In Western culture, we are constantly being bombarded with unrealistic beauty standards. As a result, many, in particular women, struggle with their body image and the unhealthy desire to achieve the thin beauty ideal. Body image dissatisfaction and disordered eating patterns are particularly common in teenagers and young adults. Not only are their societal pressures that influence our eating behaviors, but biological factors that influence the pathology of eating disorders. Two of the most common eating disorders are anorexia and bulimia. Both eating disorders are characterized by an excessive drive to be thin and abnormal eating behaviors. Another common sign of an eating disorder is excessive exercise to try and lose additional weight. In addition to this, both can have binge eating (excessive intake in food) and purging behaviors (self-induced vomiting, misuse of laxatives etc.), although this is more common in bulimia. The difference between bulimia and anorexia is that those with anorexia are typically 15% or more below their healthy body weight, while those with bulimia are not.
Dysregulation in the neurotransmitter serotonin and the hormone estrogen have been linked to bulimia. In those with bulimia, serotonin is typically low, which can increase the risk of impulsive behavior and anxiety. Estrogen is thought to help aid in neuronal communication between serotonergic neurons, through increased levels of intracellular serotonin. Thus, decreased serotonin and estrogen levels in certain areas of the brain have been associated with bulimia. Currently, drugs that can help maintain normal serotonin levels as well as estrogen receptor modulators are being explored for treatment of eating disorders.
While the link between serotonin and bulimia has been found, there are undoubtedly more biological factors that are involved, such as other hormones or neurotransmitters. Future research into bulimia and other eating disorders may help to uncover additional causes, and help to develop more effective treatments for these severe and dangerous eating disorders. However, it is important that we teach our youth the importance of being comfortable with their bodies, and to accept normal and healthy eating habits at an early age to help combat the ever increasing social pressures.
More general information on eating disorders can be found HERE.
Autism and the Environment
Over the past few decades, a growing number of children are being diagnosed with autism. Autism is a neurodevelopmental disorder that is characterized by impairments in communication, inappropriate social behavior, and repetitive behavior. The autism spectrum (ASD) has a wide range of symptoms, with varying degrees of severity. As with many disorders, genetic and environmental factors both have a capacity to contribute. While there are many genetic factors that are responsible for autism, there are also some environmental risk factors for developing autism.
One of the proposed risk factors for autism is prenatal viral infections. Researchers have potentially found that prenatal viral infection in the mother is associated with autism development in the child. Furthermore zinc deficiency in the mother and during early development has also shown to have a strong association with autism. Zinc is a very important metal in the body as it plays a role in many different processes, such as cell division and differentiation. Deficiency in zinc during development is linked to severe brain dysfunction, including impaired learning and memory. While immune system disruption and zinc deficiency are seen as the two central factors, there are many others that have been proposed. Some other risk factors that have been associated with autism are parental age, prenatal stress, abnormal melatonin synthesis, maternal diabetes, postnatal heavy metal poisoning, and prenatal exposure to toxins including valproic acid and thalidomide.
Many of these risk factors appear prenatally, or before the child is born. This window of time is a sensitive one for brain development, as certain aspects of the brain development may be more prone to disruption by environmental factors imposed on the mother and thus the child. Although it appears that autism originates in early development, many of these risk factors need further research to strengthen their associations and provide a more direct link with autism. While there are many environmental and genetic factors that are associated with autism, researchers have yet to draw them back to a single cause. It is now clear that there are not only genetic, but environmental influences that can both lead to increased risk of developing autism. Elucidating the exact mechanism in which these environmental factors impact autism will be an important next step towards merging the genetic and environmental components.
For more information on autism, click HERE.
