Tics and Emotions

Tics can be associated with neurological disorders and are thought to be the result of dysfunctional basal ganglia pathways. In Tourette Syndrome (TS), excess dopamine in the striatum is thought to excite the thalamo-cortical circuits, producing tics. When external stressors activate the hypothalamic-pituitary-adrenal (HPA) axis, more dopamine is produced, furthering the excitation of tic-producing pathways. Emotional processing structures in the limbic are also activated during tics, providing further evidence of a possible emotional component in motor ticking behaviors. The purpose of this review is to better understand the relationship between emotional states and ticking behavior. We found support for the notion that premonitory sensory phenomena (PSP), sensory stimulation, and other environmental stressors that impact the HPA axis can influence tics through dopaminergic neurotransmission. Dopamine plays a vital role in cognition and motor control and is an important neurotransmitter in the pathophysiology of other disorders such as obsessive–compulsive disorder (OCD) and attention deficit hyperactivity disorder (ADHD), which tend to be comorbid with ticking disorders and are thought to use similar pathways. It is concluded that there is an emotional component to ticking behaviors. Emotions primarily involving anxiety, tension, stress, and frustration have been associated with exacerbated tics, with PSP contributing to these feelings.

I’d Like to Have All the Characteristics of a Hero: A Case Study of Strength-Centered Therapy

Strength-centered therapy (ST) is a therapeutic model based on character strengths in positive psychology and social constructionist perspectives on psychotherapy. Although there is no documented empirical research on ST, research evidence indicates that interventions that identify and cultivate character strengths have consistently yielded positive outcomes in well-being. Some specific techniques adopted in ST have shown effectiveness in improving psychological outcomes. The present case study adds research evidence to the potential effectiveness of ST. This case study provides an analysis of ST with a 20-year-old White female client. The focus of this case study is to illustrate how ST techniques work with a real client. A total of 12 therapy sessions and pre- and post-therapy interviews and assessments with the client were recorded and transcribed for data analysis. The research team analyzed the data qualitatively, illustrated several ST therapeutic strategies, and explored the client’s experience of therapy in four phases of ST. Implications for practice and research are discussed.

The Implementation of Parent–Child Interaction Therapy for the Treatment of Tourette Syndrome and Disruptive Behavior

A diagnosis of Tourette syndrome (TS) can confer a plethora of negative outcomes including impaired psychosocial functioning, academic difficulties, disruptive behavior, and mood dysregulation. Further, children diagnosed with TS can engender immense amounts of burden and stress experienced by their caregivers which can put strain and tension on the parent–child relationship. Uncovering efficacious treatments for improving the quality of life for children diagnosed with TS and their families represents both a great challenge as well as a chief concern for professionals working with this population. The present case study describes the provision of parent–child interaction therapy for addressing behavioral problems in a 5-year-old boy diagnosed with TS. Results suggest improvements in child compliance, decreases in disruptive behaviors, and decreases in certain symptomatology associated with TS. Treatment implications for working with youth with TS are described in detail.