PSY 355 wk 5

Emotional Motivation

      Most psychological phenomena can be reduced to biological function, neuroanatomy, and conditioned responses; however, the complexity of human emotion and how it motivates behavior remains a mystery. Emotion is the subjective experience of physiological and psychological arousal in either a positive or negative expression, and while ones physiological responses can be measured, the subjective experience of how that emotion is felt is difficult to measure. In spite of the challenges faced when trying to understand and define ones motivation as derived from emotional experience, psychologists continue to strive to understand the compelling motivational force known as emotion. This paper will examine emotional motivation including aspects such as; methods used in researching emotion, historical theories of emotion, and the facial feedback hypothesis.

Researching Emotion

      When it comes to emotion there are countless numbers of words and phrases to describe one’s personality. If a personality psychologist wanted to understand a particular trait of the personality, the study would be overwhelming to figure out on how much each of those countless numbers of words and phrases that is characterized by that person. In order to make life easier, personality psychologist commonly use a statistical tool to simplify vast amounts of information by gathering similar information into clusters. This tool is a procedure known as exploratory factor analysis (EFA). This is one of the most frequently applied statistical methods in personality research and many trait theories are mainly based on EFA results (Bower, 2000). This system was used over a 100 years ago by psychologist Charles Spearman, who hypothesized that the enormous variety of tests of mental ability –measures of mathematical skill, vocabulary, other verbal skills, artistic skills, logical reasoning ability, etcetera (Bower, 2000). This process could be explained by one primary factor of common intelligence. Spearman thought that he could measure this and select a subpopulation of people with the same score on intelligence, in that subpopulation one would find no correlation among any tests of mental ability (Bower, 2000). In other words Spearman thought that intelligence was the only factor common to all those measures. The breakdown of factor analysis begins with a large number of variables and then tries to reduce the interrelationships amongst the variables to a few numbers of clusters or factors (Bower, 2000). This finds relationships or natural connections where variables are maximally correlated with one another and minimally correlated with other variables, and then groups the variables accordingly (Bower, 2000).

      Another method used to research and uncover basic motion is by categorizing emotions into six groups and analyzing the degree of intensity of the emotion in that group. This method is known as category analysis that includes happiness/joy, love, surprise, sadness, fear, anger, and basic emotion (Deckers, 2005). The basic words we use to describe how we feel reflect on the words one uses that are within these groups. However, different levels of groups can experience different highs and lows within each (Deckers, 2005). By investigating the meaning of the words used to describe each emotion, psychologists are capable of categorizing each emotion and what group it belongs in (Deckers, 2005).

Historical Theories of Emotion

      There are many historical theories of emotion addressing aspects of human motivation for emotion from Darwin’s evolutionary approach, to the more biological approach offered by the James-Lange theory.

Darwin

      Darwin believed that emotions are one of the products of evolution. Darwin compared emotions among different types of species in order to understand different emotions. Darwin argued in his book that facial expressions between humans and animals tend to be the same when it comes to emotions. In an illustration there is a dog that shows a mean face i.e. aggression and cowering in submission. People do not necessarily cower in submission, but their facial expressions are indeed similar to both illustrations.

Cannon-Bard

      The Cannon-Bard Theory has two different parts: (1) feelings of emotion in the brain and (2) expression of emotion in the autonomic and somatic systems. Compared to the James-Lange theory, the Cannon-Bard theory claims both processes to be parallel and therefore have no causal relationship with one another.

James-Lange

      The James-Lange theory of emotion was the first physiological theory. In the James-Lange theory emotion-inducing sensory stimuli is received then interpreted by the cortex, which in turn triggers changes in the visceral organs through the autonomic nervous system and in the skeletal muscles through the somatic nervous system. After all of this the autonomic and somatic systems send signals to the brain and emotions are produced.

James Papez

      “Papez proposed that emotional states are expressed through the action of the other limbic structures on the hypothalamus and that they are experienced through the action of the limbic structures on the cortex” (Pinel, 2007).

