Sixth Group Meeting

After tearful goodbyes were shared with families, we five once again convened in Leyburn to fine tune our website.  Blog posts were added, pages clarified, words boldened, graphs enlarged.   Murray taught us how to burn bagels but fire alarms were avoided.  General shenanigans ensued.

selife

#selfieoritdidn’thappen

Green Team Chronotypes

At the beginning of the semester our entire class took the Morningness/Eveningness Questionnaire to determine our chronotypes. We not only used this as a point of reference, but we also took advantage of this knowledge to schedule meeting times, assign group work, and better utilize each group member.

Chronotypes:

Will-Moderate Evening type

Olivia- Intermediate

Sara-Extreme Morning*

Murray-Moderate Morning

Matthew-Moderate Morning

*what a weirdo

 

 

 

 

Testing the Effectiveness of Sleep Education

Matthew Rickert: I decided to test one of the recommendations from this site. I tested my chronotype and discovered that I was a slight morning person. With this in mind, I decided to see if a 2 hour delay in the start of my day had an impact on my performance, alertness, and productivity throughout the day. On the first day of this short 2 day test, I woke up at 6:55. With trepidation, I arose from my bed and lumbered to the shower. Prepared for the day, I went to classes and discovered an improved focus and a lack of sleepiness. The following day, my alarm blared at 8:55. Slowly, with a mighty stretch, I turned off my alarm and sprightly arose from my mattress. After undergoing my hygienic morning routine, I endeavoured the mighty trek to my first class of the day. With an initial burst of energy, I honed in on the lessons being taught. However, as evening approached and homework loomed, I found myself in want of sleep. Unable to pay attention and with a decreased focus, I dejectedly shuffled to bed. Having tested my chronotype, and then seeing if the time I woke up affected me, I believe that there is a true difference in the 2 hour delay of wakefulness. As a morning person, it is important that whether or not I have a class, I wake up at an early time to set myself up for the rest of the day. While the initial burst of energy is nice, my body is not willing to work in the evening when it feels that I should be asleep.

Matthew Rickert's photo.

Testing the Effectiveness

Murray Manley: The Green Team recommended that students make sure they eat a nutritious breakfast in the morning before school at a set time every day. Research has shown that when humans eat breakfast at a regular time each day, their bodies adjust to the schedule in and begin to wake up just before the meal in anticipation of food. Therefore, eating meals at regular times every morning should help you wake up more easily. To test our recommendation, I ate breakfast at 6:00 am on Monday, Tuesday, and Wednesday mornings. I noticed that about 30 minutes after I ate, I felt more energized and alert. On Thursday morning I didn’t eat breakfast at all. Compared to the earlier days in the week, I felt much more tired and groggy all morning, not to mention hungry. (I never skip meals). Although I don’t believe eating breakfast made me less tired throughout the day, I do believe that eating breakfast made me more awake and alert in the morning for my early classes. Limitations of the test include the fact that I was the only one who tested out the theory; one person is an extremely small sample size. Additionally, although I ate breakfast at the same all three mornings, I woke up at various times before 6, which adds in another variable.

Testing the Effectiveness of Brighter Lighting

Olivia Howell: The green team recommended that students and teachers use brighter lighting (especially natural light) in the mornings to help keep students awake. I have seen the evidence of these effects in my two morning classes, biology lab and biology class. After an hour in a lab room with large windows, I feel more alert and ready to face the day then after the hour in the darker class room with no outside windows. Also, this week I got ready in the morning two different ways: one time using only dim room lights and the other with my shade up and overhead light on. On the well-lit morning, I felt more alert and was able to function more efficiently, both mentally and physically. 

Testing the Effectiveness of Morning Exercise

Sara Pyrsi: With the information provided on our cite, I changed my daily routine slightly so that I could try and improve my performance in school. Over the course of a week, I woke up at six in the morning and worked out. Throughout the rest of the day,  I monitered how I felt. I found that I was much more awake on the mornings that I worked out compared to Friday morning when I didn’t.  I have actually seen an improvement in my ability to participate in class, my academic performance, and my grades. For example, in this 8 am biology class, I have been more alert and have been able to participate on a higher level with my body and mind warmed up and ready to go. However, after a long week, working out early in the morning has also had a negative affect on my body;  I have been sore and am  physically exhausted. Nevertheless, I feel like I have been falling asleep and waking up at more regular times. 

