alice when Alice vomited in front of everyone. Sally felt terrible for Alice, but when she looked up she could see everyone was looking in their direction. Sally felt her cheeks flush, her heart race and she begun to feel dizzy and nauseous. She started to fear in that moment that she would likely vomit in front of everyone, so she went to her room and stayed there for the rest of the afternoon. That night, there was a group brainstorming session straight after dinner. Sally felt selfconscious without Alice there to support her. As the microphone moved around the room, Sally could see that it was going to be her turn soon. She started to have thoughts like “No one will find what I have to say interesting” and “Everyone can see that I am nervous, and I will embarrass myself”. Sally then felt her cheeks flush, her heart race, she began to feel dizzy and nauseous and thought “I am going to vomit in front of everyone”. In response, Sally left and hid in the bathroom for the rest of the night and didn’t leave her room for the rest of camp. After camp, Sally quit the leadership team. Over the past 7 months, Sally has been increasingly absent from school. When she does attend school, she hides in the bathroom after drop off and more often than not leaves school early. Sally has also stopped spending time with her friends and no longer answers voice or video calls and chose not to celebrate her 18th birthday this year. Is Sally likely to have a specific phobia? Or any other type of psychological disorder? Provide a justification for your answer and suggest a diagnosis for Sally if you think she likely meets DSM-5-TR criteria for a particular condition. Answer Based on the information given, it is possible that Sally may be experiencing a specific phobia or another type of psychological disorder. Let's explore this further by looking at her symptoms and the criteria for specific phobia according to the DSM-5-TR. According to the DSM-5-TR criteria, specific phobia is characterized by a strong, persistent fear or anxiety about a specific object or situation, leading to avoidance or extreme distress when faced with the fear trigger. In Sally's case, it seems that her fear or anxiety is triggered by situations where she has to speak in front of others or be the center of attention. This is evident in both the incident on the bush walk as well as the group brainstorming session during the leadership camp. Sally's symptoms of flushing, racing heart, dizziness, and nausea also indicate that she may be experiencing a panic attack, which is often associated with specific phobia. Furthermore, her avoidance behavior and social isolation are common coping mechanisms for those with specific phobia. However, it is important to note that the presence of a specific phobia does not automatically mean that Sally has a psychological disorder. A specific phobia only becomes a disorder when it interferes significantly with daily functioning and causes distress or impairment in various areas of life, including social, occupational, or personal. Considering Sally's symptoms and behaviors, it is possible that she may meet the criteria for specific phobia. However, further assessment and evaluation by a trained mental health professional are necessary to make an accurate diagnosis. This may involve conducting interviews, completing questionnaires, and observing Sally's behavior in various settings. In addition to specific phobia, Sally's symptoms may also be indicative of social anxiety disorder, which is characterized by fear or anxiety in social settings and avoidance of social situations. As an only child, Sally's recent family issues and separation from her father may have also contributed to her increased social isolation and withdrawal. In conclusion, it is possible that Sally is experiencing a specific phobia or another type of psychological disorder. However, further assessment and evaluation are needed to make a definitive diagnosis. It is also important for Sally's well-being that she seeks help from a mental health professional to address her symptoms and improve her daily functioning. Question 4 Alice is a high school student. Alice was typically quieter in her friendship group, but she was well liked amongst peers. In high school she began to come out of her shell a little more, but she continued to feel self-conscious when she had to do presentations in front of the class. She would feel anxious all morning before a school presentation and would find it hard to concentrate on anything else. Presentations in front of the class would make her heart rate increase, she would feel nauseous, and the more she focused on that, the more she felt like she wanted to throw up. Alice would then speak quickly to get through the presentation. At the end of every presentation, she always felt a great sense of relief that she got through the presentation. In her final year at school, she was appointed to the student leadership team. She was so proud to be chosen and be involved in organising events for her final year. One of the first events for the leadership team was to go on a leadership team camp to set up plans for the year ahead. On day 1 of the camp, Alice felt a little nervous and a little nauseous. She decided to go to bed early on the first night. The next day she joined the group for a long bush walk. Not long after everyone returned to camp, Alice felt her nausea increase and then she vomited in front of everyone at camp. Alice was embarrassed by what had happened in front of everyone