Reflection on The Wonders of the Brain: A Dr. Mach Experience
Neurochemistry was my capstone course in the second to last semester of college and what a wonderful experience it was. To think of how much I learned in just a few short months is incredible. I know more about the brain and how so much of our lives and destiny is controlled by the brain and how it interacts with the many different systems in our body. We learned about ALS, endocannabinoids, the effects of concussions on the brain, alzheimer’s disease, obesity, parkinson’s disease, autism, etc. We covered many of the important brain-related topics of our time and it was truly a fun and education-filled experience. Dr. Mach did a fantastic job in picking relevant, understandable, and important papers. I cannot thank he enough for making the class worthy of showing up 3 days a week. The discussions were always unique and some tangent would bring you into a completely different quadrant that you didn’t even expect to end up on. There was always fresh material and new information to be shared with the class. I can definitely say there were not many dull moments!
I would recommend this class to any student, whether a science major or not, due to its ability to expand your ability to critically understand scientific papers as well to learn new info about how crazy the brain is and what exactly you still have yet to learn about it. Dr. Mach is the best and as long as you do your work every week, you cannot let her down. She will strive to make sure you understand every week what we are getting ourselves in to. And that is what makes this class great.
Cobber Neurochem. Take it.
On Bulimia
Eating disorders are diseases that have a large impact on our society. They are many types of different eating disorders, including anorexia nervosa, bulimia nervosa, binge eating disorder, compulsive overeating, etc. All of these are associated with having an unhealthy perception/relationship with food. And where does that start? How can we allow people to be pushed in such a direction that even that which sustains us harms them?
Society is forcing unrealistic perceptions of body image, weight, appearance, onto those especially vulnerable. We are telling young girls that they need to be a size 0 from the moment they hit puberty through the rest of their lives. We tell young boys they need to be cut and well-built in order to attract women and to show how fit they are. This then gives false perceptions to the opposite sex and what they should expect when they look for a person to date. They are looking for these modelistic body types, but that isn’t how 99% people are.
We need to be teaching our children and youth about how people really are and what a realistic body type is. We cannot keep letting the media control what enters the brains of our youth and how they should feel about the bodies they have been given. We need to revolutionize the system that controls what content is being distributed. And don’t get me wrong, I am a free speech proponent and I think that the censoring of music/television is dumb, but we cannot have the media propping up lies to control the brains of the people. This is how body image issues arise.
Bulimia nervosa is an eating disorder that involves the binge eating of food, followed by a purge soon after. Purging can be vomiting, excessive exercise, the taking of a laxative, or any way that the sufferer attempts to rid themselves of all the food they consumed. This can have drastic effects on the hormones of the person and can completely throw their body out of wack. Issues such as menstrual dysregulation can arise in the female sufferer, causing infrequent periods and other issues.
Bulimia nervosa is set in motion by the unrealistic standards of the media in our society and is furthered by mental and neurological issues that exacerbate the problem. Until we clean up our act and stop forcing unrealistic images into the brains of our citizens, we will never be able to fully rid ourselves of eating disorders.
My Capstone Experience
My capstone experience is something that I will never forget. The reasoning being that the layout of the class was far different from anything that I have ever experienced before. By having the students pick subtopics, research them and ultimately teach them to the rest of the class this course was able to continue to instill a love for learning in a new way. As a future educator you can imagine that this teaching style was really tailored towards me but I thought it was beneficial for everyone because we were able to learn about topics we cared about.
Throughout this course we learned about various neurological diseases and initially the course did not seem all that intriguing to me. But after a few papers I was hooked and was really enjoying the class. This class not only taught me about the neurochemistry behind each disease, this course also taught me a lot about the culture and social views of these diseases.
But the learning did not stop here. Every Friday for this course we would have small group discussion about other implications and views of the disease for the week. I believe it was on these days I was able to learn and gain a better understanding about some of my beliefs and who I am. There were a lot of questions that required deep and considerate thinking in these discussion, which is the reason for gaining the better understanding about myself. But these discussions also brought B.R.E.W. into the picture. A lot of questions that were asked had to do with further implications beyond the paper and it was these questions that continued to instill the idea of brewing for this class.
