Major Depressive Disorder Case Study

Major Depressive Disorder Case Study Case Study Idalhà ­ Barnes Jessica J. Ruiz Case Study Barbara Torres is a 36 year-old Hispanic married women and the mother of male twins of seven years old. She lives in Kalamazoo, in the state of Michigan. She has a very challenging, high stress occupation as a Chief Executive Officer (CEO) in Stryker, a multi-billion manufacture corporation that develop medical devices and medical equipment. Ms. Torres has always been a hard worker and high achiever. She graduated from Harvard University with top honors in both college and graduate school. She has very high principles for herself and can be very self-critical when she fails to meet a goal. Barbara Torres arrives to the Pan-American Mental Health Center seeking for psychological services for possible symptoms of depression. Before the intake interview began, the psychologist introduced herself to Ms. Torres, explained the mission, values and services provided in the mental health center, the purpose, form and time of the interview, the information that it will be gathered, and the basis for a good working client/therapeutic relationship, among others. The client complete and signed the consent for treatment form, authorization to contact form, release of information, and other necessary or relevant paperwork. Once the documents were signed, it was proceeded to explain confidentiality and its limits. Presenting Problem During the initial interview, the client was inquired about information about the present problem, the symptomatology, when did it start, how often does it occur, how long does the symptom last, how it affected her everyday life, any incidents that precipitated the symptomatology, and if this mood episodes occurred previously. The client chief complaint was symptoms of depression and excessive distress that started about three months ago with daily depressed moods, decrease of interest or pleasure in everyday activities, difficulty in sleeping, decreased of energy, weight loss and lack of concentration because of worry. Then the symptoms just get worse. There was no incident or psychosocial stressor that could precipitated the symptomatology. Ms. Torres was asked what motivated her to look for help at this point, and she explained that after much deliberation with her family, friends, primary medical doctor and pastoral counseling, she decided to look for help, because the symptoms she was and still experiencing, are deteriorating the relationship with her husband and kids, with her ability to accomplish her work, and were interfering with her daily functioning. The client explained that in her job she has struggled with significant emotions of worthlessness, embarrassment and guilt due to her inability to perform as well as she always has in the past. The client described that she’s having a lot of stress and preoccupation that she cannot handle the situation or that something awful may happen (like lose her job or family). Her colleagues have noticed that she is often short-tempered and reserved, which is quite dissimilar from her normally cheerful and friendly character. She has called in sick on numerous times, which is absolutely unlike her. Those days she stays in home ruminating about the present problems, viewing TV or sleeping. This behavior has occurred four times in a month. In her home, Barbara’s spouse has observed changes as well. She’s presented little interest in sex, had diminished interest in almost all activities with him and the kids, had drop twenty pounds in three months and had difficulty in sleeping (3-4 hours’ sleep per night and does not feel rested upon waking). Her sleeplessness has been keeping him awake, as she tosses and turns for a couple of hours or two after they go to bed. He’s heard her having recurrent crying phone conversations with her closest friend, which have him worried. When he attempted to talk to her to open up about what’s disturbing her, she pushes him away with an immediate â€Å"the whole thing is fine†. The relationship with her parents and sisters also has been impaired because she lacks of motivation to visit them or talk to them frequently as she used to do. Even though she hasn’t ever deliberated or think about suicide because of her faith and Catholic religion, Barbara has found herself increasingly unsatisfied with her life. Ms. Torres gets frustrated because she knows she has all the reasons to be happy, but yet can’t enjoy all her success. The client expressed to be overwhelmed and with much stress for not knowing what is happening to her; also reported performed excessive rumination about the problems that this symptoms has caused in her job and family. According to Nolen, Wisco, and Lyubomirsky (2008), rumination is the method of thinking constantly about one’s emotional state and difficulties. Studies has shown that rumination have an exclusive association to depression symptoms and its negative cognitive features. Ms. Torres was asked how intense where her symptoms in a scale of 1 to 10, where 1 means low intensity and 10 means high intensity, and she described that her symptoms were positioned between 6 and 7. In the same manner, she was asked how that symptoms’ intensity impaired her daily life activities, and she reported that the symptoms impair her daily functioning between a 7 or 8, stating that she couldn’t performed any activity as she used to. Ms. Torres was asked if she experienced these symptoms in the past and she stated that she experienced two of the present symptoms (lack of energy and decreased weight) in her adolescence when she broke up with her first boyfriend at the age of seventeen. The symptoms last three weeks. Mental Health Status The client arrived to the Pan-American Mental Health Center in a clean state, properly dressed, and seemed according to her chronological age. Her physical appearance seems to be thin or underweight. Ms. Torres was attentive and well oriented on the three spheres (time, place, and person). Ms. Torres maintained eye contact, her voice tone was normal and her body movements and general attitude were according to what she expressed. The client expressed to be overwhelmed and with much stress for not knowing what was happening to her. She voluntarily provided information about herself, the present problem and symptomatology, medical, psychiatric and family history, among others. Throughout the interview the client understood everything that was explained, proved to be rational and seemed to have good understanding of her psychological difficulties. Developmental History Ms. Torres stated that her childhood was remarkable. She grew up in a small town in Michigan with her parents and two older sisters. Her father was a manager in a retail store for 45 years and her mother was a Tennis trainer in a school for 25 years, and both were very caring and attentive with the kids. The parents have 55 years of matrimony. The family relationship was described as positive and the client explained that throughout her life she has a very good relationship and communication with both sisters and both parents. She considered her family very close and united; they spend almost every Christmas together. She and her sisters were raised in the Catholic religion, and stated that ever since have a very strong faith. In her childhood, Barbara enjoyed participate in all kind of sports, but mostly she excelled in Tennis. In school, Barbara developed very good relationship with peers, always had excellent grades, and the teachers described her as an outstanding student and an innate leader. In her adolescence and adulthood she reported that she never used drugs or has any problem with the law. She also stated that there was no substance abuse history in her family. Medical and Psychiatric History Ms. Torres reported that she’s never been diagnosed of any medical or mental disorder. Since she was young, her parents took the children regularly to visit the primary doctor. One of her sisters was diagnosed with asthma. A well-known family history of medical illnesses including diabetes, hypertension, strokes, multiple sclerosis, and hypothyroidism was refused. Before looking for psychological services, Ms. Torres visited her primary doctor one month ago to see if everything was good with her health. Her doctor sends her to take several routine physical exams and tests (complete blood count, chest x ray, urinalysis, cancer screening test, mammogram, pap smear, pregnancy test, sexually transmitted diseases, stress test, among others) to discard any health conditions or concerns that could be producing her symptoms. The test showed that Barbara’s health was in good condition. Her doctor advised to use vitamins supplements to prevent malnutrition and referred her to visit the psychologist for possible symptoms of depression. She was asked if a member of her family was diagnose with depression and she stated that her mother-side of the family has history with this disorder. Her mother, grandmother and aunt where diagnose with major depression. When she was an adolescent her mother received psychotherapy with a psychologist for five years, but never used psychotropic medication. In the paternal side of the family there were no history of mental and psychiatric disorders. She denied the use of medication with the exception of birth control pills taken at the age of nineteen until she was twenty five years old. Barbara denied any psychiatric hospitalizations, past or present ideation, plan, or intent for suicide or homicide. She also denied any hallucinations or delusions. This is the first time seeking treatment from a psychologist, but she described participated in pastoral counseling. DSM 5 Diagnosis 296.22 / 296.23 Major Depressive Disorder, Single Episode, Moderate- Severe with Anxious Distress Depression is a medical illness or mood situation in which people face depressed feelings and have a decrease of interest or pleasure in everyday activities that usually enjoy (American Psychiatric Association, 2013). According to Nunstead, Skarsater, and Kylen (2012), in modern society there is an increasingly serious problem of major depression in all social groups. They emphasize about the importance of individual’s capacity and how the individual’s own comprehension of the disorder and symptomatology help them to manage and cope with factors associated with the disorder. The criteria for Major Depressive Disorder designated by the Diagnostic and Statistical Manual of Mental Disorders, (5th ed., DSM-V; American Psychiatric Association, 2013), described the main indications of Major Depression as the manifestation of a minimum five of the following symptoms: depressed feelings or mood, decrease of interest or pleasure in everyday activities, decrease or gain of weight or appetite, sleep disturbance, psychomotor agitation, decrease of energy, feelings of worthlessness, lack of concentration and recurrent thoughts of suicide or death. Diagnosis Impression At the present time, Ms. Torres meets criteria for the DSM 5 diagnosis of Major Depressive Disorder, Single Episode, Moderate-Severe with Anxious Distress due to the presence of the following symptoms: daily depressed moods, decrease of interest or pleasure in everyday activities, difficulty in sleeping, feelings of worthlessness, decreased of energy, weight loss and lack of concentration for the last three months. Ms. Torres rejected experienced in the past of similar psychiatric symptoms, making this episode a single one. The level of impairment Barbara is experiencing in her occupational, social, and other important areas is moderate to severe. There is confirmation of anxious distress by symptoms of excessive distress, worry or tension, incapable to rest as a consequence of anxiety, lack of concentration because of concern, anxiety that something terrible might occur and feelings that she will miss control. Differential Diagnosis Ms. Torres’s complaints do not include symptoms of persistent elevated mood, increases in goal-directed behavior, or symptoms in criteria B, lasting one week (Bipolar I – Manic Disorder) or four days (Bipolar II – Hypomanic Disorder). Consequently, any diagnosis related with either one of the above-mentioned episodes was immediately excluded. Mood Disorder Due to another Medical Condition was ruled out, because there was no family history of medical conditions like diabetes, hypertension, strokes, multiple sclerosis, hypothyroidism and all the medical exams performed recently by her primary doctor showed no recent acquire condition. Substance/Medication-Induced Depressive or Bipolar Disorder was disqualified since there was a negative history of substance and medication use at time of onset of symptoms. The client reported absence of impulsivity in her family, her childhood and adolescence, and the symptoms of lack of concentration started three months ago, as a result, Attention-Deficit Hyperactivity disorder was ruled out. Because the onset of symptoms was approximately three months ago and there was no psychosocial stressor that precipitated the symptomatology, Persistent Depressive Disorder (Dysthymia) and Adjustment Disorder with Depressed Mood were ruled out. Sadness excluded because Ms. Torres meets the criteria of severity (five or additional symptoms), duration (for the most part the day, nearly every day for a minimum of two weeks), and clinically noteworthy impairment in functioning, needed to be diagnose as a client with Major Depressive Disorder (American Psychiatric Association, 2013). Etiology During the interview, Ms. Torres reported a maternal family history of major depression (mother, grandmother and aunt) and explained that her mother received psychotherapy for five years, but never used psychotropic medication. There were no history of mental and psychiatric disorders in the paternal side of the family. Several family studies have discovered that the genetic relatives of clients with mood conditions are more likely to acquire mood disorders than are individuals in the general population. In the present, doctors and scientist still don’t know what are the exactly causes of depression. Roetker et al. (2013) indicated that the etiology of depression is complicated and heterogeneous although many factors (biological, genetic, psychological, and environmental factors, among others) can contribute to the arrival of depressive symptoms. According to Tamatam, Khanum, Bawa (2012) genetic factors have been connected in the etiology of depression and numerous investigations and studies have determined that fluctuations in protein structure are associate with a predisposition to specific conditions. In the other hand, many other studies had found no correlation between genetic factors and depressive symptoms, and concluded that the environment and social factors were more predictive of depressive symptoms (Roetker et al., 2013). Monroe, Slavich, and Gotlib (2014) indicated that three of the most dependably informed and influential predictors of depression are a current major life experience, a family history for depression, and an individual history of previous depressive occurrences. In the case of Ms. Torres, the combination of daily activity stressors and family history of depression may possibly triggered the outcome of an episode of major depression. Treatment Recommendations Psychotherapy and medication is the treatment of choice for mood disorders. Based on a study performed by Casacalenda, Perry, and Looper (2002) the best treatment for depression is the combination of antidepressant medication and psychotherapy (principally cognitive behavior therapy and interpersonal therapy). Ms. Torres will be referred to a psychiatrist to start the pharmacological intervention and treat symptoms of low mood and insomnia, among other symptoms. Medication will help in the stabilization of the chemicals in the brain to the right levels, relieving the depressive symptoms. Along the interview, the client expressed to be constantly overwhelmed, preoccupied and anxious; likewise she reported perform excessive rumination about the problems and having feelings of worthlessness and guilt. Cognitive-Behavioral Therapy will help Ms. Torres to people change negative thinking and behavior patterns. Also, will help the client to comprehend the issues that may be behind her thoughts and feelings, be aware of depressive symptoms and how to identify things or events that could make the depression worse. In combination with Cognitive-Behavioral Therapy, the implementation of Interpersonal Therapy will allow the client to improve social adjustment and return to her social, occupational and family activities. Treatments of medication and psychotherapy, will help Ms. Torres to cope with social circumstances and other factors that may trigger further episodes of depression (Casacalenda, Perry, and Looper, 2002). References American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Casacalenda, N., Perry, C. J., Looper, K. (2002). Remission in Major Depressive Disorder: A Comparison of Pharmacotherapy, Psychotherapy, and Control Conditions. Am J Psychiatry, 159, 1354-1360. doi:10.1176/appi.ajp.159.8.1354 Monroe, S. M., Slavich, G. M., Gotlib, I. H. (2014). Life Stress and Family History for Depression: The Moderating Role ofPast Depressive Episodes. Journal of Psychiatric Research,49,90-95. Nolen, S., Wisco, B. E., Lyubomirsky, S. (2008). Rethinking Rumination. Perspectives on Psychological Science, 3(5), 400-424. Nunstead, H., K.,Skarsater,. Kylen, S. (2012). Experiences of Major Depression: Individuals Perspectives on the Ability to Understand and Handle the Illness. Issues in Mental Health Nursing, 33(5), 272-279. doi: 10.3109/01612840.2011.653038 Roetker, N. S., Page, D., Yonker, J. A., Chang, V., Roan, C. L., Herd, P., †¦ Atwood, C. S. (2013). Assessment of Genetic and Nongenetic Interactions for the Prediction of Depressive Symptomatology: An Analysis of the Wisconsin Longitudinal Study using Machine Learning Algorithms. American Journal of Public Health, 103(1), 136-144. doi: 10.2105/AJPH.2012.301141 Tamatam, A., Khanum, F., Bawa, A. (2012). Genetic biomarkers of depression.Indian Journal of Human Genetics,18(1), 20-33. doi:10.4103/0971-6866.96639

