The role of stress in IBS and digestive 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 IBS and digestive disorders
Irritable bowel syndrome (IBS) and other digestive disorders can be greatly influenced by stress. IBS is a chronic gastrointestinal disorder that affects the large intestine and is characterized by abdominal pain, bloating, constipation, and diarrhea. Other digestive disorders that can be influenced by stress include gastroesophageal reflux disease (GERD), inflammatory bowel disease (IBD), and peptic ulcers.
The connection between stress and digestive disorders is complex and not fully understood. However, it is believed that stress can exacerbate the symptoms of these conditions by altering the normal functioning of the digestive system. Stress can affect the muscles of the digestive tract, causing them to contract and move more quickly or slowly than normal, leading to changes in bowel habits and discomfort.
Stress can also affect the immune system, leading to inflammation and damage to the lining of the digestive tract. This can worsen symptoms of IBD and other inflammatory digestive disorders. Additionally, stress can alter the balance of bacteria in the gut, leading to changes in digestion and absorption of nutrients.
Research has shown that individuals with IBS are more likely to experience stress and anxiety than individuals without the condition. In fact, studies have found that up to 60% of individuals with IBS have a history of anxiety or depression. This suggests that stress and emotional factors may play a significant role in the development and exacerbation of IBS symptoms.
Similarly, stress has been shown to worsen symptoms of GERD, including heartburn and acid reflux. Stress can increase the production of stomach acid, leading to more frequent and severe symptoms. Stress can also cause changes in eating patterns and food choices, leading to a higher intake of foods that can trigger GERD symptoms.
Inflammatory bowel disease, such as Crohn’s disease and ulcerative colitis, is another digestive disorder that can be impacted by stress. Studies have found that stress can worsen symptoms of these conditions, including abdominal pain, diarrhea, and rectal bleeding. Stress can also increase the risk of flare-ups and worsen disease progression.
Peptic ulcers, which are open sores that develop on the lining of the stomach or small intestine, can also be influenced by stress. While stress alone does not cause ulcers, it can increase the risk of developing them by altering the balance of acid and protective mucus in the stomach. Stress can also delay the healing of existing ulcers, leading to prolonged symptoms and increased risk of complications.
Fortunately, there are a variety of strategies that can be used to manage stress and improve symptoms of digestive disorders. Stress management techniques such as relaxation exercises, mindfulness meditation, and cognitive-behavioral therapy can be helpful in reducing stress levels and improving overall well-being.
In addition to stress management, dietary modifications and medications can also be used to manage symptoms of digestive disorders. For example, individuals with IBS may benefit from a low FODMAP diet, which restricts the intake of fermentable carbohydrates that can trigger symptoms. Medications such as proton pump inhibitors can be used to reduce the production of stomach acid and manage symptoms of GERD.
In conclusion, stress can play a significant role in the development and exacerbation of digestive disorders such as IBS, GERD, IBD, and peptic ulcers. By understanding the relationship between stress and digestive health and adopting strategies for managing stress and improving overall health, individuals can improve their quality of life and reduce the impact of these conditions on their daily activities. It is important to consult with a healthcare provider to develop an individualized treatment plan that addresses the specific needs and symptoms of each individual.
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 IBS and digestive disorders
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