Overall I have thoroughly enjoyed this class. I have learned more about neurological disease then I would have ever expected. But beyond that his course made me think about these disease in ways I would have never thought of before and this class caused various topics to come up that I have never really considered. This course has helped me discover new aspects about myself and continued to help instill a connoted desire to learn. It is weird to think that at the end of the year my journey at Concordia will end, but my experience here is something I would never trade way.
Learning a New Way
This semester I had the pleasure of being in a Neurochemistry course at Concordia College. This course is classified as a capstone course and offers a unique classroom experience. The professor, Dr. Mach, does not teach, she facilitates the discussion. The first few weeks of class were traditional lecture style classes, however that soon ended and we began to learn in a whole new way.
On Monday, we would come to class having read an article covering a ‘hot topic’ in neurochemistry. We would discuss everything we learned as well as all the questions we had. We would make a list of all the things we did not know. Everyone chose a topic from the list and prepared to research it.
On Wednesday, we would go ‘speed dating’ with our new knowledge and share our information with the rest of our classmates.
On Friday, our class split into 2 groups, each with 2 peer discussion leaders. We would spend the class period, discussing the paper and its social implications.
The following is a list of the topics covered in class:
- Concussions
- Marijuana
- ALS
- Parkinson’s Disease
- Nitric Oxide
- Obesity
- Bulimia Nervosa
- Autism
- Alzheimer’s Disease
This course was a great way to spend my senior year, as I learned so many new things.
- I learned how to read scientific articles and actually understand them.
- I learned how to research a scientific topic.
- I learned how to communicate with my peers both in discussions and while teaching them about my topic of the week.
- I learned how to write about scientific information in a way that others would understand.
- I learned that it is perfectly ok to say “I don’t understand.”
In some ways I wish more course on Concordia Campus were set up this way as I had fun in class and I learned a lot.
Images:
http://elearningindustry.com/9-ways-bring-talent-learning-management-together
Eating Disorders: Treatment
Although everyone knows eating disorders are prevalent in the United States, we often do not “see” them. Individuals with eating disorders are not obvious. Eating disorders are a brain disease caused due a combination of psychological and genetic factors.
There are many types of eating disorders.
Anorexia Nervosa
- Inadequate food intake leading to a weight that is clearly too low.
- Intense fear of weight gain, obsession with weight and persistent behavior to prevent weight gain.
- Self-esteem overly related to body image.
- Inability to appreciate the severity of the situation.
- Binge-Eating/Purging Type involves binge eating and/or purging behaviors during the last three months.
- Restricting Type does not involve binge eating or purging
Bulimia Nervosa
- Frequent episodes of consuming very large amount of food followed by behaviors to prevent weight gain, such as self-induced vomiting.
- A feeling of being out of control during the binge-eating episodes.
- Self-esteem overly related to body image.
Binge Eating Disorder
- Frequent episodes of consuming very large amounts of food but without behaviors to prevent weight gain, such as self-induced vomiting.
- A feeling of being out of control during the binge eating episodes.
- Feelings of strong shame or guilt regarding the binge eating.
- Indications that the binge eating is out of control, such as eating when not hungry, eating to the point of discomfort, or eating alone because of shame about the behavior.
There has been a recent development in new treatments for eating disorders called Enhanced Cognitive Behavioral Therapy (CBT-E). This therapy is slowly becoming the new standard in eating disorder treatment.
It is based on the transdiagnostic model which states that all eating disorders are due to an overevaluation of shape and weight and their control is central to the maintenance of all eating disorders. CBT-E is designed to treat eating disorder psychopathology rather than an eating disorder diagnosis. The therapy favors the use of strategic changes in behavior to modify thinking rather than direct cognitive restructuring. The 4 stages of the disorder are as follows:
As you can see there are many similarities between each of the eating disorders. In the past however an individual was treated based on their eating disorder diagnosis rather than their actual symptomology.