Sara Prysi's photo.

 

Limitations

Even though we fully support our research and recommendations, we do acknowledge that there are certain limitations such as availability of time and money to appropriately follow through with each recommendation. For example, some students may not be able to make time in their schedules for early morning exercise. Additionally, everyone responds to treatments differently, so some students may not be as receptive to certain recommendations, like sleep education, as others.

Want to see what chronotype you are?

MORNINGNESS-EVENINGNESS QUESTIONNAIRE Self-Assessment Version (MEQ-SA)1

For each question, please select the answer that best describes you by circling the point value that best indicates how you have felt in recent weeks.

1. Approximately what time would you get up if you were entirely free to plan your day?

[5] 5:00 AM–6:30 AM (05:00–06:30 h)

[4] 6:30 AM–7:45 AM (06:30–07:45 h)

[3] 7:45 AM–9:45 AM (07:45–09:45 h)

[2] 9:45 AM–11:00 AM (09:45–11:00 h)

[1] 11:00 AM–12 noon (11:00–12:00 h)

2. Approximately what time would you go to bed if you were entirely free to plan your evening?

[5] 8:00 PM–9:00 PM (20:00–21:00 h)

[4] 9:00 PM–10:15 PM (21:00–22:15 h)

[3] 10:15 PM–12:30 AM (22:15–00:30 h)

[2] 12:30 AM–1:45 AM (00:30–01:45 h)

[1] 1:45 AM–3:00 AM (01:45–03:00 h)

3. If you usually have to get up at a specific time in the morning, how much do you depend on an alarm clock?

[4] Not at all

[3] Slightly

[2] Somewhat

[1] V ery much

  1. How easy do you find it to get up in the morning (when you are not awakened unexpectedly)?
    1. [1]  V ery difficult
    2. [2]  Somewhat difficult
    3. [3]  Fairly easy
    4. [4]  V ery easy
  2. How alert do you feel during the first half hour after you wake up in the morning?
    1. [1]  Not at all alert
    2. [2]  Slightly alert
    3. [3]  Fairly alert
    4. [4]  V ery alert
  3. How hungry do you feel during the first half hour after you wake up?
    1. [1]  Not at all hungry
    2. [2]  Slightly hungry
    3. [3]  Fairly hungry
    4. [4]  V ery hungry
  4. During the first half hour after you wake up in the morning, how do you feel?
    1. [1]  V ery tired
    2. [2]  Fairly tired
    3. [3]  Fairly refreshed
    4. [4]  V ery refreshed
  5. If you had no commitments the next day, what time would you go to bed compared to your usual bedtime?

[4] Seldom or never later

[3] Less that 1 hour later

[2] 1-2 hours later

[1] More than 2 hours later

9. You have decided to do physical exercise. A friend suggests that you do this for one hour twice a week, and the best time for him is between 7-8 AM (07-08 h). Bearing in mind nothing but your own internal “clock,” how do you think you would perform?

[4] Would be in good form
[3] Would be in reasonable form [2] Would find it difficult
[1] Would find it very difficult

10. At approximately what time in the evening do you feel tired, and, as a result, in need of sleep?

[5] 8:00 PM–9:00 PM (20:00–21:00 h)

[4] 9:00 PM–10:15 PM (21:00–22:15 h)

[3] 10:15 PM–12:45 AM (22:15–00:45 h)

[2] 12:45 AM–2:00 AM (00:45–02:00 h)

[1] 2:00 AM–3:00 AM (02:00–03:00 h)

11. You want to be at your peak performance for a test that you know is going to be mentally exhausting and will last two hours. You are entirely free to plan your day. Considering only your “internal clock,” which one of the four testing times would you choose?

[6] 8 AM–10 AM (08–10 h)

[4] 11 AM–1 PM (11–13 h)

[2] 3 PM–5 PM (15–17 h)

[0] 7 PM–9 PM (19–21 h)

12. If you got into bed at 11 PM (23 h), how tired would you be?

[0] Not at all tired

[2]  A little tired

[3]  Fairly tired

[5] V ery tired

13. For some reason you have gone to bed several hours later than usual, but there is no need to get up at any particular time the next morning. Which one of the following are you most likely to do?

