The role of stress in autoimmune neurological disorders
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
The role of stress in autoimmune neurological disorders
Autoimmune neurological disorders are a group of diseases that occur when the immune system mistakenly attacks the nervous system. These disorders can cause a wide range of symptoms, including muscle weakness, sensory disturbances, cognitive impairment, and even paralysis. While the exact causes of autoimmune neurological disorders are still unknown, research suggests that stress can play a significant role in the development and exacerbation of these conditions.
Stress triggers the release of stress hormones, such as cortisol, which can suppress the immune system and cause inflammation in the body. In the case of autoimmune neurological disorders, this inflammation can lead to the destruction of the myelin sheath that protects nerve cells, resulting in nerve damage and dysfunction.
One of the most well-known autoimmune neurological disorders is multiple sclerosis (MS). MS is a chronic condition that affects the central nervous system and causes symptoms such as muscle weakness, fatigue, and problems with coordination and balance. Research has shown that stress can worsen the symptoms of MS, as well as increase the risk of relapse.
Stress can also play a role in other autoimmune neurological disorders, such as Guillain-Barré syndrome (GBS), myasthenia gravis (MG), and chronic inflammatory demyelinating polyneuropathy (CIDP). GBS is a rare disorder that causes muscle weakness and paralysis, while MG affects the muscles responsible for breathing, swallowing, and speaking. CIDP is a condition that damages the myelin sheath of peripheral nerves, leading to muscle weakness and sensory disturbances.
Studies have shown that stress can trigger the onset or exacerbation of these conditions. For example, one study found that patients with GBS who experienced a stressful life event in the six months prior to symptom onset had a significantly worse prognosis than those who did not. Similarly, research has shown that stress can worsen the symptoms of MG and increase the risk of relapse.
In addition to exacerbating symptoms, stress can also make it more difficult for individuals with autoimmune neurological disorders to manage their condition. Stress can disrupt sleep, increase fatigue, and make it more difficult to engage in activities that promote physical and mental well-being. This can make it harder for individuals to stick to their treatment plans and manage their symptoms effectively.
To manage stress and reduce the risk of exacerbating autoimmune neurological disorders, individuals can incorporate stress-management techniques into their daily routine. Techniques such as mindfulness meditation, deep breathing exercises, and yoga have been shown to reduce stress and improve overall well-being. It is also important for individuals to prioritize self-care, such as getting adequate sleep, engaging in regular physical activity, and eating a balanced diet.
In addition to these lifestyle changes, individuals with autoimmune neurological disorders should work closely with their healthcare providers to develop a comprehensive treatment plan. This may include medications to manage symptoms and prevent relapse, as well as physical and occupational therapy to improve mobility and functionality. In some cases, immunosuppressive therapy may be used to slow the progression of the disease.
In conclusion, stress can play a significant role in the development and exacerbation of autoimmune neurological disorders. By incorporating stress-management techniques into their daily routine and working closely with their healthcare providers, individuals can reduce the impact of stress on their condition and improve overall well-being.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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The role of stress in autoimmune neurological disorders
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