Sleep is an important part of our life as it ensures normal functioning of body and psychological activity. However, the investigations in the field show that almost 30% of children and adolescents suffer sleeping disorders that can have negative influence on their daily activities. Exploration of the nature of sleep disorders and their treatment provides a ground for investigations in this area. In this paper, we are going to take into consideration the article by Marshal Luginbuehl, Kathy L.
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Bradley-Klug, John Ferron, W. McDowell Anderson, and Selom R. Benbadis, “Pediatric Sleep Disorders: Validation of the Sleep Disorders Inventory for Students” that provides the investigation on the effect of sleep disorders on students’ academic performance. This study is important in terms of understanding of the effectives of empirical and theoretical research in the field and attracting the scientist’s attention to the problem so that appropriate and effective treatment to be provided.
It s well known that sleep is extremely important for normal functioning of human’s brain and body, “our bodies would require a tranquil “rest and relaxation” period to become revitalized” (Ryan, 2011, p. 91). However, from time to time, all people have difficulty sleeping, “a condition known as insomnia” (Ryan, 2011, p. 94).
The causes of insomnia are various, it can be caused both physical and psychological factors. The state of insomnia is usually characterized by difficulties getting to sleep, difficulties of staying asleep, constant sleepiness during the day or sleeping disturbances during the night. It is little known “about night terrors, sleep-talking, and sleepwalking. They occur during stage 4 sleep and are more common in children that adults” (Ryan, 2011, p. 42). Moreover, the nature of sleeping disorders is different in children and adults.
Insomnia has a negative impact on human health. Seldom sleep disturbances have no great influence on daily activities, psychological state and intellectual abilities. However, if sleeping disorders have a constant repetitive character, they can be a great threat to physical and psychological health of the individual. In particular, “studies have shown that untreated sleep disorders can negatively affect cognitive abilities, and academic and behavior performance” (Luginbuehl, Bradley-Klug, Ferron, Anderson, & Benbadis, 2008, p. 409).
The investigation provided in the article casts light on nature and impact of sleep disorders with children and adolescents, as there is “limited awareness of pediatric sleep disorders and the growing amount of medical research demonstrating the significant effect these disorders can have” (Luginbuehl, Bradley-Klug, Ferron, Anderson, & Benbadis, 2008, p. 409).
According to the results of the study which included 5 sampling groups of children which were composed of 255 students from 29 schools, “there are at least fife pediatric sleep disorders that may significantly impair cognition, academic performance, and/or behavioral and psychosocial functioning of children and adolescents in not corrected. (Luginbuehl, Bradley-Klug, Ferron, Anderson, & Benbadis, 2008, p. 413).
Moreover, “12% – 15% of all students may have a sleep disorder impairing their daytime functioning that will not disappear without treatment. (Luginbuehl, Bradley-Klug, Ferron, Anderson, & Benbadis, 2008, p. 410). The study provides that awareness of the nature of sleeping disorders their early identification can help provide effective treatment of the problem and will be a valuable contribution to the prevention of academic and behavior problems.
Thus, early identification and prevention of sleep disorders is important in terms of treatment these conditions. The analyzed article supports the importance of empirical research in the field of sleeping disorders, as they can be very helpful in preventing and treatment of problems related to the issue.
Luginbuehl, M., Bradley-Klug, K. L., Ferron, J., Anderson, W. McD., and Benbadis, S. R. (2008). “Pediatric Sleep Disorders: Validation of the Sleep Disorders Inventory for Students”. School Psychology Review, 37 (3), 409 – 431.
Ryan, M. (Ed.). (2011). Psychsmart. New York, NY: McGraw-Hill.