This document discusses empty nest syndrome, which refers to feelings of sadness, grief, and loneliness that parents may experience when their children leave home. It defines empty nest syndrome and lists common signs and symptoms like sadness, worry, loneliness, and depression. The document examines who is most at risk for empty nest syndrome, like full-time parents or those struggling with other life changes. It also outlines treatments like counseling and maintaining social connections. Finally, it discusses both negative aspects like vulnerability to depression but also positive aspects like increased freedom and growth for parents.
The somatoform disorders are a group of psychological disorders in which a patient experiences physical symptoms that are inconsistent with or cannot be fully explained by any underlying general medical or neurologic condition. Medically unexplained physical symptoms account for as many as 50% of new medical outpatient visits. [1] Physical symptoms or painful complaints of unknown etiology are fairly common in pediatric populations. [2] Many healthy young children express emotional distress in terms of physical pain, such as stomachaches or headaches, but these complaints are usually transient and do not effect the child's overall functioning. The somatoform disorders represent the severe end of a continuum of somatic symptoms.
Somatization in children consists of the persistent experience and complaints of somatic distress that cannot be fully explained by a medical diagnosis. They can be represented by a wide spectrum of severity, ranging from mild self-limited symptoms, such as stomachache and headache, to chronic disabling symptoms, such as seizures and paralysis. These psychological disorders are often difficult to approach and complex to understand. It is important to note that these symptoms are not intentionally produced or under voluntary control.
In somatoform disorders, somatic symptoms become the focus of children and their families. They generally interfere with school, home life, and peer relationships. These youngsters are more likely to be considered sickly or health impaired by parents and caretakers, to be absent from school, and to perform poorly in academics. Somatization is often associated temporarily with psychosocial stress and can persist even after the acute stressor has resolved, resulting in the belief by the child and his or her family that the correct medical diagnosis has not yet been found. Thus, patients and families may continue to seek repeated medical treatment after being informed that no acute physical illness has been found and that the symptoms cannot be fully explained by a general medical condition. When somatization occurs in the context of a physical illness, it is identified by symptoms that go beyond the expected pathophysiology of the physical illness.
Recurrent complaints often present as diagnostic and treatment dilemmas to the primary care practitioner (PCP) who is trying to make sense of these symptoms. The PCP may feel poorly prepared and/or may have little time to assess or treat the somatic concerns. While the more disabling somatic complaints are more likely to be referred to a mental health professional, these youngsters presenting with these disabling physical symptoms bridge both medical and psychological domains and present a puzzling quandary for professionals from either field if working with them alone. [3] The nature of these symptoms requires an integrated medical and psychiatric treatment approach to successfully decrease the impairment caused by these disorders.
The somatoform disorders are a group of psychological disorders in which a patient experiences physical symptoms that are inconsistent with or cannot be fully explained by any underlying general medical or neurologic condition. Medically unexplained physical symptoms account for as many as 50% of new medical outpatient visits. [1] Physical symptoms or painful complaints of unknown etiology are fairly common in pediatric populations. [2] Many healthy young children express emotional distress in terms of physical pain, such as stomachaches or headaches, but these complaints are usually transient and do not effect the child's overall functioning. The somatoform disorders represent the severe end of a continuum of somatic symptoms.
Somatization in children consists of the persistent experience and complaints of somatic distress that cannot be fully explained by a medical diagnosis. They can be represented by a wide spectrum of severity, ranging from mild self-limited symptoms, such as stomachache and headache, to chronic disabling symptoms, such as seizures and paralysis. These psychological disorders are often difficult to approach and complex to understand. It is important to note that these symptoms are not intentionally produced or under voluntary control.
In somatoform disorders, somatic symptoms become the focus of children and their families. They generally interfere with school, home life, and peer relationships. These youngsters are more likely to be considered sickly or health impaired by parents and caretakers, to be absent from school, and to perform poorly in academics. Somatization is often associated temporarily with psychosocial stress and can persist even after the acute stressor has resolved, resulting in the belief by the child and his or her family that the correct medical diagnosis has not yet been found. Thus, patients and families may continue to seek repeated medical treatment after being informed that no acute physical illness has been found and that the symptoms cannot be fully explained by a general medical condition. When somatization occurs in the context of a physical illness, it is identified by symptoms that go beyond the expected pathophysiology of the physical illness.
Recurrent complaints often present as diagnostic and treatment dilemmas to the primary care practitioner (PCP) who is trying to make sense of these symptoms. The PCP may feel poorly prepared and/or may have little time to assess or treat the somatic concerns. While the more disabling somatic complaints are more likely to be referred to a mental health professional, these youngsters presenting with these disabling physical symptoms bridge both medical and psychological domains and present a puzzling quandary for professionals from either field if working with them alone. [3] The nature of these symptoms requires an integrated medical and psychiatric treatment approach to successfully decrease the impairment caused by these disorders.
Insight is one of the crucial components of a mental status examination in Psychiatry. Scarce data is available in the standard textbooks on this concept.