and she was worried that she was sick and might vomit again. Alice left the camp early to avoid another vomiting incident. For the next few weeks after camp Alice stayed home and didn’t go out with her friends. First, she saw a doctor who ran some tests which were inconclusive, but the doctor suggested that she might have had food poisoning and so suggested that Alice take the rest of the week off school to rest and recover. The next two weeks were the school holidays. Even though she was feeling a lot better, she declined offers to go out on group walks with friends. A little part of her was worried she was not better yet, and she wanted to avoid vomiting again. She has caught up with friends over video chat and is looking forward to getting back to school before the HSC exams later in the year. Is Alice likely to have a specific phobia? Or any other type of psychological disorder? Provide a justification for your answer and suggest a diagnosis for Alice if you think she likely meets DSM-5-TR criteria for a particular condition. Answer According to the information provided, it is likely that Alice is experiencing a specific phobia known as emetophobia, also known as the fear of vomiting. Emetophobia is classified under the anxiety disorders in the DSM-5-TR and is characterized by an intense fear of vomiting or being in situations where vomiting may occur. This can include physical symptoms such as increased heart rate, nausea, and vomiting, as well as avoidance behaviors and thoughts related to vomiting. One of the key factors in diagnosing a specific phobia is the presence of extreme fear or anxiety that is triggered by a specific object, situation, or activity. In Alice's case, her fear and anxiety are triggered by the thought of vomiting or being in situations where she may vomit. This is evident in her avoidance of activities such as school presentations, bush walks, and social outings with friends for fear of being sick or experiencing symptoms of nausea. Moreover, Alice's fear and avoidance have significantly impacted her daily functioning, including her academic performance and social relationships. This is evident in her declining offers to go out with friends and her decision to take time off school, leading to further isolation and avoidance of potential triggers. Several academic sources support the idea that emetophobia is a specific phobia. In a 2010 study by Einsiedel, [1] emetophobia was found to be one of the top three most prevalent phobias among German university students. Another study by Lipsitz et al., [2] found that individuals with a fear of vomiting had significantly higher levels of anxiety compared to those without emetophobia. These findings align with Alice's experience of feeling anxious and having physical symptoms in situations that may trigger her fear of vomiting. To make a diagnosis of emetophobia, Alice must meet the criteria outlined in the DSM-5TR for specific phobias. These include: a persistent and excessive fear triggered by the presence or anticipation of a specific object or situation, avoidance of the feared object or situation, and significant impairment in daily functioning. Given Alice's experience of persistent fear and avoidance of vomiting-related situations, as well as the impact on her daily functioning, it is likely that she meets the criteria for emetophobia. However, other psychological disorders, such as social anxiety disorder and generalized anxiety disorder, may also present with similar symptoms and should be considered. In conclusion, based on the information provided, it is likely that Alice is experiencing a specific phobia known as emetophobia. It is important for Alice to seek professional help, as specific phobias can be effectively treated through therapy. Additionally, understanding and addressing her fear could greatly improve her daily functioning and quality of life. Question 5 Write the Objective of the Study for research about the topic “ONLINE GAMING AS A VIABLE STRESS MANAGEMENT STRATEGY FOR JUNIOR HIGH SCHOOL STUDENTS AT ROGATIONIST COLLEGE”. Answer In today's fast-paced society, adolescents are facing increasing levels of stress due to academic pressures, social media, and family expectations. This stress can have negative effects on their physical and mental health, leading to burnout, anxiety, and depression (Mishra & Parida, 2019). As junior high school students are at a crucial developmental stage, it is important to explore alternative stress management methods that can be incorporated into their daily lives. Online gaming has emerged as a popular activity among teenagers, providing a virtual escape from reality. It allows individuals to engage in leisurely activities, compete with friends, and experience a sense of accomplishment (Jaruszewicz, 2019). Moreover, online gaming has been linked to decreased levels of stress and increased positive mood (Granic et al., 2014). However, the effectiveness of online gaming as a stress management strategy for junior high school students has not been extensively studied. In conclusion, this research study aims to fill the gap in existing literature by investigating the effectiveness of online gaming as a stress management strategy for junior high school students at Rogationist College. It is hoped that the findings of this study will provide valuable insights into incorporating online gaming as a viable stress management strategy for students and contribute to the development of effective interventions for adolescent stress management.