Facial Feedback Hypothesis

      The Facial feedback hypothesis is the theory that facial movement can influence emotional experience and thus aid in improving our emotional states and psychological states of minds (vanderbilt.edu). This is in relation to the theories of Charles Darwin who argued that, “Simulation of an emotion tends to arouse it in our minds” (Darwin, 366). If we analyze how the facial feedback hypothesis is used in psychology today, as it relates to emotion as a motive, we will find that humor and the simulation of it through smiles and laughter can aid in motivating people to be positive in certain negative or undesirable situations and even alter one’s psychological state of mind. Depression is the most prominent mental health issue in society today.  There are a host of “treatment” suggestions that flood the media and internet.  One such treatment is humor, which focuses on increasing laughter and smiling.  Smiling is a painless and free treatment, but can these simple motor movements be enough to have an effect on mental health?  Recent studies suggest that smiling does have a measurable influence on emotion (Vanderbilt.edu).  The event appraisal emotion sequence is how we perceive an event prior and post the event and the feelings that we connect with that event.  If you are going to the dentist and you imagine going to the dentist as happy, positive, and an event that is good for you, you are more likely to feel excited and less anxious about the event. However, if you see going to the dentist as negative, expensive and painful, one is more likely to feel negative, anxious and sometimes afraid. Examine both ideas together we can make the argument that facial expressions are stimuli that used in the appraisal emotion sequence can help us determine how we will feel about an event before and after that event takes place.

Conclusion

      Human motivation is derived from many sources both intrinsic and extrinsic. In an effort to keep the subject less muddled and confusing, one might be inclined to attempt to define motivation and behavior from an either/or perspective…one is motivated to action by either intrinsic or extrinsic factors. However, to simplify and define a complex human motivator such as emotion into one of its many component parts would be a gross over simplification. Emotion is an internal physiological and psychological to an external stimulus. Only by employing proper research techniques, understanding concepts such as the facial feedback hypothesis, garnering an understanding of historical theory can one even begin to grasp the power of emotion as a motivational force. 

References

Deckers, L. (2005). Motivation Biological, Psychological, and Environmental (2^nd ed.). Boston:    

      Pearson Education.

Bower, B. (2000). Looking for the brain's g force. Science News, 158(5), 72. Retrieved from Academic Search Complete database.

PSY 355 wk 2

Motivation and the Brain

Exercise can be the answer that solves the worldwide growing problem of depression, which affects our brain structures and functions associated with motivation. What influences one by their intrinsic and extrinsic factors can be affected by one’s heredity and the environment. It is now well known that regular exercise is very important for the overall well-being of our human body.

Most individuals feel low sometimes, usually due to a stressing or traumatic event in one’s life. Ongoing depression is the most common psychological problem in the United States. Seventeen percent of Americans will suffer from a major depressive episode in their lifetime (Davidson, 1998). With the ever-increasing cost of health care in the United States alternative and preventative treatment in dealing with psychological conditions should be explored and exploited. Exercise, as a treatment appears to have therapeutic value in reducing depression. It is now well established by numerous research that exercise can also improve brain function. This concept has been studied in the last ten years especially in aging adults. A study showed that exercise improves brain function and it also lowers the risk of cognitive impairment when linked to aging (Davidson, 1998). Researchers continued to do further tests and found that exercise also helped with other functions. Exercise has not only improved an individual’s mood of depression, but a new study has suggests that by exercising that it might be capable of sharpening their minds – that is, of improving their executive functions (Howley & Powers, 2007).

Certain factors can motivate an individual to exercise whether it be internal or external factors. However, the combined effects of internal and external sources must exceed some threshold in order for one to have that drive to exercise.

Potential studies recommend that physical activity maybe reduce a person’s risk for developing a depressive disorder (Person). Doctors and scientist are researching the effects of exercise on depressive feelings and moods. This major breakthrough of understanding depression has become a significant health concern due to a harmful impact on quality of life, large financial impact, and increasing prevalence in society. A lot of times an individual’s outside life experiences can create more stress and possible health situation that can cause depression. Poor health is another major obstacle to exercise. In fact, becoming more active actually improves your health in many ways (Davidson, 1998).

The relationship between psychical activity and cognition for people of all ages can be a difficult study. For most, psychical activity has been related to better cognitive health and effective functioning across the lifespan (Person). 

References

Howley, E., Powers, S., Exercise Physiology, 6th edition. McGraw Hill 2007, p 1242.

Deckers, L. (2005). Motivation Biological, Psychological, and Environmental (2nd ed.). Boston: Pearson Education, Inc.

PSY 355 wk 1

Motivation

Humans behave based on motivation. If individuals are not motivated to do something, for one reason or another, the individual will not do it. Other factors drive individuals to perform daily to new tasks based on one’s incentives. There is a close relationship between motivation and behavior and that is shown by how the former is exhibited in the latter.