[4] Will wake up at usual time, but will not fall back asleep

[3] Will wake up at usual time and will doze thereafter

[2] Will wake up at usual time, but will fall asleep again

[1] Will not wake up until later than usual

14. One night you have to remain awake between 4-6 AM (04-06 h) in order to carry out a night watch. You have no time commitments the next day. Which one of the alternatives would suit you best?

  1. [1]  Would not go to bed until the watch is over
  2. [2]  Would take a nap before and sleep after
  3. [3]  Would take a good sleep before and nap after
  4. [4]  Would sleep only before the watch

15. You have two hours of hard physical work. You are entirely free to plan your day. Considering only your internal “clock,” which of the following times would you choose?

[4] 8 AM–10 AM (08–10 h)

[3] 11 AM–1 PM (11–13 h)

[2] 3 PM–5 PM (15–17 h)

[1] 7 PM–9 PM (19–21 h)

16. You have decided to do physical exercise. A friend suggests that you do this for one hour twice a week. The best time for her is between 10-11 PM (22-23 h). Bearing in mind only your internal “clock,” how well do you think you would perform?

  1. [1]  Would be in good form
  2. [2]  Would be in reasonable form
  3. [3]  Would find it difficult
  4. [4]  Would find it very difficult

17. Suppose you can choose your own work hours. Assume that you work a five-hour day (including breaks), your job is interesting, and you are paid based on your performance. At approximately what time would you choose to begin?

 

[5] 5 hours starting between 4–8 AM (05–08 h)

[4] 5 hours starting between 8–9 AM (08–09 h)

[3] 5 hours starting between 9 AM–2 PM (09–14 h)

[2] 5 hours starting between 2–5 PM (14–17 h)

[1] 5 hours starting between 5 PM–4 AM (17–04 h)

18. At approximately what time of day do you usually feel your best?

[5] 5–8 AM (05–08 h)

[4] 8–10 AM (08–10 h)

[3] 10 AM–5 PM (10–17 h)

[2] 5–10 PM (17–22 h)

[1]10 PM–5 AM (22–05 h)

19. One hears about “morning types” and “evening types.” Which one of these types do you consider yourself to be?

[6] Definitely a morning type

[4] Rather more a morning type than an evening type

[2] Rather more an evening type than a morning type

[1] Definitely an evening type

_____ Total points for all 19 questions

INTERPRETING AND USING YOUR MORNINGNESS-EVENINGNESS SCORE

This questionnaire has 19 questions, each with a number of points. First, add up the points you circled and enter your total morningness-eveningness score here:

Scores can range from 16-86. Scores of 41 and below indicate “evening types.” Scores of 59 and above indicate “morning types.” Scores between 42-58 indicate “intermediate types.”

Occasionally a person has trouble with the questionnaire. For example, some of the questions are difficult to answer if you have been on a shift work schedule, if you don’t work, or if your bedtime is unusually late. Your answers may be influenced by an illness or medications you may be taking. If you are not confident about your answers, you should also not be confident about the advice that follows.

One way to check this is to ask whether your morningness-eveningness score approximately matches the sleep onset and wake-up times listed below:

page6image8928

16-30

31-41

42-58

59-69

70-86

page6image17696

definite evening

moderate evening

intermediate

moderate morning

definite morning

page6image25104

Score

page6image26632

16-30

31-41

42-58

page6image31272 page6image31696

59-69

page6image32624 page6image33048

70-86

Sleep onset

2:00-3:00 AM (02:00-03:00 h)

12:45-2:00 AM (00:45-02:00 h)

10:45 PM-12:45 AM (22:45-00:45 h)

9:30-10:45 PM (21:30-22:45 h)

9:00-9:30 PM (21:00-21:30 h)

page6image40760

Wake-up

page6image42712

10:00-11:30 AM (10:00-11:30 h)

8:30-10:00 AM (08:30-10:00 h)

6:30-8:30 AM (06:30-08:30 h)

page6image47496 page6image47920

5:00-6:30 AM (05:00-06:30 h)

page6image49072 page6image49496

4:00-5:00 AM (04:00-05:00 h)

If your usual sleep onset is earlier than 9:00 PM (21:00 h) or later than 3:00 AM (03:00 h), or your wake- up is earlier than 4:00 AM (04:00 h) or later than 11:30 AM (11:30 h), you should seek the advice of a light therapy clinician in order to proceed effectively with treatment.

