Biological Bases of Behaviour
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Added on 2019-09-25
Biological Bases of Behaviour
Added on 2019-09-25
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BIOFEEDBACK INTERVENTION1ASSIGNMENT COVER SHEET (INDIVIDUAL)Please complete and attach this form to your assignment. All assignments must be submitted to lecturer on the stipulated submission date. The ‘AcknowledgementSlip’ portion will be date stamped and returned to the student.NameSivasankari D/O RajendranStudent No.32492277Unit CodePSY 351Unit NameBiological Bases of BehaviourClass CodeALocal Lecturer’s name Joy TongAssignment No. (ie. 1,2,3) or ‘short answer’2Your assignment should meet the following requirements. Please confirm this by ticking the boxes before submitting your assignmentMy assignment is double-spaced and clearly legibleMy assignment is written on one side of page onlyI have provided a wide margin (4 cm) on left-hand side of pageThe first page of my assignment is clearly labelled with my name, unit no, unit name and tutor’s name.I have retained a copy of my assignmentI have completed and signed the declaration belowAll forms of plagiarism, cheating and unauthorised collusion are regarded seriously by theUniversity and could result in penalties including failure in the unit and possible exclusionfrom the University. If you are in doubt, please contact the Unit CoordinatorDECLARATIONExcept where I have indicated, the work I have submitted in this assignment is my own work.Signed:NAMEDate submitted:3 November 2016OFFICE USE ONLYOFFICE USE ONLYSubmission dateSTUDENT’S SIGNATURE on collection of assignment:Not applicable for Kaplan SingaporeDate assignment collected:
Running head: BIOFEEDBACK INTERVENTION1Biological Bases of Behaviour PSY 351NAMENumberBiofeedback Intervention for Anxiety, Stress and Depression among Students2528 words
BIOFEEDBACK INTERVENTION2AbstractThe nursing graduate students are seen to have high prevalence of the problems associated with mental health. The severity of the mental health problems have increased in the university campus and therefore alternative interventions are required around the limited resources for the treatment of mental health. This paper will help in investigating the benefits of biofeedback training for helping in reduction of symptoms associated with anxiety, stress and depression. 60 sample graduate students were chosen and assigned to a control or biofeedback intervention group. The results were helpful in indicating that the biofeedback intervention was seen to be highly effective in reducing the stress, depression and anxiety level over 1 month period whereasthe control group were seen to increase the symptoms over the same timeframe. There is a requirement of more psychologically healthy graduate students as the better the nursing professionals in this public health nursing arena, the better they will go forth towards serving the society after completion of studies. 1.BackgroundHigher amount of efforts have been seen among the graduate students in order to manage anxiety, stress and depression with increasing mental health problems among the graduate students. The graduate students should not be academically and professionally competent but also strive towards having a psychological and mental health. Only very few research studies on the topic of mental health and interventions present among the graduate students have been performed on nursing students. Significantly high level of distress was found in graduates and undergraduate students of two very large Australian University compared to the general public (Stallman, H. M., 2010). In another study by Lee, Y. C., Chien, K. L., & Chen, H. H. (2007), high fatigue rate was found in Taiwanese graduate students leading to similar psychological distress. Similarly, a study depicted high prevalence of anxiety, stress and depressive symptoms among the Thai University students (Ratanasiripong, P., & Rodriguez, A., 2011).As the graduates and students of public health nursing programs, it is important for these students to learn interventions and strategies which will be beneficial for managing their lives and coping with the life stressors. High rate of moderate psychological distress has been seen in Australian tertiary students compared to the non-students and evidence have been provided by the national survey (Cvetkovski et al.2012). Specific stressors are seen to be involved in the roles as well as demands of those who study nursing which increases the distress among these students while progressing towards their course. Various studies have investigated these similar mental health issues in medical and nursing students. A study by Rella et. al (2009), noticed that by completion of their course, 20% out of the 431 Australian undergraduates nursing students experienced increased stress level along with serious maladaptive stress and fatigue. A systematic literature review by Pulido Martos et. al (2012), identified two primary sources of high stress level among the nursing students which were clinical factors (mistakes with patients, fear for unknown situations, handling the equipment etc.) and academic factors ( increased workload and issues with studying).
BIOFEEDBACK INTERVENTION3The main stressors during the three years of nursing program among the Australian nursing students was identified to the finances and difficulties with studies (Lo2002). In Australia the mental health of nursing and medical students along with the doctors is seen to be an ongoing concern. (Elliot et al.2010; Schlicht et al.1990).Psychiatric morbidity was measured in one study for the mental illnesses seen in the Australian students where it was seen that a significant increase in scores from beginning towards the finishing of their internship. Additionally, final measures scores were seen to increase past the cutoff in the case of the potential psychiatric morbidity (Willcock et al.2004). This finding are supported by international literature where a number of factors were seen as significant stressors and included the academic pressure, volume of workload, bullying from staff, teachers, residents or interns, stressed out or burned out supervisors. (Wear,2002); and exposure to human suffering(Supe1998). The negative outcomes resulting from the mental health problems in nursing students are seen to be absenteeism, discontinuation of university studies, higher failure rates, reduced productivity (Andrews and Wilding2004; Arria et al.2013).One of the important method towards reduction of these negative outcomes can be performed through early intervention for the mental health problems in medical and nursing students. But this stigma might become a barrier in the help-seeking technique. A similar survey was performed for the Australian and New Zealand medical students where 55 percent of the studentsagreed to the stigma with being a medical student and bearing a psychological distress whereas 72 percent of these students agreed towards being a medical students having being diagnosed from the mental illness (Elliot and Tan2010). 20 percent of the Australian medical students in a 2011 study agreed towards concealing their emotional and mental problems (Walter et al.2013).One of the effective method towards helping the student with their mental illness is found to be the biofeedback intervention (Henriques, G., Keffer, S., Abrahamson, C., & Horst, S. J., 2011). No such research has been performed on biofeedback study related to the depression in the university students although a high co-occurrence rate has been found along with depression and anxiety. Biofeedback can be explained as a process of mind-body requiring self-regulation whichhelps in improving health and performance. The individuals are seen to be highly aware of their physiological unction through the biofeedback equipment where they can learn towards modifying their thoughts, feelings and behaviour for making positive changes to these physiological function. Various studies have seen that biofeedback training is highly beneficial for reducing the anxiety, stress, depression and related health condition. (Yucha C., Montgomery D, 2008). Various biofeedback training include electromyography (EMG), electrocardiogram (ECG), electrodermograph (EDG), and electroencephalograph (EEG) and heart rate variability (HRV). I have used HRV for this study. This biofeedback helps the individual to gain awareness for the involuntary HRV, attaining reduction in stress, depression and anxiety. 2. MethodsParticipantsThis experimental study was conducted with 60 graduate students in the nursing course from Murdoch University in Australia. 60 participants were required for this study on the basis of a priori power analysis by G∗Power. The parameters used were and 0.8 power, 0.05 alpha and
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