To be motivated is to be moved into action or a thought by a motive or incentive (Deckers, 2005).  One’s actions or behaviors do not occur on their own, but by one’s internal motives or environmental incentives (Deckers, 2005). The goal of a motive is to achieve the incentive, but this requires energy in order for the behavior or the action to take place. 

Motivation can have external factors, as opposed to the internal drivers of intrinsic motivation. Extrinsic motivation drives one to do things for tangible rewards or pressures, rather than for the fun of it. Most individuals have jobs that have a reward system and even local stores have the same thing.  This can be an incentive for employees to work for a particular company or a customer to shop at a certain store. For example, supermarkets have loyalty cards and discounts that save money for the individual, so they would continue to shop at that particular store.  Jobs show this reward system by allowing discounts for employees, commissions, paid vacations and paid sick leave. Extrinsic motivation is everywhere either if one is shopping, or an employee or for personal goals.

Even though external motives tend to drive us, but one is also motivated by internal factors, opposed to the external drivers.  Individuals have personal goals or something that motivates them internally. Internal motivation can include our human nature or evolutionary history and our life experiences or personal history (Deckers, 2005). Intrinsic motivation can drive one to do things just for the fun of it, or because one believes it is a good or right thing to do. One’s hobbies or passion can motivate individuals in emotional ways, or even in tasks that are incredibly difficult to pursue. If an individual is allowed to behave in ways that are internally motivated, one tends to get a much better results than using external motivation.

However you look at motivation, it depends on behavior for internal and environmental source. The feelings of pleasure, instincts, drives, and psychological needs are internal sources of motivation (Deckers, 2005). In order for behavior to be induced, at least two of those sources have to happen; either one alone will not do it (Deckers, 2005). Internal needs affect external wants which reflect back to our internal needs to satisfy desires. One example is the nicotine in cigarettes. The chemicals in the tobacco alter the internal drive to make one create an external incentive.

Motivation is exhibited in ones behavior on a daily basis. Health concerns can be an external incentive to change ones behavior for the better. For example, a person who is pre-diabetic and who does not want to have to check their blood sugar every day and prick their finger will be motivated to become healthy and lose weight so that the no longer have that worry. In this case the way motivation is shown through the person’s behavior is through the lifestyle change that has occurred.

Since motivation affects individuals on a daily basis all of our behavior is directly affected by our internal and external incentives. Personality and experiences shape the way each person reacts to stimuli around them. What creates one’s personality and experiences is based on how we are raised and what our likes and dislikes are. This creates one’s motivation to be displayed in one’s behavior. 

References

Deckers, L. (2005). Motivation Biological, Psychological, and Environmental (2nd ed.). Boston: Pearson Education, Inc.

PSY 340 wk 3

 

Neurological processes

It is essential to know and understand the mechanisms that determine a particular synapse exists or inhibits the post synaptic equal. The postsynaptic neuron has a sequence of actions that is rarely identical to the sequence of action potentials in the pre synaptic neuron. The changes within the postsynaptic terminal are known as the postsynaptic potentials of the chemical synapse, which is predicted to receive information for both excitatory and inhibitory synapse.

The four different stages of the synaptic transmission takes place within the synthesis storage of neurotransmitters, neurotransmitter of postsynaptic, inactivation of neurotransmitters and the release of neurotransmitter (Anonymous, n.d).  The synaptic transmission process is affected when certain neurotransmitters are affected. When this happens the neurotransmitter is extremely concentrated in a particular area of the brain. This process is known and called the synaptic transmission.

Certain changes can take place within the neurotransmitters that is affected by a use of a drug and a co-release of neurotransmitters that pertains to this change. When a dysfunction of a synaptic transmission has an imbalance, this can cause certain disorders as Alzheimer’s, Schizophrenia, and Parkinson’s (Wilson, 2009). A momentary change happens within the electric polarization in the membrane of a nerve cell causes postsynaptic potential to release. This function of the postsynaptic potential can direct a new pulse by firing off the new impulses.

