HealthyChildren.org - Dealing with Sibling Rivalry
Monday, August 29, 2011
Saturday, August 27, 2011
Hurricane! Psychological First Aid
Trauma—a powerful experience that may have long-lasting effects—has not always been defined the same. Scientists continue to study experiences of trauma in hopes of finding better treatments. One particular type of trauma is known as posttraumatic stress disorder (PTSD).
PTSD can affect many different people, from survivors of rape and survivors of natural disasters to military service men and women. Roughly 10 percent of women and 5 percent of men are diagnosed with PTSD in their lifetimes, and many others will experience some adverse effects from trauma at some point in their lives. According to the National institute of Mental Health (NIMH), about 1 in 30 adults in the U.S. suffer from PTSD in a given year—and that risk is much higher in veterans of war.
In the aftermath of a traumatic event, individual choices can make a difference. Several common coping strategies, such as substance use, appear to yield short-term relief but create problems over time and should be discourage. Receiving proper treatment as soon as possible is key to producing positive outcomes.
Support and compassion are critical in the immediate aftermath of a traumatic event. Some people will want to talk about the event frequently, while others will find it troubling to discuss the trauma. It is important to provide support to the individual, help the individual maintain connections with others and encourage him or her to seek assistance in dealing with trauma.
Folks, please don’t be ashamed to ask for help following a traumatic event. We want to be strong and project ourselves and calm and cool but deep inside the stress is creating emotional turmoil. Find a healthy way to alleviate stress such as yoga or meditation. Joining a group of people who have been through similar experiences can uplift and support an individual who is feeling alone and isolated with upsetting and traumatic memories. Groups can provide community support as well as reduce feelings of helplessness.
Always! If you or someone you know is in a crisis situation, please contact emergency services right away.
For More on PTSD:
http://www.nami.org/Template.cfm?Section=Posttraumatic_Stress_Disorder
PTSD can affect many different people, from survivors of rape and survivors of natural disasters to military service men and women. Roughly 10 percent of women and 5 percent of men are diagnosed with PTSD in their lifetimes, and many others will experience some adverse effects from trauma at some point in their lives. According to the National institute of Mental Health (NIMH), about 1 in 30 adults in the U.S. suffer from PTSD in a given year—and that risk is much higher in veterans of war.
In the aftermath of a traumatic event, individual choices can make a difference. Several common coping strategies, such as substance use, appear to yield short-term relief but create problems over time and should be discourage. Receiving proper treatment as soon as possible is key to producing positive outcomes.
Support and compassion are critical in the immediate aftermath of a traumatic event. Some people will want to talk about the event frequently, while others will find it troubling to discuss the trauma. It is important to provide support to the individual, help the individual maintain connections with others and encourage him or her to seek assistance in dealing with trauma.
Folks, please don’t be ashamed to ask for help following a traumatic event. We want to be strong and project ourselves and calm and cool but deep inside the stress is creating emotional turmoil. Find a healthy way to alleviate stress such as yoga or meditation. Joining a group of people who have been through similar experiences can uplift and support an individual who is feeling alone and isolated with upsetting and traumatic memories. Groups can provide community support as well as reduce feelings of helplessness.
Always! If you or someone you know is in a crisis situation, please contact emergency services right away.
For More on PTSD:
http://www.nami.org/Template.cfm?Section=Posttraumatic_Stress_Disorder
Friday, August 19, 2011
Addiction: Not Just Poor Behavior
Addiction isn't just about willpower. It's a chronic brain disease, says a new definition aimed at helping families and their doctors better understand the challenges of treating it.
"Addiction is about a lot more than people behaving badly," says Dr. Michael M. Miller of the American Society for Addiction Medicine.
The National Institute on Drug Abuse estimates that 23 million Americans need treatment for substance abuse but only about 2 million get that help. Then there's the frustration of relapses, which doctors and families alike need to know are common for a chronic disease.
