People with depression are often highly functioning and adept at concealing their depression from the world. It could be your doctor, dentist, teacher, best friend or the life of the party.Cognitive learning theory in the classroom whether because of the stigma associated with depression, or because of their concerns about the impact on the people around them, many people with depression will be masterful at masking their illness publicly.Cognitive learning theory in the classroom this is further evidence that depression is not a sign of weakness. The strength and mental toughness it would take to carry on as usual would be enormous.Cognitive learning theory in the classroom of course, sometimes the strongest act is asking for help.

The body has an internal body clock that uses signals in the environment to cue appetite, sleep and mood.Cognitive learning theory in the classroom in people with depression, this clock can be so severely disrupted , that a.M and p.M. Are reversed. This means that sleep is disturbed, as morning is confused with night .Cognitive learning theory in the classroom when sleep is thrown off balance, so too are hunger hormones, hence the appetite and weight changes that often come with depression.

In research from yale university, analysis of the brains of people with depression have shown an overproduction of a genetic ‘switch’.Cognitive learning theory in the classroom this genetic switch causes the loss of connections between the brain cells that regulate cognition and emotion, causing the brain to shrink in size.Cognitive learning theory in the classroom the more severe and longer-lasting the depression the greater the shrinkage. Antidepressants can help to reverse this.

Research has found that depression leads to accelerated cellular ageing and a heightened risk of ageing-related diseases such as heart disease, diabetes and cancer.Cognitive learning theory in the classroom people with depression have a shorter length of telomeres (a repeating DNA sequence found at the end of chromosomes). The more severe and longer-lasting the depression, shorter the telomere length the greater the ageing .Cognitive learning theory in the classroom those who had previous episodes of major depression had shorter telomere length than those who had not experienced depression.

An abundance of research has demonstrated that exercise alleviates symptoms of depression in the short-term, but also that it has a protective factor against developing depressive episodes in the future.Cognitive learning theory in the classroom in fact, a recent study has found that for mild to moderate depression, exercise has the same effect on the brain as antidepressants. Walking 30 minutes a day is enough to make a difference.Cognitive learning theory in the classroom

Increasingly, evidence is pointing to a powerful connection between the gut and the brain , with neurobiologists at oxford university finding that gut microbiome play an important role in maintaining certain brain functions such as mood, emotion and appetite.Cognitive learning theory in the classroom mounting evidence is suggesting a link between the gut health and psychiatric and neurological disorders such as anxiety, depression and autism.Cognitive learning theory in the classroom

Like the emotional pain isn’t enough, depression is also associated with physical pain such as headaches, backache, stomach ache, joint ache and muscle ache.Cognitive learning theory in the classroom research has shown that depression and physical pain share a common chemical pathway in the brain and are influenced by the same neurotransmitters.Cognitive learning theory in the classroom in light of this, it has been suggested that depression and the painful physical symptoms that are associated with it should be treated together.Cognitive learning theory in the classroom research has actually shown that a correlation between an improvement in physical symptoms and an improvement in other depressive symptoms.

Cognitive learning theory in the classroom

Depression can respond really well to treatment but the type of treatment that is most effective can differ from person to person. The best approach involves a multi-faceted approach that responds to the whole person – mental (therapy, emotional support, cognitive awareness, mindfulness); physical (exercise, diet); chemical (medication).Cognitive learning theory in the classroom furthermore, antidepressants generally won’t have an immediate effect. Expectations that medication is a magic bullet can lead to disappointment and a further worsening of symptoms.Cognitive learning theory in the classroom depression is treatable but can involve some trial and error of responses. Knowing this, and being patient and open to altering treatment is an important part of the way through depression.Cognitive learning theory in the classroom

Everyone has their ups and downs but if someone you know is acting unusual (mood, sleep and appetite changes, sadness, aggression, recklessness, more withdrawn), it might be something more.Cognitive learning theory in the classroom if you have any hunch at all that something isn’t right, it’s important to ask if he/she is depressed or suicidal, using direct language such as ‘suicidal/giving up on life’ rather than the lesser ‘hurting yourself’.Cognitive learning theory in the classroom people often avoid asking for fear it will plant the idea but it doesn’t work like this. The question might save a life. If the person is suicidal, seek immediate help from a doctor, hospital or suicide prevention helpline.Cognitive learning theory in the classroom

Jim. I hear you on how serious this is! Any amount of depression which causes pain and intrudes on your potential to be happy is serious. Absolutely.Cognitive learning theory in the classroom I also hear that you have tried everything to feel better. I can hear how desperately you want to move this, and I understand that when you have tried everything, it can feel so helpless.Cognitive learning theory in the classroom I want you to know that the research in the area of depression is moving forward all the time. We are discovering new potential causes all the time which may lead to more effective treatments.Cognitive learning theory in the classroom in the meantime, do you have a consistent practise of exercise and mindfulness? If you haven’t practised mindfulness before, the smiling mind app is a great place to start.Cognitive learning theory in the classroom it has a series of guided meditations. Both exercise and mindfulness change the structure and function of the brain in ways that can strengthen it against depression.Cognitive learning theory in the classroom if you are on any form of anti-depressant, it is also important to be doing these things. The research on both exercise and mindfulness is prolific, and growing stronger.Cognitive learning theory in the classroom sleep is also critical. If you are having trouble sleeping, this will interfere with the way your brain functions and potentially make it more susceptible to depression.Cognitive learning theory in the classroom if you are having trouble sleeping (and you might not be), speak with your doctor about this. Melatonin is the body’s natural sleep hormone – it’s what let’s our body know that it’s time to wind down and get sleepy.Cognitive learning theory in the classroom it can be taken as a supplement, and it might be useful – but speak with your doctor. Here are some articles that might be useful for you: