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18 - Sleep-wake disorders
- from Section III - Disorders and psychological practice related items
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- By Kurt Lushington, University of South Australia, Silvia Pignata, University of South Australia
- Nadine Pelling, University of South Australia, Lorelle Burton, University of Southern Queensland
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- Book:
- Abnormal Psychology in Context
- Published online:
- 06 August 2018
- Print publication:
- 01 February 2017, pp 202-215
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- Chapter
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Summary
Introduction
The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) contains 10 sleep-wake disorders: insomnia; hypersomnolence; narcolepsy; breathing related; circadian rhythm; non-rapid eye movement (NREM) sleep arousal; nightmare; rapid eye movement (REM) sleep behaviour; restless legs syndrome; and substance/medication-induced sleep difficulties. The DSM-5 nosology incorporates recent advances in our understanding of the physiological and genetic factors underpinning disordered sleep, the impact of lifespan development on sleep and pathology, and findings from treatment studies. Diagnostic formulations incorporate validated polysomnographic and neurobiologic biomarkers, which distinguish the diagnosis of sleep from most other psychiatric disorders. Unfortunately, it is not possible to review all 10 DSM-5 sleep-wake disorders in one summary chapter. As a result, this chapter will focus on those most often addressed via psychological interventions. Readers interested in a review of the full range of sleeping disorders are referred to the companion academic supplementary materials available for the current textbook.
Common to all the DSM-5 sleep-wake disorders is dissatisfaction with the quality, timing, and amount of sleep, together with evidence of impact or distress in everyday functioning. Diagnosis also depends on the sleep problem being primary in origin and not secondary to a known medical condition, disease, or health impairment. However, identifying the primary disorder can be complicated by the bidirectional and often mutually exacerbating relationship that exists between disordered sleep (e.g., insomnia, excessive sleepiness, early morning wakefulness) and many psychiatric and medical conditions. Sleep problems typically do not occur in isolation, but there is good evidence that treating sleep disorders can lead to gains, even when secondary to other medical problems.
Two distinguishing features of the sleep disorders field are: 1. the diversity of disorders; and 2. the degree to which psychological treatments play a role in therapy. Some sleep disorders are more properly addressed via medical and pharmaceutical interventions, such as narcolepsy with stimulant medication and obstructive sleep apnoea hypopnea disorder with continuous positive airway pressure (CPAP) apparatus, although cognitive behaviour therapy (CBT) has been shown to increase CPAP adherence (Agudelo et al., 2014; Richards et al., 2007).
8 - The history of Psychology at the University of South Australia: Recent history
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- By Kurt Lushington, University of South Australia
- Edited by Tony Winefield, University of Adelaide, Ted Nettelbeck, University of Adelaide
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- Book:
- A History of the Psychology Schools at Adelaide's Universities
- Published by:
- The University of Adelaide Press
- Published online:
- 25 July 2017
- Print publication:
- 31 December 2016, pp 195-206
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Summary
Part 2: Recent history (2005-16)
To complement this chapter, academic staff working in the school in 2015 were invited to write about themselves, their highlights and their experiences. This additional material can be located at the School of Psychology's website.
Overview 2005-16
The decade since 2005 has seen large changes to the UniSA School of Psychology. This includes its leadership, research focus, degree offerings and personnel. Of all these changes, the most notable has been the merger of the School of Psychology with the School of Social Work and Social Policy. Another major influence on the life of the school over this time has been the change in vice-chancellors, with the consequent impact on school priorities and activities.
In common with contemporaries at other schools in the country, the school has seen the transition from traditional to digitally informed teaching practices (with more change in the wings); the reduction in postgraduate offerings (resulting in a singular focus on clinical psychology); the move to a demand-driven education system and less restrictive entry requirements (with psychology accounting for an especially high proportion of these new students); the introduction of Federal Government oversight of clinical registration and program accreditation (with a rise in the cost of accreditation and greater complexity in governance); the introduction of the Australian Quality Framework and the subsequent regulation of degree structures and curriculum standards; an increased focus on research performance (with a greater reliance on external benchmarking, such as the Excellence in Research Australia [ERA] scheme); the expectation of greater individual accountability, leading to the increased formalisation of academic work practices; pressure to increase international student numbers, partly to globalise the student body but also to generate revenue; and, finally, an increased pressure on productivity against a background of shrinking resources. Much of the school's activities over the last decade have been in response to these broader influences.
Over and above the broader external influences, local factors have also influenced the school. The regional teaching units at Whyalla and Mount Gambier have been incorporated into the school, resulting in a greater emphasis on regional engagement. There has been the slow but welcome consolidation of psychology staff from around the university onto one campus at Magill.
Prevalence and Organisational Factors of Psychological Injury Among Australian School Teachers
- Adam Garrick, Peter C. Winwood, Anita S. Mak, Stuart Cathcart, Arnold B. Bakker, Kurt Lushington
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- Journal:
- The Australasian Journal of Organisational Psychology / Volume 7 / 2014
- Published online by Cambridge University Press:
- 21 July 2014, e5
- Print publication:
- 2014
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- Article
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In this study, we investigated the prevalence, severity, and organisational factors of risk for psychological injury in a national sample of Australian school teachers, using the Psychological Injury Risk Indicator. We predicted that teachers would report higher levels of risk for psychological injury if working in schools located in rural areas, with a low socioeconomic index, and low psychosocial safety climate. Teachers from across Australia (N = 960) completed an online survey that measured risk for psychological injury and relevant organisational factors. We found a high number of teachers (26%) whose responses showed high risk, indicating the need for professional intervention in order to avoid potentially debilitating psychological injury. Analyses also showed main effects for two organisational factors, indicating that teachers most at risk for psychological injury tended to be employed by schools with low psychosocial safety climate and in areas with a low socioeconomic index. These results highlight the severe levels of work-related psychological injury risk in the Australian teacher population, and the important role for school administration and education departments in maintaining a working environment that supports staff psychologically.