Depression and Immune Function

Depression and Immune Function

Depression and Immune Function

Description

Depression and Immune Function
Depression and Immune Function

The body manifests what the mind harbors.
—Jerry Augustine, Former American baseball player

If the body be feeble, the mind will not be strong.
—Thomas Jefferson, American co-author of the Declaration of Independence

These quotes illustrate what researchers know about how the condition of the mind and the body influence one another. In fact, research suggests that severe depression may decrease the number of immune factors in the body affecting immune responses such as inflammation. The impact of less immune factors could lead to chronic diseases. For those battling chronic diseases, research supports that these individuals might be more susceptible to depression. When it comes to health, the mind and the body are engaged in an interrelated and bi-directional relationship.

To prepare for this Assignment, search the Walden Library and select two research studies that examine the relationship between depression and inflammation.

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The Assignment:

In a Word document, respond to the following questions in a short-answer bulleted format:

  • What are two symptoms of depression? Provide a description for both.
  • What are two symptoms of inflammation? Provide a description for both.
  • What are two similarities between depression and inflammation at the cellular level?
  • What were the results of the two research studies that you selected that examined depression and inflammation?
  • Describe two influences that these research results might have on the treatment of depression.

Support your Assignment with specific references to all resources used in its preparation.

READINGS

  • Contrada, R. J. (2011). The handbook of stress science: Biology, psychology, and health. New York, NY: Springer Publishing Company, LLC.
    • Chapter 5, “Behavioral, Emotional, and Cognitive Sequelae of Immune System Activation” (pp. 65–76)
    • Chapter 25, “Stress and Depression” (pp. 345–358)
    • Chapter 26, “Stressors and Mental Health Problems in Childhood and Adolescence,” (pp. 359–372)
    • Chapter 27, “Physical Health Outcomes of Trauma,” (pp. 373–384)
  • Kendall-Tackett, K. (Ed.). (2010). The psychoneuroimmunology of chronic disease: Exploring the links between inflammation, stress, and illness. Washington, DC: American Psychological Association.
    • Chapter 5, “Depression, Hostility, Posttraumatic Stress Disorder, and Inflammation: The Corrosive Health Effects of Negative Mental States” (pp. 113–131)
    • Chapter 6, “Cognitive and Behavioral Reactions to Stress Among Adults with PTSD: Implications for Immunity and Health” (pp. 133–158)
    • Chapter 9, “Treatments for Depression That Lower Inflammation: Additional Support for an Inflammatory Etiology of Depression” (pp. 219–242)
  • Altemus, M., Dhabhar, F., & Ruirong, Y. (2006). Immune Function in PTSD. Annals of the New York Academy of Sciences, 1071(1), 167–183.
    Retrieved from the Walden Library databases.
  • Dantzer, R. (2012). Depression and inflammation: An intricate relationship. Biological Psychiatry, 71(1), 4–5.
    Retrieved from the Walden Library databases.
  • Dantzer, R., O’Connor, J. C., Freund, G. G., Johnson, R. W., & Kelley, K. W. (2008). From inflammation to sickness and depression: when the immune system subjugates the brain. Nature Reviews Neuroscience, 9(1), 46–56.
    Retrieved from the Walden Library databases.
  • Gill, J. M., Saligan, L., Woods, S., & Page, G. (2009). PTSD is associated with an excess of inflammatory immune activities. Perspectives in Psychiatric Care, 45(4), 262–277.
    Retrieved from the Walden Library databases.
  • Gill, J., Vythilingam, M., & Page, G. G. (2008). Low cortisol, high DHEA, and high levels of stimulated TNF-?, and IL-6 in women with PTSD. Journal of Traumatic Stress, 21(6), 530–539.
    Retrieved from the Walden Library databases.
  • Howk, C., & Bennett, M. (2010). Immune function and health outcomes in women with depression. BioPsychoSocial Medicine, 4, 3–11.
    Retrieved from the Walden Library databases.
  • Leonard, B. E. (2010). The concept of depression as a dysfunction of the immune system. Current Immunology Reviews, 6(3), 205–212.
    Copyright 2010 by Bentham Science Publishers, Ltd. Reprinted by permission of Bentham Science Publishers, Ltd., via the Copyright Clearance Center.
  • Sarapas, C., Cai, G., Bierer, L. M., Golier, J. A., Galea, S., Ising, M.,…Yehuda, R. (2011). Genetic markers for PTSD risk and resilience among survivors of the World Trade Center attacks. Disease Markers, 30(2–3), 101–110.
    Retrieved from Walden Library databases.
  • Scott-Tilley, D., Tilton, A., & Sandel, M. (2010). Biologic correlates to the development of post-traumatic stress disorder in female victims of intimate partner violence: Implications for practice. Perspectives in Psychiatric Care, 46(1), 26–36.
    Retrieved from Walden Library databases.
  • Wilson, D. R. (2010). Health consequences of childhood sexual abuse. Perspectives in Psychiatric Care, 46(1), 56–64.
    Retrieved from Walden Library databases.
  • National Institute of Mental Health. (2009). Key molecule in inflammation-related depression confirmed. Retrieved from http://www.nimh.nih.gov/news/science-news/2009/key-molecule-in-inflammation-related-depression-confirmed.shtml

Optional Resources

  Excellent Good Fair Poor
Main Postinga 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness 10 (10%) – 10 (10%)

Posts main post by day 3.

 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.
First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.
Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.
Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.
Total Points: 100