Margins: Meaning of Life and Frazier Essay

In Ian Frazier’s essay, â€Å"In Praise of Margins†, the author talks about his childhood life and how he had â€Å"margins† where he and his friends would do things and nothing would matter because they wouldn’t care. â€Å"Marginal† thought is valuable because it allows adults to use their imagination. His purpose is to try new activities without shame; it’s the spur of the moment that defines margin. I think his view about marginal activity is comprehensive and relatable. When we think of margins, we think of the extra space on the edge of the paper that we can’t write out of. But marginal has another meaning to it which has to do with the economic world and how we function with margins in our life such as personal experiences. Marginal space is key to the coming of age process in each person’s life whether we share the same activities or not. Although it’s not easy to pin point it out but marginal spaces are needed to escape from everyone’s present problem in everyday life. I agree and believe with Frazier when he is talking about the meaning of marginal because it is true that margins sometimes do not come out the way you want it to be, nothing or nobody is perfect and there are always something ruining the perfect moment that we all have or want. Marginal act take such a high valued meaning according to Frazier because the places and activities that he discovered through his childhood is something that has been lost in the past and also in many societies, especially the economic society. According to Frazier, he added, â€Å"†¦the margin is where you can try out ideas that you might be afraid to admit to with people looking on. † (7) This is an important concept to anyone’s life. One person’s marginal space can different from another person’s as long as it is an activity in which the person escapes from reality. In an economic society, time is considered money and Frazier’s activity of sitting on a tree for hours is more on the lines of suicidal, in economic society’s terms. Frazier agreed that he felt useless at the time of just sitting but as he grew older, the useless time of gazing off turned into something sacred towards him. The sitting in the tree gave him memories and something to reflect back on. It came upon me when I took my nephews out to the ice rink at the Christmas in the Park; I realized if I never done this I would have missed out on what defined me as of today. Though it’s all fun and games I know that it’s one of the activities you can do once in a while that can take you away from your stress and busy day life-style. Reflection cannot happen when there is nothing to look back on. There are always memories that others have whether it be good or bad. It might be their first time driving or their first time swimming. Any memory is something someone can reflect back onto to see who they are and to see how they got to the place they are now. The economic society always keeps moving on and thinks about the future, while human beings need time to focus and reminisce from where they came from. If someone keeps running straight with their heads down, they might get far but eventually, they will get lost. In order to stay on track and know where you’re heading, at times the person needs to look back to see where they started from. Know where you are is the most important thing to knowing who you are and Frazier realized the great importance of that. Frazier’s useless â€Å"marginal† activity such as just plainly sitting brought out the importance of just doing things not to gain a profit but to gain something to reflect on. When Frazier was younger, he had his own marginal place and would always go out to â€Å"the woods†; it was his â€Å"part-time address, destination, purpose, and excuse† (1). While Frazier ran around bumping into bushes and branches, slipping and sliding through thick brown dirt; I was ice skating at the ice arena, hop-scotching, and playing house. Throughout my childhood, I dedicated numerous hours in the freezing cold ice arena at the local mall, hop-scotched afterschool with my neighbors, and played house on the weekends with my cousins. These activities may sound typical as a child but it had a significant meaning towards me. It was my purpose to grow upon these marginal experiences. In the end, all that matters is being able to free your mind from something that you free yourself from caring about what others think. And I believe that I accomplish my marginal activity as a child, through every fall and bruises that I received while ice skating, I couldn’t care less about what others had to say about me because I knew that every time I got up it’ll only make me a better skater in the end. Although changes occurred and I grew out of the marginal acts, agreeing with Frazier’s realization, â€Å"†¦and suddenly there was nothing up there for us. † (4) The excitement of skating on the slipping cold ice with no shame of failing can only be done as a marginal act, because I can no longer look at the rink the same way I did when I was younger. Nor can I play hop-scotch the way I did, hopping from one box to another is like going from one class to another today. Instead of playing house with my cousins, we became college students looking for a stable job that can support our education. I agree with Frazier that the â€Å"remember whens† really does faltered and â€Å"playing† time doesn’t have to end here. Although margins can be done differently and looked at differently, marginal is necessary for a person of all ages to let loose in order to overcome the pressure and stresses of everyday life. Frazier’s marginal activities consisted of breaking ice, climbing trees, and picking fruits. My marginal activities consisted of ice skating, hop-scotching, and playing house. Marginal activities may vary from being active in a sport, traveling, singing or perhaps even enjoying a movie night on the couch; by the end of the day marginal activities is necessary in order to free yourself from the strains of everyday life.

