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WHY SLEEP MATTERS: DIFFERENCES IN DAYTIME FUNCTIONING BETWEEN ADOLESCENTS WITH LOW AND HIGH CHRONIC SLEEP REDUCTION AND SHORT AND LONG SLEEP DURATIONS

Julia F. DEWALD-KAUFMANN*1,2, Frans J. OORT1,
Susan M. BÖGELS1, Anne Marie MEIJER1
1University of Amsterdam, Amsterdam, The Netherlands
2 Ludwig- Maximilians-University, München, Germany

Abstract
Sleep problems are prevalent in adolescents and can severely impair their daytime functioning. This study aims to investigate differences in daytime functioning (e.g., depressive symptoms, attention problems, school functioning, and school performance) between adolescents with high and low chronic sleep reduction and short and long sleep durations. With this approach we get a better idea of their vulnerability to impaired daytime functioning due to (chronic) sleep loss. From a total sample size of 794 adolescents, we selected the lowest and highest quartiles of adolescents with either low or high chronic sleep reduction and either short or long sleep durations. We found significant differences in daytime functioning between the different groups, giving evidence of vulnerability to impaired daytime functioning due to (chronic) sleep loss. The results are of high clinical relevance as they show that adolescents obtaining sufficient and/or good sleep show nearly no daytime functioning problems. Programs to improve adolescents’ sleep are therefore highly recommended.

Keywords: chronic sleep reduction, sleep duration, adolescents, daytime functioning

Jul 25, 2014admin
SLEEP-WAKE RHYTHMS AND COGNITIONEXCESSIVE DAYTIME SOMNOLENCE AS A PREDICTOR FOR SLEEP APNEA SYNDROME – A MULTIVARIATE ANALYSIS
Journal of Evidence-Based Psychotherapies

Journal of Evidence-Based Psychotherapies

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Keywords
irrational beliefsrebtcbtcognitive-behavioral therapydistressEditorialcognitive restructuringappraisalschemasautism spectrum disordersbinary model of distresshypnosisrational emotive behavior theoryconversion disorderpositive illusionsautismrational anticipation techniqueattributionsincompatible information techniquecognitive psychologydevelopmenttheory of mindcommunicationearly interventiontoddlersneural structuresdeficitsfunctional and dysfunctional emotionsthe Attitudes and Belief Scale 2unitary model of distressarousalfunctional and dysfunctional negative emotionsmind reading beliefseating behavioursmental healthirrational and rational beliefspre-goal/ post-goal attainment positive emotionsdysfunctional consequencesimpairmentcore relational themeswithdrawal motivational systemsapproach motivational systemsdysfunctional positive emotionspreferencesdemandingness
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