The following presentation was made after going through the myriad of articles and case studies i found online.
Family, family as system, crisis, crisis intervention, adaptive qualities, family therapy and approaches, stages of family therapy, 12 family strengths by Otto
This ppt presentation discusses about the various models of mental illness. I found it useful to download as it gives a fair idea about various models which are generally not found in books.
Insight is one of the crucial components of a mental status examination in Psychiatry. Scarce data is available in the standard textbooks on this concept.
The following presentation was made after going through the myriad of articles and case studies i found online.
Family, family as system, crisis, crisis intervention, adaptive qualities, family therapy and approaches, stages of family therapy, 12 family strengths by Otto
This ppt presentation discusses about the various models of mental illness. I found it useful to download as it gives a fair idea about various models which are generally not found in books.
Scrub typhus is a growing and emerging disease grossly under-diagnosed due to its non-specific clinical presentation, limited awareness, and low index of suspicion
consider as a differential diagnosis in acute febrile illness with thrombocytopenia, renal impairment, LFT abnormalities, altered sensorium,encephalitis, pneumonitis, or ARDS
WEIL FELIX test very Specific
Early diagnosis and treatment are imperative to reduce the mortality and the complications associated with the disease
Examine the nature of culture stress and culture shock in crossing cultures. Various theoretical analyses. Link that to the life of urban spirituality.
An overview of teen development and parenting today's adolescence. Brain and social development, as well as depression and general mental health issues.
Thriving in the face of adversity – responding to a bereaved childSACAP
When a child’s parent or primary caregiver dies, it can be difficult to know how to help the child cope with the loss. Just like adults, children need to be able to feel pain, mourn, and grow.
Module 3 Death & Dying Death in Childhood Adult Assu.docxkendalfarrier
Module 3 Death & Dying
Death in Childhood
Adult Assumptions
About Children and Death
• Children are seldom given the opportunity in
family discussions to talk about death-related
topics
• Adults often have their own fears, doubts, and
conflicts, which often get communicated to their
children
• Freud thought that parents wanted to believe
that their children live in a fairy-tale world safe
from the reality of death
Lessons from the
Research Case Histories
• It is the death of particular people or animals that
enlists the child’s concern
• Death-related experiences, attitudes and
behaviors are part of the intimate flow of life
between children and their parents
• There may be several different orientations
toward death within the same household
Lessons from the
Research Case Histories
• Parents whose own discomfort interferes with
their responses to their children’s death-related
curiosity are likely to perpetuate these anxieties
for another generation
• There is now a transitional generation of parents
who are trying to communicate in an open
manner with their children, although their own
experience was of family silence about death
Stages of Death Comprehension
in Childhood (Nagy)
• Research conducted in 1948/1969, involving
378 children, ages 3 to 10
• Stage 1, ages 3 to 5, Focus on Absence
• Very curious about death and death-related items, like
coffins, the cemetery, and also the funeral
• Death is a continuation of life but in a diminished form
(such as diminished sight or hearing)
• Death is temporary
• Death is departure and separation
• Death aroused anxiety
Stages of Death Comprehension
in Childhood (Nagy)
• Stage 2, ages 5 to 9, Focus on Finality
• Death is represented as a person
• Death is dangerous, invisible, like a skeleton, and
comes out in the dark
• Death has mysterious power
• Belief that death might still be eluded (for example,
you might get killed crossing the street, but not if you
look both ways and be careful about crossing the
street)
• Death is not recognized as universal and personal
Stages of Death Comprehension
in Childhood (Nagy)
• Stage 3, beginning about age 9, Focus on
Personal, Universal, and Inevitable
• Realizes that death is final
• Realizes that death will come to him or her as well
• Discussion of death has a more adult quality
• May add a moral, poetic, or religious dimension
Additional Research Findings
• Children with superior intellectual and verbal ability
demonstrated more advanced death concepts than
others their same age
• No difference in death concepts based on SES
• Gender: boys are more likely to depict violent deaths
than girls
• Younger children seem to focus on separation anxiety
• Older children see death as scary and begin to use
symbols to represent death concepts
Cultural Influences on Children’s
Concepts of Death
• U.S. ch.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
3. Introduction
• Empty nest syndrome is a term used to
describe the feelings of sadness and grief
that parents may feel when they no
longer have children living with them.
• The syndrome takes its name from young
birds flying out of their nests once they
are old enough to fly, leaving their parents behind.
• It is not a clinical condition.
4. Introduction
• The term “Empty nest syndrome” was first
introduced in 1914 by the writer Dorothy
Canfield,
• And the term clinically identified and popularized
in 1970‟s.
• Empty nest syndrome can have a significant
impact on a parent's health and relationships.
• Clinical approaches to the “empty nest
syndrome” have often linked it‟s symptoms to
women‟s physical changes at midlife,
5. • Empty nest syndrome is not a formal diagnosis that can
be found in the Diagnostic Statistical Manual of Mental
Disorders (DSM), which is the authoritative book on
mental health diagnoses.