Gender Issues In Primary Literacy Education Essay

The ‘gender spread ‘ within literacy at Key Stage 2 has late become a greater issue as the under-achievement of male childs within reading and authorship has been highlighted as a cause for concern ( Barrs and Pigeon, 1998 ; Millard, 1997 ; Wood, 2000 ) . As both male and female students are taught in the same manner, it is hence of import to research and discourse the issues which have lead to male childs in the primary school falling behind the misss. The National Literacy Trust ( NLT, 2010 ) has surveyed 17,000 immature people about their reading patterns. The consequences of this survey showed that 39 % of misss admitted to reading every twenty-four hours, compared with 28 % of male childs. Furthermore the survey besides revealed that 19 % of male childs say they merely read in category while merely 11 % of misss agree with this statement, 24 % of male childs think reading is deadening, compared with 13 % of misss and 45 % of misss like traveling to the library, while merely 35 % of male childs do. Such consequences merely serve to corroborate that the disparity in how both genders view themselves as readers, every bit good as the procedure of reading. This is particularly of import as farther NTL surveies have shown that reading frequence is strongly linked to attainment degrees, with 60 % of those who read every twenty-four hours accomplishing above the expected degrees for their age compared with merely 5 % of those who â€Å" ne'er † read accomplishing above the expected degrees. When discoursing the ‘explanations ‘ of low accomplishment degrees of male childs in Literacy at Key Stage 2, we must non merely see formal factors within the school and schoolroom, but besides any cultural and societal influences on the student. To get down it would be prudent to look at what may be considered the most of import factor act uponing an person ‘s literacy pattern, how they see themselves as readers. This is besides known as their ‘reader ego construct ‘ . Henk and Melnick ( 1995 ) believe that persons are influenced by this construct, and the procedure of doing the simple pick of whether reading is worth it. The person, they believe, calculates the attempt that would be needed for the reading undertaking and hence makes a determination on whether reading is to be avoided or non. Further surveies, from Clark and Foster ( 2005 ) , and McKenna et Al ( 1995 ) have found that boys by and large have more negative ego constructs than misss, and hence conclude that boys hold more negative positions towards reading. Such self constructs and position points lead to a low degree of motive towards reading, both within school and at place and may explicate why males are less likely than females to read for pleasance ( Cipielewski & A ; Stanovich, 1992 ; Libsch and Breslow, 1996 ; Logan & A ; Johnston, 2009 ) . There are a figure of research undertakings which suggest that these self concepts vary between the genders due to innate literacy ability. They province misss develop their verbal accomplishments quicker than male childs, and show between the ages of 18 to 24 months to hold superior verbal abilities to male childs ( Galsworthy et al, 2000 ) . In add-on Locke et Al ( 2002 ) found that misss ‘ linguistic communication abilities and non-verbal abilities were significantly better than male childs when come ining into instruction. Therefore, there is grounds that suggests that from the really start of formal schooling there is a little gender spread in literacy. Galsworthy goes on to province that due to these early differences, â€Å" a instruction attack which does non trust to a great extent on verbal accomplishments for word reading may profit male childs. † Coupled with this, Thompson ( 1987 ) believes that grounds shows a difference in schemes in the manner male childs and misss trade with reading. This belief lies in the grounds demoing that male childs and misss learn otherwise, hence, it is of import that there are gender friendly attacks to learning in topographic point in the schoolroom. Johnson and Watson ( 2005 ) conducted research to endorse these claims up, they found that with respects to reading and spelling, a technique concentrating on a ‘systematic man-made phonic ‘ method produced a much more positive response from male childs, whereas, female students performed to a higher criterion when taught with an ‘analytic-phonic attack. ‘ The research above non merely shows that boys learn in a different manner to misss, but besides suggests that they besides enjoy different types of text. Barrs ( 1998 ) , Hall and Coles ( 1997 ) and Moss ( 1999 ) each recommend a alteration in how reading communities are created in school, with the bulk, they all concur, tailored towards the reading manner and penchants of female scholars, whilst male scholars ‘ demands and penchants are grossly underrepresented. They form this sentiment due to school libraries concentrating their attending on fiction and narrative. Whereas, they province, male childs have been shown to prefer non-fiction texts. Furthermore, Millard ( 1997 ) and Probst ( 2003 ) agree suggest that current curricular accent and the text pick of the instructor do non fit the involvement, or the demands of male students. When interviewed about such alterations taking topographic point in primary school throughout the state, National Literacy Trust Director Jonathan Douglas stated in 2010: â€Å" We have late experienced immense success with a undertaking that inspired male childs to read through the exhilaration environing the football World Cup. More things like this must be done to instil a love of reading in male childs, and to alter their negative attitudes. We need to demo boys that reading and composing are ‘cool ‘ and are the first measure on a promising calling way and towards a successful life † A deficiency of apprehension of the issues above has the possible to take to boys avoiding reading. Millard ( 1997 ) , states that these cognitive differences are non the lone issues confronting male childs in footings of under accomplishment in literacy. She