Spastic Dysphonia

Education Spastic Dysphonia Name: Instructor: Course: Date
SL disorder is a mood disorder that affects approximately 9% of the people at any point in their lives. These mood or anxiety disorders have symptoms that can be unique to an individual. Mood and anxiety disorders may originate from childhood and become worse during periods of heightened stress. Others may be as a result of tragic events in the person’s life, for example, the loss of a parent. Some scientists debate that genetics may influence a human being to have the above disorders. There are two categories of mood disorders: bipolar depression and unipolar depression. Research shows that main unipolar depression is five times much more likely to occur than bipolar depression (Boone, 2010). Unipolar depression is the most commonly diagnosed mental illness. The difference between people with mood disorders and those who do not have mood disorders is just the degree of the moods, the severity, and the duration that the moods last in an individual. It affects people of all cultures and affects women twice as much as men. The major diagnostic symptoms of unipolar depression include having a depressed mood or lack of pleasure in the things that one used to enjoy doing. There are also other symptoms that an individual may experience. These symptoms which can be emotional, somatic, cognitive, and motivational are the basis for forming a diagnosis for unipolar depression. Emotional symptoms that an individual may experience include feelings of intense sadness and guilt for no particular reason. An individual may also experience loss of pleasure in things they once derived joy and fun in doing (Parker, 2002). Motivational symptoms include having a hard time in taking the initiative to do any activity and also in decision-making. An individual may experience passive moments. Some of the cognitive symptoms are the regular negative thoughts and situations of self-blame that one has from time to time. Low self-esteem is also a common symptom, which also accompanies the feelings and instances of being hopeless arising from unreasonable causes. The somatic symptoms range from experiencing a sudden gain of loss or appetite to feelings of complete unrest. One may also add or lose weight suddenly. The body loss may consequently result in general body weakness or feeling less energized. Some individuals have also reported experiencing hypersomnia or insomnia. Bipolar depression has a closer link to genetics when compared to unipolar depression. In the world, only about 1% of the population has been diagnosed with this condition. Symptoms of bipolar depression are quite similar to those of unipolar depression. The emotional condition of victims is usually characterized by irritability. They also experience and derive a lot of pleasure from some activities. In addition, patients also suffer motivationally. They experience an increase in activities that are directed towards a certain goal and also fun activities, whose potential to cause physical harm and pain, is high (Milkova, 2008). There are also cognitive symptoms, which include having a superiority complex, being easily distracted and a lack of focus on duties. In addition, they also experience many racing ideas and thoughts. Somatic symptoms range from fewer sleeping hours to incidences of becoming talkative. Mood swings and periods of mild depression are also common symptoms For many individuals, living with any type of anxiety disorder is embarrassing. Many people find it hard to survive in the public sphere and result to confining themselves inside their houses, away from other people. It is essential that people learn how to live peacefully with individuals who experience this and any other disorder. Such people need attention and support, not forgetting reassurance. In any workplace, the staff needs to be properly trained on how to handle such kind of people. Many people suffering from anxiety disorder benefit from a combination of treatments (Parker, 2002). Members of staff in an organization can be helpful to affected persons by helping them to relax when they experience anxiety attacks. This can be done by assisting them to do breathing exercises and allowing them to talk to them without being judgmental. Encouraging victims to attend therapy and offering to do their duties while they are on therapy is also another way to show support. For sustainable and healthy communities and safe schools that support high quality education to students with SL disorder the location and the teaching staff of plays an integral role. The criteria to come up with healthy programs that will improve the health status of the young generation should be emphasized. To have effective class time a lesson plan will act as a road map towards this goal (Milkova, 2008). Before starting to plan the lessons to teach, it is essential to identify the learning objectives. Put awareness to all the staff on the need to develop strategies to obtain feedback on the disabled students. The three components to consider are objective for students learning, teaching activities, and strategies to check students understanding. What determines the teaching and learning activities to use in class is the concrete objective for students learning. There are six steps to guide the teaching staff when creating the lesson plan. This aid one to designing the teaching and learning activities. These steps are outlining learning objectives, developing the introduction, planning the specific learning activities, planning to check for understanding, developing a conclusion and a preview, creating a realistic timeline, presenting a lesson plan, and finally reflecting on the lesson plan (Milkova, 2008). These key steps will help members of the staff in managing the SL disorder class activities. The lesson plan does not have to be an exhaustive document for it to be effective. It is not possible to describe each SL disorder student’s response or questions but the plan will provide a general outline of the teaching goals.
References

Boone, D. R. (2010). The voice and voice therapy (8. ed., international ed.). Upper Saddle River, N.J.: Pearson Education.
Milkova, S. (2008). Strategies for Effective Lesson Planning | CRLT. CRLT | Center for Research on Learning and Teaching. Retrieved May 27, 2013,
Parker, J. N., & Parker, P. M. (2002). The Official Patient 's Sourcebook on Spasmodic Dysphonia. San Diego: ICON Group International Inc..

References: Boone, D. R. (2010). The voice and voice therapy (8. ed., international ed.). Upper Saddle River, N.J.: Pearson Education. Milkova, S. (2008). Strategies for Effective Lesson Planning | CRLT. CRLT | Center for Research on Learning and Teaching. Retrieved May 27, 2013, Parker, J. N., & Parker, P. M. (2002). The Official Patient 's Sourcebook on Spasmodic Dysphonia. San Diego: ICON Group International Inc..