• This means that a mental health professional cannot
diagnose anyone with empty nest syndrome, but they
can help parents work through their feelings and
concerns.
6. Definition
• "The „empty nest syndrome‟ is a depressive reaction in
middle-aged mothers attributed to role loss when all
her children have grown up and „left the nest‟."
(Radloff).
7. • Empty nest syndrome is a general feeling of
loneliness that parents or guardians may feel
when one or more of their children leave home;...
(Medical Definition of “Empty–nest syndrome”)
8. • "The empty nest syndrome is clinically defined as the
„temporal association of clinical depression with the
cessation of child-rearing‟. It also has been defined as the
„sense of loss when grown children leave home‟. Also
associated with the term is the notion of a „profound
inability of the parent to cope‟. Research on various
aspects of post-parenthood, however usually reserves the
term „empty nest syndrome‟ for the severe depression
mentioned first. Nevertheless, negative affect associated
with the empty nest syndrome is often reported in lesser
degrees by mothers and fathers who are not clinically
depressed." (Roberts and Lewis.).
9. Signs & symptoms
Behavioral symptoms
• Sadness
• Worry
• Stress
• Loneliness
• Emptiness
• Uselessness
• Feelings of rejection
• Feeling no longer having a purpose in life
• Anxiety over the child's welfare
• Guilt—if the relationship with the child was strained
10. Parents may experience symptoms associated with
clinical depression, including:
• Difficulty concentrating
• Inability to seek or derive pleasure
• Excessive worry or anxiety
• Indecision
• Parents who experience empty nest syndrome often
questioned themselves?
11. Physical symptoms
• Hot flashes (a sudden
uncomfortable sensation of heart)
• Night sweats
• Fatigue or lack of drive
• Irritability
• Changes in eating patterns
• Some may be seen spending time in the child's room
12. Prevalence
• Most commonly the empty nest syndrome is seen in
women. and also seen in father‟s and pets.
• Women : problems used to belong almost exclusively to
women who were the primary caretakers of the
children, and those who were not working outside..
• Father : But fathers today also have very close
relationships with their children. Today's
generation is perhaps more focused than
any other in recent times on father-child
relationships. So parting with the last child
can also bring some difficulties to dad.
13. Pets and “Empty nest syndrome”
• empty nest syndrome can badly affect family pets too.
• At least one in 6 dogs, along with a countless number of
cats, will exhibit symptoms of separation anxiety or display
increased levels if they are already prone to the condition
• “Cats don't display their feelings as outwardly as dogs do,”
they sleeps lot more time than usual
14. Cause
• feelings of sadness and grief that parents may feel
when they no longer have children living with them.
15. Who are at risk?
• Those that have difficulty with separation and change.
• Full-time parents.
• Those who also struggle with menopause, retirement,
and aging parents.
• Those who feel their child is not ready to leave home.
• Single parent
16. Negative aspect of empty nest syndrome
• Research suggested that parents dealing with empty
nest syndrome experienced a profound sense of loss
that might make them vulnerable to
• depression,
• alcoholism,
• identity crisis and
• marital conflicts
17. Treatment
• When a child's departure unleashes
overwhelming sadness, treatment
is definitely needed.
• Discuss their feelings with your
general practitioner as soon as possible.
• Sometimes they need antidepressants,
• Some counseling to get their feelings into perspective
18. • Time and energy that they directed toward their child
can now be spent on different areas of their life.
• This might be an right time to explore or return to
hobbies, leisure activities or career pursuits.
• This also marks a time to adjust to their new role in their
child's life as well as changes in your identity as a
parent. The relationship with
their child may become more
peers like,
19. • Suggest them to prepare for an empty nest while your
children are still living with them.
• Develop friendships, hobbies, career, and educational
opportunities.
• Make plans with the family while everyone is still
under the same roof,
• Plan family vacations, enjoy long talks, and take time
off from work.
• And make specific plans for the extra money, time, and
space that will become available when children are no
longer dependent on parents and living at home
20. How to cope up with empty nest syndrome
•
•
•
•
•
•
Seek counseling:
Stay busy
Develop friendships:
Stay in touch
Be positive
Preparing in advance
21. Positive aspect of empty nest syndrome
• Positive effects would occur when the couple clings to
each other and finds solace in their relationship. They
are free to do more tasks and also they have more time
to socialize
• They don‟t see their kids moving out as a loss but a
new adventure.
• To find a common mission, serve in any voluntary
activity together, become friends, serve in an advisory
capacity to the kids, and engage in a couples project are
way to combat the empty nest syndrome.
23. Conclusion
• Especially in transition period of development of a
society, many mothers may not be prepared for
separation from their children. Psychologically less
sophisticated and less educated mothers may have
narrow repertoire of coping strategies in such periods.
• These mothers will be vulnerable to complicated empty
nest syndrome. In absence of adequate family support,
the suffering parents will not get proper attention, care
and treatment