emphasizes the importance of reading function theoretical accounts at place and in school, peculiarly as reading is being perceived as a feminine activity due to female members of the household and primary school instructors, of which the bulk are female, supplying the premier support for reading. It would be of import, hence, for both male and female function theoretical accounts within the place or school to demo reading as an gratifying activity and above all else, its utilizations. By witnessing these grownups value reading in this manner the kid can get down to understand that reading is an of import activity. Rasinski and Fredericks ( 1991 ) province that: â€Å" It is important that kids see their parents use reading for a assortment of intents from amusement to keeping a occupation. Parents should demo kids the many ways that they use reading. † The basic undertaking of a parent reading for pleasance, hence, has the possible to act upon the kid ‘s perceptual experience of reading and would accordingly hold an tremendous power and long standing consequence on the kid ‘s educational success. Without being allowed to see reading in such contexts, the value of reading is non appreciated by a bulk male child ( Millard, 1997 ) . Millard ‘s concluded that the sentiment of many of the male childs questioned regarded reading as simply ‘a phase to travel through ‘ , and that one time they had learnt how to read, they could see small ground in go oning to make so. Furthermore, with respects to composing, research by Millard has shown through interviews with instructors that this spread is perceived to widen throughout the primary old ages of instruction. The interviews non merely show that gender differences are prevailing in relation to hapless attitudes towards literacy and usage of linguistic communication etc. But besides show that when discoursing their narratives, instructors report male students as holding ‘good thoughts ‘ , and demoing greater creativeness and imaginativeness than female scholars. Furthermore, Maynard and Lowe ( 1999 ) in their research found that instructors, when interviewed, reported that their male scholars seemed to bask composing activities, whereas their female scholars showed a great involvement and enjoyment at such undertakings. This is reported to be because of the male childs ‘ greater reluctance to compose narratives and their troubles in get bying with the many demands of narrative and f iction authorship. Similarly, Kanaris ( 1999 ) has stated that this is due to the different ways in male and female primary school kids use composing to build significance: â€Å" Girls by and large write longer, more complex texts. They tend to utilize a broad scope of both verbs and adjectives and develop their texts with more focal point on description and amplification. Boys ‘ composing tends to be more ‘event focused ‘ and is much more egoistic. . . ( they are ) less likely than misss to take themselves from the Centre of the action and state their narratives from the point of view of an perceiver. † Kanaris ‘ survey considers that written narratives by male students, hence, deficiency item and description and, like their penchants for reading, tend to concentrate on facts utilizing linguistic communication of ‘cartoons and cartoon strips ‘ instead than the descriptive linguistic communication asked for by the instructor, moreover, male childs were besides identified as less disquieted than the misss about pacifying the instructor with right replies and increased attempt. This peculiar idiosyncrasy was identified by Pollack ( 1998 ) as a ‘suicide cistron ‘ due to the male childs ‘ lassitude towards pacifying the instructor taking to underperformance, and he states that, â€Å" When male childs are non successful in school, their assurance is impairedaˆÂ ¦leaving them more likely to digest disciplinary jobs, be suspended from school or dropping out of school † . These disciplinary jobs are widely discussed within instruction literature as possible causes of male underachievement in literacy. ( Mac and Ghaill, 1994 ; Rudduck et al. , 1995 ; Younger and Warrington, 1996 ; Salisbury and Jackson, 1996 ; Warrington and Younger, 1999 ) The grounds in such studies returns to how male childs see female functions and male functions within society etc. The research workers concur that the impressions of maleness that boys conveying with them to instruction are in direct struggle with the ethos of the school in that they place really small value in the power of authorization. Younger et Al ( 1999 ) and Myhill ( 2000 ) believe that due to these peculiar perceptual experiences that male childs are conveying to school they begin to play up to peer group force per unit area upon image and attitude, impacting motive and committedness towards their work. Such surveies have shown engagement in category have been low, and even demo that some higher accomplishing male childs contribute less constructively than others within schoolroom treatment. Swain ( 2000 ) and Tinklin et Al ( 2001 ) believe that this behavior is an act to build their ain image of maleness within their friendly relationship and equal groups. Furthermore, Younger et Al province that during whole-class treatments whilst their part is less constructive, there is grounds of male childs ruling in the schoolroom. Taking the signifier of naming out more frequently than misss, and therefore are reprimanded more frequently. Whilst such behaviors can be damaging to their ain accomplishment in literacy, as being reprimanded can take to a bead in motive as antecedently discussed, this peculiar signifier of schoolroom behavior is besides to the hurt of misss. Their reaction to boys ‘ laterality in category room treatment has resulted in lowered outlooks and poorer attitudes towards acquisition ( Howe, 1997 ) . Hey et Al. ( 2000 ) conducted interviews with primary school kids in order to look into why such behavior from the ‘higher ability ‘ students is go oning. The students frequently admitted to experiencing like they have to feign non to be interested in work as an effort to maintain their topographic