We use the morningness-eveningness score to improve the antidepressant effect of light therapy. Although most people experience good antidepressant response to light therapy when they take a regular morning session using a 10,000 lux white light device (see www.cet.org for recommendations) for 30 minutes, often this will not give the best possible response. If your internal clock is shifted relative to external time (as indirectly measured by your morningness-eveningness score), the timing of light therapy needs to be adjusted.

The table at the top of the next page shows the recommended start time for light therapy for a wide range of morningness-eveningness scores. If your score falls beyond this range (either very low or very high), you should seek the advice of a light therapy clinician in order to proceed effectively with treatment.
.

MORNINGNESS-EVENINGNESS QUESTIONNAIRE

Page 7

Morningness-Eveningness Score

Start time for light therapy

23-26

8:15 AM

27-30

8:00 AM

31-34

7:45 AM

35-38

7:30 AM

39-41

7:15 AM

42-45

7:00 AM

46-49

6:45 AM

50-53

6:30 AM

54-57

6:15 AM

58-61

6:00 AM

62-65

5:45 AM

66-68

5:30 AM

69-72

5:15 AM

73-76

5:00 AM

page7image42024 page7image42448

If you usually sleep longer than 7 hours per night, you will need to wake up somewhat earlier than normal to achieve the effect – but you should feel better for doing that. Some people compensate by going to bed earlier, while others feel fine with shorter sleep. If you usually sleep less than 7 hours per night you will be able to maintain your current wake-up time. If you find yourself automatically waking up more than 30 minutes before your session start time, you should try moving the session later. Avoid taking sessions earlier than recommended, but if you happen to oversleep your alarm clock, it is better to take the session late than to skip it.

Our recommended light schedule for evening types – say, 8:00 AM (08:00 h) for a morningness- eveningness score of 30 – may make it difficult to get to work on time, yet taking the light earlier may not be helpful. Once you have noted improvement at the recommended hour, however, you can begin inching the light therapy session earlier by 15 minutes per day, enabling your internal clock to synchronize with your desired sleep-wake cycle and work schedule.

The personalized advice we give you here is based on a large clinical trial of patients with seasonal affective disorder (SAD) at Columbia University Medical Center in New York. Patients who took the light too late in the morning experienced only half the improvement of those who took it approximately at the times indicated. These guidelines are not only for SAD, but are also helpful in treatment of nonseasonal depression, for reducing insomnia at bedtime, and for reducing the urge to oversleep in the morning.

Our advice serves only as a general guideline for new users of light therapy. There are many individual factors that might call for a different schedule or dose (intensity, duration) of light. Any person with clinical depression should proceed with light therapy only under clinical guidance.

Reference: Terman M, Terman JS. Light therapy for seasonal and nonseasonal depression: efficacy, protocol, safety, and side effects. CNS Spectrums, 2005;10:647-663. (Downloadable at www.cet.org)

Copyright © 2008, Center for Environmental Therapeutics, www.cet.org. All rights reserved. Permission is granted for personal use or use in clinical practice. Commercial distribution prohibited. January 2008 version.

http://www.chem.unt.edu/~./djtaylor/Extra/MEQ.pdf

Why is This Important?

Today’s teen is busier than ever. With school, extracurriculars, homework, and more it is a rare moment that a modern high schooler is able to get an adequate amount of sleep. This lack of sleep is becoming an epidemic. Kids are falling asleep in class, cognitive ability is dropping, and memory is faltering.

As parents, teachers, and administrators it is a goal that children do their best and achieve all that they can achieve. This goal is only possible if circadian rhythm and chronotypes are taken into consideration.

This website is designed to give information to all the concerned adults that wish to help high school students succeed. Through this website, one should gain an appreciation for teenagers sleep-wake cycle and discover ways to balance and counteract the hectic cycle of teenage life.

Fifth Group Meeting

As the presentation deadline loomed, we met in the halls of Leyburn to complete our slides.  Hours passed and lines were practiced.  Finally, we emerged victorious and ready to meet the deadline head-on.

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