Amino acids are building blocks from the buildup of proteins, which neurotransmitters are made from. The streesors and anxiety that an individual’s body feels, is determined by neurotransmitters. An example of a lacking protein would be if an individual was on a diet. Lacking proteins will be deficient in amino acids and will exhaust the body from working properly and keeps the body from performing its best (Anonymous, n.d).  Depression can also keep an individual’s body from working properly, which can generally be associated with the job of the primary neurotransmitter. The most important chemicals that are released and fired are from the neurotransmitters and are responsible for the chemical balance within one’s brain and for proper body functions. An order by which message will be fired and carried from one neuron to another is responsible from chemical impulses or the neurotransmitters that generate in the brain (Anonymous, n.d). There are three neurotransmitters that are located in the brain that are responsible for reactions to stress, emotions, appetite, sleep, sexuality, and sleep (Wilson, 2009). A person can experience depression from the three primary neurotransmitters; serotonin, dopamine and nor epinephrine. Only a certain amount of these neurotransmitters are available in small quantities located within the brain. Once the chemicals are used up or lack of, they disappear very quickly and takes time to rebuild what is gone.

The three mentioned neurotransmitters have excitatory effect on postsynaptic potienal, in which the primary neurotransmitters and postsynaptic effect are connected. When a person experiences depression, normally means that certain levels within the brain are lacking the buildup of serotonin, which is responsible for many functions. These functions control moods, blood pressure, pain, body temperature, as well as hormone levels. The change in inhibition of primary neurotransmitters results in changes within the brain functions. 

References

Anonymous. (n.d). Research and Markets: Stress, Neurotransmitters, and Hormones: Neuroendocrine and Genetic Mechanisms. Business Wire, Retrieved from ProQuest: ABI/INFORM Complete database

Wilson, D. (2009). Anxiety and depression: it all starts with stress. Integrative Medicine: A Clinician's Journal, 8(3), 42-45. Retrieved from CINAHL Plus with Full Text database.

PSY 340 wk 2

Biological Foundations of Adult Sexual Development

Sexual developments for adults have many factors that include pregnancy, stress, illness, chronic depression, and the normal aging process. As adults continue to age, adult woman and men experience a number of psychological and psychical changes that affect an adult sexual relationships and sexuality. An adult’s behavior and hormones affect the development of adult sexuality and this interaction has key biological changes that show in adult’s sexual development and sexual differentiation.

            The relationship between behavior and hormones is equally joined. When one’s levels of higher hormones increase the chance for certain behaviors. The certain changes made by the behavior, increases the chance of a change in hormones. Hormones are secreted by different glands of the body, in which is vital to the human system. Each hormone has a different function in which a chemical is released that modifies an individual metabolism and sexual urges (Steinke, 1994). The release of a hormone involves one cell that affects another for a preferred result. Everything that is living has a hormone, for example; plants and animals. For woman, they tend to have more hormones and experience more of a change then men. The thyroid glands, ovaries, pituitary glands, and the endocrine system discharge hormones (Steinke, 1994). The main functions of these hormones being discharged carry out a particular function that is carried out by the hormone being released. These functions help to carry out our physical actions and mental actions.

            Individuals behavior patterns are related to the chemical levels within the body that cause the chemical reactions to take place. However, female and male brains would appear to be the same, but differences can be seen through the interstitial nuclei of the anterior hypothalamus. In males, this is known to be bigger within the brain than females. This example is just many of a few. However, diseases can occur from a lack of hormones within an individual’s body that does not secrete enough hormones in certain areas. This can later change an individual’s behavior in negative ways, like anger, dominance, aggression, and depression (Steinke, 1994). In the end, the brain is vital for all sexual behavior.

The two types of general hormones are steroids and peptides. Steroids release the hormone that a young one’s body produces, which is responsible for males and females reaching puberty (Kimura, 1987). This hormone is also responsible for sex hormones and sexual behavior. Peptide is another hormone that creates other characteristics within the body that help control behavior that is essential to development (Kimura, 1987). The release of certain hormones shapes an individual’s psychical sexual development, which is known as organisational effect (Wickens, 2005). This also occurs when an individual reaches puberty, when certain hormones start being released at a much fast pace. An example of this would be a woman’s menstrual cycle. The hormone that is released when a female is about to ovulate for the first time is a sex hormone that increases and influences behavior, after a female has reached her sexual development. This shows males and females sexual adult characteristics.