point in the hierarchy within the schoolroom. With this in head coupled with research from Van Der Gaer et Al ( 2009 ) in which they studied enjoyment of work and the consequences achieved in specific topics within school. Whilst they agree that misss seem to bask literacy more, and are more occupied in the exercisings, when taken this difference in gender into history the consequences acquired by the students did n't demo as bigger disparity between male childs and misss as might be expected. They hence believe that any gender spread in attainment is non down to ability, but largely down to engagement in the topics. It is interesting to observe at this point that research show s whilst male childs are fighting within a topic that is perceived as ideally suited towards female scholars the spread appears in topics in which are seen traditionally as male, such as scientific discipline and maths ( Millard, 1997 ) . Following on from Van Der Gaer et Al, Mead ( 2006 ) published a paper that stated that the overall accomplishment of male child has been increasing, and are now executing at a degree every bit high as it has of all time been. The job is, they believe, that misss are excessively executing at their highest degrees of all time. Research such as this, hence, suggests that it is non a instance of male childs underachieving in footings of what is expected of them, as they are deriving the highest Markss that they of all time have. It ‘s more a instance of misss within literacy executing above outlooks. When nearing the instruction of literacy within the schoolroom, the above issues need to be considered in order to efficaciously include both genders within the topic. Initially within the schoolroom, I would work towards bettering male childs ‘ accomplishment within literacy through the debut of stuff deemed appropriate to the acquisition manners of male scholars, whilst still leting for female students to be taught in a manner that suits their learning/reading manners ( Millard, 1997 ; Probst, 2003 ; Johnson and Watson, 2005 ) . With respects to reading, some suggestions to make this include reading fiction based on subject that stereotypically involvement male childs such as football based fiction or music etc. If utilizing this technique within my schoolroom, it is imperative to let scholars the chance to choose books that they would wish to read this will guarantee that the high degrees of accomplishment by female students will go on, whilst leting the male students to acc omplish higher as Former Secretary of State for Education and Skills, Charles Clarke, wrote in the Excellence and Enjoyment Strategy ( 2004 ) , â€Å" What makes good primary instruction great is the merger of excellence and enjoyment. Children learn better when they are excited and engaged – but what excites them and engages them best is genuinely first-class instruction, which challenges them and shows them what they can make. † Through the execution of such instruction attacks would besides assist further issues within the gender spread in literacy, viz. that of male motive towards reading and school. As discussed antecedently, a deficiency of male function theoretical accounts towards reading has led to male students making the sentiment that reading is slightly a female activity which is non of import for accomplishment ( Millard, 1997 ) . As a male instructor it is my function to move as a good function theoretical account for male scholars in order to demo good pattern of reading and its utilizations etc. Furthermore, the reading and grounds suggesting that parental engagement in reading is of import would besides act upon my instruction of kids both in and out of the schoolroom. Due to research saying the importance of parental engagement towards reading and composing, I would promote parents of my students to go more active towards literacy outside of the schoolroom and school environment. This nevertheless, might be hard to implement as Toomey ( 1993 ) found in research of over 40 households really resulted in no major difference in attainment being recorded. It would hence be appropriate to develop and develop the parents ‘ accomplishments at easing their kid ‘s literacy accomplishments, instead than merely simply inquiring them to ‘listen ‘ to their kid ‘s reading, with no scheme to work from ( Hayden, 1995 ) . Whilst looking at the benefits of being a male instructor and that going a good function theoretical account to boys within the primary school, every bit good as all other scholars, such a duty can assist move as a hindrance towards a deficiency of constructive engagement in the schoolroom and a bead in acceptable behavior of male childs in school. Swain ( 2000 ) and Tinklin et Al ( 2001 ) province that such behavior is an effort to build an image of maleness within equal groups, nevertheless, by developing my attack to learning it is possible to project a masculine character whilst besides being interested in larning ( Hey et al. , 2000 ; Younger et Al, 1999 ; Myhill, 2000 ) , moreover, Larsen-Freeman ( 2000 ) province that this attack would be successful as larning becomes even more effectual due to it being â€Å" facilitated in a cheerful environment † , whilst enthusiasm has been identified as a outstanding instructor behavior that affects pupil acquisition ( Carlise & A ; Phillips, 1984 ) . Finally, within the schoolroom I would be cognizant of the differences between male and female scholars with respects to larning manners. As discussed, Gipps ( 1996 ) and Warrington and Younger ( 2000 ) province that female students have a more co-operative manner to larning and as such are more likely to join forces with each other taking to a much more successful clip within instruction. Whilst boys it is believed ( Hey ey Al, 2001 ) have a wholly unaware of the benefits that speaking and sharing has towards larning. Therefore, a seating agreement that encourages the communicating between the genders may be appropriate in order to assist promote both genders learn from each other and develop larning manners from their equals ( Vygotsky, 1978 ; Bennett & A ; Dunne, 1992 ) .

