Why did James’ sleep schedule change from his normal routine? Revised Question: “What factors could have contributed to the alterations in James’ sleep pattern and subsequent insomnia?”
QUESTION
Case Study, Mohr
CHAPTER 22, Sleep Disorders
In completing the case study, students will be addressing the following learning objectives:
Explain normal changes in sleep across the human lifespan.
1. James, a 12-year-old middle-school student, is having problems with his schoolwork. James cannot sleep until late at night and has been unable to arrive at school until later in the morning due to excessive morning sleepiness and difficulty awakening. James is concerned and depressed over this considerable insomnia with subsequent tardiness in arriving at school. The teacher referred James to the school psychologist, who recommended psychological testing to determine if James has a learning disability. The results of the test show that James does have a learning disability and needs special placement for his English class. James continues to have insomnia. The pediatrician recommended that James have a study at a sleep clinic. After the test, James was given a sleep schedule and was able to return to his normal sleep schedule. His schoolwork improved after he was able to achieve adequate sleep.
(Learning Objectives: 1)
a. Why did James’ sleep schedule change from his normal routine? Revised Question: “What factors could have contributed to the alterations in James’ sleep pattern and subsequent insomnia?”
b. How do sleep patterns change for people over the lifespan?
ANSWER
Exploring Factors Contributing to Sleep Pattern Alterations and Insomnia: A Case Study Analysis
Introduction
Sleep plays a vital role in our overall well-being, particularly in cognitive functioning and emotional regulation. However, disruptions in sleep patterns can have significant impacts, as highlighted in the case study of James, a 12-year-old middle-school student. This essay aims to delve into the factors that could have contributed to the alterations in James’ sleep pattern and subsequent insomnia. By examining these factors, we can better understand the importance of addressing sleep disorders and their potential impact on various aspects of an individual’s life.
Puberty and Hormonal Changes
One significant factor that could have influenced James’ sleep pattern is puberty. During adolescence, individuals experience significant hormonal changes, including a shift in the circadian rhythm (Hagenauer et al., 2009). The circadian rhythm regulates sleep-wake cycles, and disruptions in this rhythm can lead to difficulties in falling asleep and waking up. James’ insomnia and excessive morning sleepiness may be attributed, at least in part, to the hormonal changes associated with puberty.
Psychological Factors
Psychological factors, such as stress, anxiety, and depression, can significantly impact sleep patterns. In James’ case, his concerns and depression over his insomnia and subsequent tardiness may have contributed to his sleep difficulties. Stress and anxiety related to schoolwork, coupled with the learning disability diagnosis, could have further exacerbated his insomnia. These psychological factors likely created a cycle of sleep deprivation and increased distress, leading to a negative impact on James’ overall well-being.
Learning Disability
James’ learning disability, as identified through psychological testing, could have also played a role in his sleep disturbances. Learning disabilities, such as dyslexia or attention deficit hyperactivity disorder (ADHD), are often associated with sleep problems (Shaywitz et al., 1995). Difficulties with reading, comprehension, or concentration can result in increased frustration and anxiety, further disrupting sleep patterns. In James’ case, the learning disability diagnosis may have heightened his stress levels, impacting his ability to fall asleep and maintain a consistent sleep schedule.
Sleep Clinic Evaluation
To address James’ persistent insomnia, the pediatrician recommended a study at a sleep clinic. Sleep clinics are specialized facilities where professionals assess and diagnose sleep disorders through comprehensive evaluations. The sleep clinic evaluation likely involved monitoring James’ sleep patterns, assessing his sleep architecture, and identifying any underlying sleep disorders (Colten, 2006). This step was crucial in determining an appropriate course of action to help James achieve adequate sleep and alleviate his insomnia.
Sleep Schedule and Improved Schoolwork
Following the evaluation at the sleep clinic, James was given a sleep schedule tailored to his needs. Establishing a consistent sleep routine, including a regular bedtime and wake-up time, can regulate the body’s internal clock and improve sleep quality. By adhering to the recommended sleep schedule, James was able to restore his normal sleep pattern. Consequently, his schoolwork improved as he obtained sufficient sleep, allowing him to better focus and engage in his studies.
Conclusion
Sleep disturbances can significantly impact an individual’s daily functioning, particularly in academic performance and emotional well-being. In the case of James, factors such as puberty-related hormonal changes, psychological factors, the presence of a learning disability, and the subsequent evaluation at a sleep clinic all contributed to his altered sleep pattern and insomnia. Through the implementation of a personalized sleep schedule, James was able to regain a normal sleep pattern, leading to improvements in his schoolwork. This case study emphasizes the importance of recognizing and addressing sleep disorders to optimize overall health and well-being, especially during critical developmental stages like adolescence.
References
Colten, H. R. (2006). Improving Awareness, Diagnosis, and Treatment of Sleep Disorders. Sleep Disorders and Sleep Deprivation – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK19963/
Hagenauer, M. H., Perryman, J., Lee, T. R., & Carskadon, M. A. (2009). Adolescent Changes in the Homeostatic and Circadian Regulation of Sleep. Developmental Neuroscience, 31(4), 276–284. https://doi.org/10.1159/000216538
Shaywitz, B. A., Fletcher, J. M., & Shaywitz, S. E. (1995). Defining and Classifying Learning Disabilities and Attention-Deficit/Hyperactivity Disorder. Journal of Child Neurology, 10(1_suppl), S50–S57. https://doi.org/10.1177/08830738950100s111
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