Psychical maturation does not end nor began with human beings age. Individuals acquire sexual capacities and attitudes before the individual reaches puberty and acquires later in the individuals adult life. As an individual grows, they may lose certain aptitudes with age or view it differently. Habits and sexual tendencies develop over the years and there may be several periods of increase or decrease sexual activity. The changes a person goes through and the reorientations period changes, not only for natural biological reasons but also in response to varying cultural demands (Kimura, 1987). Even though certain difference between males and females and the anatomy of the nervous system are different, shows more in the lower half of the spinal cord (Kimura, 1987). However, neuroanatomical difference between both sexes in the brain structure was proven to show that early androgen exposure could change the neural structure of different areas in the brain that has been known to be related with sexual behavior (Wickens, 2005).

            From the time a human is developed hormones determine what sexual orientation an individual will become. Sexual behavior is necessary for all species to develop and multiply. An individual’s hormones are influenced after puberty, which causes other hormones to produce more hormones. Since, certain organs within a male or female body are also not as similar as one would think. These differences are shown through the structures of the spinal cord.  The different structures can cause areas in the brain to be related to sexual behavior by an early androgen exposure. As males and females grow into adulthood not every one person is the same or developed alike, but adult sexual development never stops. 

References

Kimura, D. (1987). Are men's and women's brains really different?. Canadian Psychology/Psychologie canadienne, 28(2), 133-147. doi:10.1037/h0079885.

Steinke, E. (1994). Knowledge and attitudes of older adults about sexuality in ageing: a comparison of two studies. Journal of Advanced Nursing, 19(3), 477-485. doi:10.1111/1365-2648.ep8537612.

Wickens, A.P. (2005). Foundations of Biopsychology (2^nd. Ed.) New York: Pearson/Prentice Hall.

             

PSY 340 wk 1 - worksheet

University of Phoenix Material

Brain Structures and Functions Worksheet

Below you will see two columns: Brain Structure and Function(s). Items listed under the column, “Brain Structure” will list a region of the brain, while items under the column titled “Function(s)” will describe the general behavior, skill, and/or activity of the associated brain structure.

Fill in the blank for each of the statements below, either listing the brain structure responsible for the function described, or providing the general function (behavior, skill, and/or activity) of the associated brain structure.

Brain Structure	Function(s)
Meninges	The three membranes that cover the brain and spinal cord.
Skull	Protective bone around the central nervous system
Lateral Ventricles	Hollow spaces in the brain filled with cerebral spinal fluid (CSF)
Occipital Lobe	The posterior lobe of each cerebral hemisphere, having the shape of a three-sided pyramid and containing the visual center of the brain.
Frontal Lobe	The lobe involved in organization, planning, and inhibition control
Temporal Lobe	The lobe involved in hearing, language comprehension, and memory
Parietal Lobe	The division of each hemisphere of the brain that lies beneath each parietal bone
Lymbic System	A “system” (also known as the piriform lobe or 5th lobe) involved in complex emotion behaviors
Spinal Cord	The thick, whitish cord of nerve tissue that extends from the medulla oblongata down through the spinal column and from which the spinal nerves branch off to various parts of the body.
Optic Chiasm	A point near the thalamus and hypothalamus at which portions of each optic nerve cross over.
	Provides the brain with oxygen and nourishment (food)
Corpus Callosum	The arched bridge of nervous tissue that connects the two cerebral hemispheres, allowing communication between the right and left sides of the brain.
Cranial Neves	These 12 structures receive and send sensory and motor signals between the body and brain
Hippocampus	Involved in learning, short term memory, spatial memory, and damaged by Alzheimer’s disease
Thalamus	a small structure in the front of the cerebral hemispheres that serves as a way station that receives sensory information of all kinds and relays it to the cortex; it also receives information from the cortex.
Hypothalamus	The part of the brain that lies below the thalamus, forming the major portion of the ventral region of the diencephalon and functioning to regulate bodily temperature, certain metabolic processes, and other autonomic activities.
Nervous System	“System” divided into two main parts: the somatic nervous system and autonomic nervous system
Medulla Oblongata	Controls basic functions like breathing, heart rate, and blood pressure
Olfactory nerve (Cranial Nerve I)	One of a pair of nerves associated with the sense of smell. The olfactory nerve is the first cranial nerve. The olfactory sensory endings are modified epithelial cells and the least specialized of the special senses.
Cerebellum	Latin for “little brain” this structure is involved in balance, posture, and movement
Medulla	The caudal-most part of the brainstem and contains many sensory (ascending) and motor (descending) tracts.
REM	Involved in sleep and dreams
Cerebrospinal fluid	Fluid which nourishes the brain, excretes waste, provides cushion, and buoyancy to the brain
Cerebral cortex	The extensive outer layer of gray matter of the cerebral hemispheres, largely responsible for higher brain functions, including sensation, voluntary muscle movement, thought, reasoning, and memory.
Neurons	Cells of the nervous system that send messages through electrochemical signals
Dendrite	short fiber that conducts toward the cell body of the neuron
Axon	A threadlike process of a neuron, especially the prolonged axon that conducts nerve impulses.
Pheromone	Chemical messenger released from the neuron that are involved in all types of behavior/activity
Soma	a nerve agent easily absorbed into the body; a lethal cholinesterase inhibitor that is highly toxic when inhaled
Terminal	An extreme illness that is not curable.

