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Of the several definitions of the term “champion,” I believe that one is true to its core: “one who fights.” I am proud to say that after four years of struggling, I am able to call myself a champion. Fighting for my position on the court, fighting past the physical challenges of the sport, fighting against those who labeled me merely as ‘the coach’s daughter,’ I have grown not only as a volleyball player, but as a person.

High school volleyball was full of challenges for me. I started out as a freshman on the Junior Varsity team, my father’s team. Although I did have a lot of experience in the sport and natural athletic ability, I was never fully confident in my place on the team. I was a starter who played all-around and was voted co-captain by my teammates. I couldn’t help but feel as though these accomplishments were based more on my label as ‘the coach’s daughter,’ rather than on my individual talent.
The next year I was moved up to Varsity and the following two seasons were very challenging. I was forced to play different positions and felt very insecure among my older teammates. I was physically tested at practice and mentally tested with the coach’s tough criticisms and drama among my teammates. And although I was not playing under my father, I was worried that my coach was biased towards me because of my father’s position in the volleyball program.
I had many reservations entering this past volleyball season as a senior. There was a change in the coaching staff and once again I was ‘the coach’s daughter.’ I was also worried because I was entering the season not having played club volleyball during the off-season. I was concerned that as a senior I would not receive playing time or even worse, that I would only receive playing time as a result of my father’s bias. This drove me to work harder than ever before. I came to practice every day, put out my best effort, and tried to be a leader on the court. As an individual, I became a better player and I believe that I contributed to the team’s overall success during the season.
After this long journey of frustration and loss, I reached the moment that defined my volleyball career: the OIA Division II Championship Game. It was a difficult match, but our team won the necessary three out of five games. The feeling that overcame me when we won the final match point was indescribable. I hadn’t ever felt so proud of any other accomplishment in my life. For the first time in Kaiser High School history, the volleyball team won a championship. I was a champion. Not only because the word “champion” was inscribed on the trophy we received or because it would be shown on the gold banner that would hang in our school gym, but because I had won that moment. After years of fighting and pushing, I have earned the title of a champion and no one will ever be able to take that away from me.

Insert surname4 Professor’s name Student’s name Course title Date Depression Dysthym In

Insert surname4

Professor’s name

Student’s name

Course title

Date

Depression Dysthym

In this discussion, I will be taking on a clinical psychologist role for treating clients with depression disorders. Depression refers to the both absence of positive affect (loss of pleasure and interest in most activities) and negative affect (low mood) and which is usually accompanied by an assortment of emotional, cognitive, behavioral and physical symptoms. It most the most psychiatric disorder and which carry a huge burden in terms of the costs for treatments, effect on careers and family and loss of productivity in the work place. The World Health Organization has ranked it as the third most prevalent severe and moderate disabling condition in the world today. It may also become a disabling disorder with ongoing disability, especially if it is treated inadequately. More, than 80 percent of depression patients are treated and managed in the primary care, with those seen in the secondary care are skewed towards more severe illness (Wegner, Mirko & et al, 2014).

The research question which I have formulated is whether self-management can work for a long-term depression, conducted from patient’s qualitative study. Semi prearranged in depth interviewing was carried out using 21 participants, who were recruited from wider variety of sourcing using maximum variation sampling. Interpretative phenomenological analysis was applied by a diverse group comprising practitioners, service users and academics. The results were that four super-ordinate themes were found: the self, experience of depression, the wider environment and self management strategies. Within the several prominent sub themes emerged of significance to all participants which included how some aspects of themselves like confidence, hope and motivation were powerful agents; and how participating in various different activities contributed to their mental, emotional, social, physical, spiritual and creative well-being.

In general, service was not seen to be useful especially facilitating self management. Increased control and choice were required and great emphasis in individualized holistic model. In locating resources, developing strategies, especially within the first depression episode, improved information was necessary. Such concepts helped those of the recovery approach which was of importance in the depression self management.

Depression has severe effects on emotional and physical well being including personal relationships, status, occupational and financial health. It may interfere with all aspects of a person’s life, as unlike grief or sadness, which occur temporarily, after a loss, its symptoms may occur nearly every day end even go for years. It may also lead to drug abuse according to the current psychiatry opinion, up to a third of clinically depressed individuals, they engage in alcohol and drug abuse. These helps them in trying to heal themselves and sooth the feeling of hopelessness, low self worth and the despair that leads to psychiatric illnesses.

Dysthymia , a persistent depressive disorder and which was formerly recognized as Dysthymic Disorder, according to the recently updated DSM-5 (2013). Its essential feature is the depression mood which may occur for most of days or for at least two years. Its symptoms are milder than the major depression disorders but additional symptoms in the MDD may show up during Dysthymia leading to MDD diagnosis. Double depression is the co morbidity of this disorder (Arnow, Bruce Tonita Wroolie & Sanno Zack, 2014).

In the DSM-5 (2013), the Dysthymic disorder and major depressive episode were combined under Persistent Depressive Disorders. The syndromes of the Persistent Depressive Disorders may involve; over eating or poor appetite, Hypersomnia or Insomnia, low energy or fatigue, low self esteem, poor concentration, feeling hopelessness, during two years period, the symptom have not been absent for less than 2 months, the person has not experienced hypomania or a mania episode. While depressed, two or more of the above should be present. Much of therapy literature for chronic depression, address the original criteria of treating major depressive disorders and Dysthynia under separate rubrics (Berk, Lesley & Erin Michalak, 2015).

Work cited

Arnow, Bruce A., Tonita E. Wroolie, and Sanno E. Zack. “The depressive disorders group includes major depressive disorder; persistent depressive disorder (dysthymia); premenstrual dysphoric disorder; disruptive mood dysregulation disorder, which is specific to children under 12 years old; substance/medicationinduced depressive disorder, depressive disorder due to another medical condition, other.” Study Guide to DSM-5® (2014).

Berk, Lesley, and Erin Michalak. “The Use of Mixed Methods in Drug Discovery: Integrating Qualitative Methods into Clinical Trials.” Clinical Trial Design Challenges in Mood Disorders (2015): 59.

Wegner, Mirko, et al. “Effects of exercise on anxiety and depression disorders: review of meta-analyses and neurobiological mechanisms.” CNS & Neurological Disorders-Drug Targets (Formerly Current Drug Targets-CNS & Neurological Disorders) 13.6 (2014): 1002-1014.