Columbia University Acceptance Rate, SAT/ACT Scores, GPA

Located in New York City, Columbia University is an Ivy League School with an acceptance rate of 6%. The school is highly selective, and many strong and well-qualified applicants will not get in. Columbia has a holistic admissions process and accepts the Common Application, Coalition Application, and QuestBridge Application. Here are the Columbia University admissions statistics you should know. Why Columbia University? Location: New York, New YorkCampus Features: Columbias location in Upper Manhattan makes it an excellent choice for strong students looking for a truly urban campus. Barnard College adjoins the campus.Student/Faculty Ratio: 6:1Athletics: The Columbia Lions compete at the NCAA Division I level.Highlights: Columbia is a highly selective member of the prestigious Ivy League, and it consistently ranks as one of the top national universities. Academic strengths span the arts, humanities, social sciences, and sciences. Acceptance Rate For students entering Columbia University in the 2017-18 academic year, the acceptance rate was 6%. This means that for every 100 applicants, 6 received acceptance letters while 94 were rejected. Columbia is one of the most selective colleges in the country. Admissions Statistics (2017-18) Number of Applicants 40,572 Percent Admitted 6% Percent Admitted Who Enrolled 62% SAT Scores and Requirements All applicants to Columbia must submit either SAT or ACT scores. For students entering the school in the 2017-18 academic year, 59% chose to submit SAT scores. SAT Score Percentiles Section 25th Percentile 75th Percentile ERW 710 760 Math 740 800 ERW=Evidence-Based Reading and Writing If you compare SAT scores for the Ivy League schools, youll see that all are highly selective and Columbias scores rank in the middle of the group. Successful applicants will need scores that are well above average. We can see from national SAT data that the great majority of students who attend Columbia scored in the top 7% of all test-takers. For the evidence-based reading and writing section, 50% of students scored between a 710 and 760. Scores on the math exam were even higher with the middle 50% of students scoring between a 740 and 800. The most competitive applicants to Columbia have combined SAT scores over 1500. Requirements Columbia University does not require the optional writing section of the SAT. If you take the SAT more than once, Columbia will superscore your exams and consider the highest score you earned for individual sections. The university does not require SAT Subject Tests, but they will consider them if you choose to submit them. ACT Scores and Requirements All applicants to Columbia must submit either SAT or ACT scores, and the two exams are similarly popular. For students entering the university in the 2017-18 academic year, 57% chose to submit ACT scores. ACT Score Percentiles Section 25th Percentile 75th Percentile English 34 36 Math 30 35 Composite 33 35 An average ACT composite score is 21, so average clearly isnt going to be good enough to get into Columbia University. If we look at national ACT data, we find that the great majority of Columbia students ranked in the top 5% of all ACT test-takers. This tells us that 25% got a 33 or lower, and the top 25% earned a 35 or higher. Requirements Columbia does not require the optional essay section of the ACT, nor does the university require students who take the ACT to submit SAT Subject Test scores. As with the SAT, Columbia will superscore your ACT scores if you took the exam more than once. GPA Columbia University does not publish the average GPA of admitted students, but you can be sure that nearly all students had averages in the A range. 90% of all admitted students ranked in the top 10% of their graduating class. Self-Reported GPA/SAT/ACT Graph Graph of Columbia University Applicants Self-Reported GPA/SAT/ACT Data. Graph courtesy of Cappex.com. The GPA and standardized test score data in the graph above is self-reported by applicants to Columbia University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Realize that a lot of red dots are hidden beneath the blue and green on the graph. Many students with A averages and high test scores were rejected by Columbia. For this reason, even strong students should consider Columbia a reach school. At the same time, keep in mind that Columbia has holistic admissions. The admissions officers are looking for students who will bring more than good grades and standardized test scores to their campus. Meaningful extracurricular activities, strong application essays, and glowing letters of recommendation will all strengthen an application. Students who show some kind of remarkable talent or have a compelling story to tell will get serious consideration even if grades and test scores arent quite up to the ideal. The school emphasizes that all aspects of the application are important. Data Sources: Graph courtesy of Cappex; All other data from the National Center for Education Statistics and the Columbia University admissions website.