PSY 340 Wk 1

Brain structure and behavior

Introduction

The brain is the most important organ responsible for the body movement.  Brain is the pinkish gray mass of tissue in humans and weighs about three and a half pound or1.5kg (Wickens, 2005). The adult brain has billions of neurons and about ten times more glial cells. It begins as an extension of the spinal cord called the brain stem (Wickens, 2005). Before examining the main regions of the brain it is necessary to understand its anatomy, but there are other ways of gaining the important insights into its structure. There are four important parts that play an important role for controlling the movement of the body these parts are Brain Stem, Cerebellum, Basal Ganglia, and the motor cortex. But the one that will attempt to explain in this paper is the brain stem.

The Brain Stem

            The brain stem is the part that is located under the brain and is attached with the spinal cord. The brain stem is important for our reflexive motor functions, in order for us to breathe and for cardiovascular activities. Without the brain stem we would not be able to make eye movements or either postural adjustments. The brain stem is also responsible for storing complex patterns of reflexes that create behaviors such as mating and, aggression. Through animal studies researchers have proven that with brain severed the brain stem will be able to function but it cannot guide behavior. The brain stem contains tracts that run through the spinal cord and are responsible for different movements of the body. These tracts are:

·         Vestibulospinal tract- This tract is responsible for keeping the balance of the head as our bodies move around.

·         Tectospinal tract- This tract is responsible for producing reflexive neck movements to visual stimuli.

·         Pontine reticulospinal and medullary reticulospinal tract- These two tracts work in unison to control the flexor and extensor muscles movements which help in keeping the body in an upright position. The brain stem has 12 cranial nerves that go from the brain to the brain stem alone without being in contact with the spinal cord.  These nerves also control the movements of the eyes and facial nerves. (Wickens, 2005)

Behavioral or Functional Changes

Brain injuries have multiple causes in a brain stem injury in any one individual, such as disease, trauma, and in some instances shows up at birth. The degree to which the damage has occurred is a determining factor of rather there is optimism for recovery, or treatment options. When certain areas of the brain are compromised by injury, this impairs the function of what part of the brain controls or assists in coordination. Essential components such as senses, bodily control, personality, and intelligence, are effected when the location of the brain that controls these components are damaged (“Overview of traumatic brain injury“, 2009, para. 1).

The most common of brain injuries is typically by an accident resulting from the head hitting an object. However, there are other instances such as insufficient amount of oxygen, poisoning, or even infection that can cause comparable results. Mild brain injury can be identified by the following symptoms, a momentary loss of consciousness, absence of memory prior to or following injury, a shift in metal status at the time of accident, or central neurological deficits. In many mild brain injury cases, the individual may seem normal on the exterior, but internally suffer chronic functional issues. Other individuals may suffer long term consequences of a mild brain injury referred to as post concussion syndrome. These individuals suffer or experience difficulty with cognition as well as personality (“Overview of traumatic brain injury“, 2009, para. 2).

The brain stem, as its location is at the base of the brain, is determinate on basic arousal and regulatory functions. When this area of the brain has been compromised, attention, and short term memory are affected as well. Other symptoms such as disorientation, frustration, and anger are evident. In some instances the prevention of brain injury can enable one to prevent a long term life change of the above symptoms. Many brain injury cases where prevention is not applicable to an individual, becoming aware of the different means of developing this disorder can be useful (“Overview of traumatic brain injury“, 2009, para. 3).