Stage 1:
Engaging the Patient in Treatment and Change
Jointly Creating the Formulation
Establishing Real-time Self-monitoring
Establishing Collaborative “Weekly Weighing”
Providing Education
Establishing “Regular Eating”
Involving Significant Others
Stage 2:
Transition period: review stage 1 and design stage 3
Stage 3:
Addressing the over-evaluation of shape and weight
Addressing Dietary Rules
Addressing Event-related changes in eating
Addressing clinical perfectionism, low self-esteem, and interpersonal problems
Stage 4:
Focus on maintaining the progress and reducing the risk of relapse. Patients start weekly weighing at home and end self-monitoring. There are also posttreatment appointments.
To minimize the risk of relapse, patients need realistic expectations regarding the future and need to understand that there will still be some eating difficulties.
It is important to realize that although not all eating disorders are the same, they have many similarities and in this way treatment should focus on the individual rather than the diagnosis. [
Sources:
http://www.nationaleatingdisorders.org/types-symptoms-eating-disorders
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2928448/
http://www.thesite.org/mental-health/eating-disorders/eating-disorders-explained-5879.html
Obesity: Being You
In the last decade, obesity has become what some would call an epidemic. There is no question about it, obesity rates are increasingly high with 34.9% of adults and 17% of children in the United States classified as obese.
Body Mass Index (BMI) is a person’s weight in kilograms divided by the square of height in meters. A high BMI can be an indicator of high body fatness. BMI is used as a screening tool, but cannot be used as a true diagnostic.
Adults:
Underweight range: BMI less than 18.5
Normal or healthy weight range: BMI between 18.5 and 24.9
Overweight range: BMI between 25 and 29.9
Obese range: BMI higher than 30
For children, the BMI is more complex as it depends on age and sex. A child’s weight status is determined using an age and sex specific percentile for BMI rather than the adult categories because children’s bodies vary as they age. The CDC Growth Chart is commonly used to measure the growth patterns of children in the United States.
What then can we do to change this startling statistic?
In some ways, our fast paced, convenience based culture is the blame. We spend more time rushing from one activity, event, or job to the next. We eat our meals in the car and they typically come out of a bag. Can we as a nation make a move from convenience to healthy?
Eating healthy is important to remaining a healthy weight, however it has become increasingly difficult to buy and prepare healthy foods. When I go to the grocery store, I usually spend between 20-40 dollars on the healthy stuff. I will buy fresh and frozen fruits and vegetables as well as whole grain breads. Granted I only cook for myself so my healthy foods last for a while and I am able to enjoy them all. That is not the case for a lot of families who seem to never have full cupboards.
Exercising is another important component to remaining a healthy weight. I am in the “overweight” category and I don’t know about you, but I hate exercising in public. Gyms are full of people who look better than me. It’s a self-confidence thing. How can I convince myself to walk into a fitness center and start working out when I look the way I do? I would hope and assume that there are many out there that feel the same way.
Weight and shape has become so important in our culture. We see all the models and celebrities who have the perfect body yet we also see all the ‘love your body’ campaigns on TV. How can I suddenly change my perspective from “I want to look skinny” to “I want to look healthy?” It will be difficult but I think I am up for the challenge.
To be a healthy individual you have to:
Feel healthy
Eat healthy
Exercise
And recognize that you are not the only one
Sources:
https://www.healthsourcechiro.com/contents.aspx?id=Healthy-Children-Childhood-Obesity
cdc.gov
I waited 3.5 years for this…and it wasn’t as special as I expected: my capstone experience
I first heard about the Neurochemisty capstone course as a freshman here at Concordia College. I signed up for the Neuroscience minor, and like the nerd that I am, immediately looked through all my course options. Neurochemisty caught my eye. It looked challenging and fascinating and from then on it was a goal. A race to the finish. I heard from upperclassmen how different it was as a class. I heard what a good experience it was. But let me tell you, Neurochemistry wasn’t everything everyone hyped it up to be.
Now let me explain…it wasn’t the class itself, or the content, or the professor that ruined Neurochemistry for me. It was Concordia College as a whole.