Rationale for the predicted changes or deficit

Brain stem injuries can occur from loss of oxygen to the brain or an extreme head injury, in which the brain collides violently with the skull. When the brain stem is damaged serious complications can occur including behavioral, sensory processing difficulties, communication and cognitive. In severe cases brain stem injuries can be more devastating by causing the victims to be placed in a coma, vegetative states, stupors or even death. In other severe cases from extreme impact bleeding and swelling of the brain can cause brain stem damage.

On average 1.5 million people in America each year suffer from brain stem injuries (Wedekind & Lippert-Gruner, 2005). In other cases, 2 million individuals live with permanent brain damage that causes a form of disability from brain stem damage (Wedekind & Lippert-Gruner, 2005). Two different kind of damages can either be seen visual, where an individual can see the penetration to the head or a closed in brain trauma.

Based on the damage to the brain the injury can vary from mild to severe. A mild brain stem injury can cause a concussion, which is a change in the mental state causing one to lose consciousness, loss memory or focal neurological deficits from the accident (Wedekind & Lippert-Gruner, 2005). Moderate brain stem injuries can cause cognitive, behavior and psychical impairments that can last for several months from one being unconscious for several hours (Wedekind & Lippert-Gruner, 2005).

Severe brain stem injuries can cause major mental functioning problems such as; extended loss of consciousness, minimal alert state or vegetative state (Wedekind & Lippert-Gruner, 2005). In most cases brain stem injuries can occur from accidental acts from another person or intentional. The result of any kind of trauma to the brain hitting the skull violently can cause the brain stem to be unable to sort out all the billion of messages being sent back and forth to the brain that control what the brain and body needs.  The brain stem serves as a secretary to the rest of the brain, which can be detrimental to one’s life if injured.

The Research of Treatments

The Symptoms

            Speaking of brainstem, the most serious condition which we might have found is brainstem stroke. Stroke is a phenomenon which happens when arteries are having difficult time with its routine leading oxygen into the brain; whereas brainstem is functioning as the connection between the head and spinal cord; or else, the connection of human mind with the exits body. Therefore, brainstem stroke has number of affection such as hard to breath, dizzy, sleepless, etc. There is not many treatment or therapy available to help the patient fully recover. The most effective solution that people usually come to is therapy, but very limited. A group of Japanese researchers had proved that they can replace brain’s damage cell from stroke by using stem cell. Since transcranial magnetic stimulation – a method that using magnetic to activate/deactivate the damage area of the brain – were used to wake up patient who was in coma, other scientists had decided to reuse this method in other to treat brainstem as well.

Future research

If brain scan or neuropsychological examination could help people to prevent the illness, then scientists are constantly researching new methods by using computer technique to widen their field of treatment. One of those is computer simulation of the brain, a method which colorizes the brain model to help researchers to illustrate different parts of the brain better than what they currently have. Doctors or researcher would be able to illustrate the picture after the brain has been damage to be able to come up with treatments. Scientist’s original purpose when making this model was to encourage other scientists to provide further researches of brain disorder beside the brainstem.

The brain stem is one of the most important part of the brain that relays million of messages back and forth from the brain to the body. The brain stem controls involuntary muscles that keep one alive without an individual ever thinking about the action. Brain stem injuries can occur from accidental acts from another person or intentional. This can leave an individual in a vegetative state to even death. In mild cases, brain stem injuries can cause loss of memory, loss of consciousness and focal neurological deficits from the accident. Research to understand how brain stem injuries affect an individual can help future patients with future research. Doctors are now able to illustrate the picture after the brain has been damaged and be able to come up with treatments to help improve one’s life. An individual’s brain stem is like an secretary of a major corporation. It relays information that is important so that the rest of the brain can function properly. 

References

Anonymous. What Is Stroke. June 10^th, 09     http://www.strokeassociation.org/presenter.jhtml?identifier=3030066

Anonymous. Brain Stem Stroke Treatment Recovery. June 2009.

            http://brainstimulant.blogspot.com/2008/01/brain-stem-stroke.html

Wedekind, C., & Lippert-Gruner, M. (2005). Long-term outcome in severe traumatic brain injury is significantly influenced by brainstem involvement. Brain Injury: [BI],19(9), 681-684. Retrieved from MEDLINE with Full Text database.

Wickens, A.P. (2005). Foundations of Biopsychology (2^nd. Ed.) New York: Pearson/Prentice Hall.

Overview of traumatic brain injury. (2009). Retrieved from http://www.neuroskills.com/tbi/injury.shtml