You see, here at Concordia, I was able to experience many different learning-teaching styles early in my academic career. As a college, Concordia is a proponent of real world discussions, becoming responsibly engaged in the world (BREW anyone?), and interdisciplinary learning. And accordingly, Concordia requires something called a “capstone” which is the type of class that Neurochem is.
The capstone is supposed to focus on the “Goals for Liberal Learning,” have a writing emphasis, and experiential learning. The “Goals for Liberal Learning” include: a love of learning, development of foundational skills and transferable intellectual capacities, understanding and integration of multiple perspectives, examination of cultural, ethical, and spiritual self-understanding, and responsible participation in local, national, and global communities. And Neurochem as a class did achieve all of these things as I look back over the semester. I loved learning through discussions of scientific issues incorporated with ethical and political aspects of the problem. I was able to hone my scientific paper writing skills which I hope to use in my future endeavors and practice writing on scientific topics to a general audience. I was able to [try to] twist my mind around the complexities of a science that incorporates every other science imaginable plus most of the humanities. I learned how to make a PSA.
But you have to be kidding me to think that in my senior year, a capstone course is the first times I’ve don’t any of these things.
Concordia College ruined my capstone experience by exposing me to all of those “Goals for Liberal Learning” and experiential learning far before my senior year. My school has allowed me the amazing opportunity to get to a class that is supposed to be so different and look back, reflect, and realize that really, it’s the school that is so different. I love being able to have a liberal arts education, where, in a day, I might have classes in four completely unrelated areas and then realize as I’m doing my homework how similar they all really are. I love that so many of the classes are discussion based. I love that the professors at Concordia are some of the best mentors imaginable and have believed in me and pushed me out of the Concordia bubble and into the real world where I’ve had amazing experiential learning opportunities at multiple nationally and internationally renowned hospitals and universities.
All in the 3.5 years before I took my capstone…while I thought I was waiting.
My capstone experience may have been ruined, but it was for the best reasons. Sure, it was a great time. There were a lot of laughs, a lot of learning together, and a lot of introspection as we covered topics that often centered around death and dying. I enjoyed going to class. I enjoyed Dr. Mach as a professor. I enjoyed lively discussions with my 17 other classmates. But ask any student at Concordia—those things are not unique to a capstone course.
My capstone experience may have been ruined, but I wouldn’t have it any other way.
Bulimia and Body Image
Growing up in society today is not for the faint of heart. The pressure to succeed in school, be involved in extra-curriculars, and maintain a normal social life can be overwhelming. However, some would argue that the pressure to be skinny or look “good” is the largest of all. The constant struggle with body image many children face today while growing up has been a major factor in contributing to the increase of eating disorders. More children are “dieting” today and nearly 25% of pathological dieters eventually progress to an actual eating disorder(http://www.nationaleatingdisorders.org/factors-may-contribute-eating-disorders). The fact that children are dieting or being told to diet should be a red flag to everyone that our obsession with body image has gotten out of control.
Ridiculous standards are being set by the media and everywhere around us. As adults, more people realize that these standards are not realistic, however almost 60% of middle age citizens in America are still unsatisfied with their body (http://www.nationaleatingdisorders.org/factors-may-contribute-eating-disorders). This is alarming. What is even scarier is that children are more susceptible to the media’s portrayal of body image. A recent study found that 42% of 1st-3rd graders want to be thinner and 81% of 10 year olds are afraid of being fat (http://www.nationaleatingdisorders.org/factors-may-contribute-eating-disorders. At that young age, there is no reason for a child to be thinking about and judging their own body.
Children need to be somehow educated at a younger age on how to eat properly. Eating properly is not dieting. Dieting has very negative connotations, because it implies that there is something currently wrong with your body. I believe if children are taught to enjoy real, healthy food; they will not only be physically healthier, but mentally healthier as well. I believe this would decrease the amount of eating disorders present in people, especially adolescents.