Twenty years ago neuroscience uncovered how addiction hijacks different parts of the brain, to explain what prompts those behaviors and why they can be so hard to overcome. Genetics plays a role, meaning some people are more vulnerable to an addiction. Experimentation with drugs as a teenager or winding up on potent prescription painkillers after an injury can lead to addiction for those who are predisposed.
Even if you're not biologically vulnerable to begin with, perhaps you try alcohol or drugs to cope with a stressful or painful environment, Volkow says. Whatever the reason, the brain's reward system can change as a chemical named dopamine conditions it to rituals and routines that are linked to getting something you've found pleasurable, whether it's a pack of cigarettes or a few drinks or even overeating. When someone's truly addicted, that warped system keeps them going back even after the brain gets so used to the high that it's no longer pleasurable.
References and further reading:
Lauran Neergaard, AP Medical Writer, retrieved from: http://www.google.com/hostednews/ap/article/ALeqM5ileBiXpDz9zZaBqwyvmJx-5Mzlmw?docId=cf6b85bae54c43ea8624c8bd257752b7
ASAM: retrieved from: http://www.asam.org/DefinitionofAddiction-LongVersion.html
"Addiction is about a lot more than people behaving badly," says Dr. Michael M. Miller of the American Society for Addiction Medicine.
The National Institute on Drug Abuse estimates that 23 million Americans need treatment for substance abuse but only about 2 million get that help. Then there's the frustration of relapses, which doctors and families alike need to know are common for a chronic disease.
Twenty years ago neuroscience uncovered how addiction hijacks different parts of the brain, to explain what prompts those behaviors and why they can be so hard to overcome. Genetics plays a role, meaning some people are more vulnerable to an addiction. Experimentation with drugs as a teenager or winding up on potent prescription painkillers after an injury can lead to addiction for those who are predisposed.
Even if you're not biologically vulnerable to begin with, perhaps you try alcohol or drugs to cope with a stressful or painful environment, Volkow says. Whatever the reason, the brain's reward system can change as a chemical named dopamine conditions it to rituals and routines that are linked to getting something you've found pleasurable, whether it's a pack of cigarettes or a few drinks or even overeating. When someone's truly addicted, that warped system keeps them going back even after the brain gets so used to the high that it's no longer pleasurable.
References and further reading:
Lauran Neergaard, AP Medical Writer, retrieved from: http://www.google.com/hostednews/ap/article/ALeqM5ileBiXpDz9zZaBqwyvmJx-5Mzlmw?docId=cf6b85bae54c43ea8624c8bd257752b7
ASAM: retrieved from: http://www.asam.org/DefinitionofAddiction-LongVersion.html
Tuesday, August 2, 2011
Recognizing Childhood Mental Disorders
TLC’s mission is to help families deal with a wide array of problems and issues that can have a negative impact on the functionality and general well being of the family. Today’s families deal with a great number of everyday stressors from money issues to juggling schedules to fit the needs of everyone. As if all of this is not enough, you have a child who is increasingly difficult to deal with. TLC does not diagnose these types of illnesses but we are trained to recognize them and help you deal with them.
Below is a list of common childhood/early onset mental illnesses and their symptoms. These disorders can create a high degree of dysfunction in your family if not properly treated. This is intended for informational purposes only and does not take the place of a competent mental health professional. If you feel that your child may fall into one of the categories listed below it is recommended that you contact a qualified professional. Don't delay seeking help. Treatment may produce better results if started early.
According to the U.S. Surgeon General about twenty percent of American children suffer from a diagnosable mental illness during a given year. That means that nearly 5 million American children and adolescents suffer from a serious mental illness. Serious mental illnesses are those that significantly interfere with their day-to-day life.
Common Mental Illnesses/Symptoms in Children
• Anxiety disorders: Children with anxiety disorders respond to certain things or situations with fear and dread, as well as with physical signs of nervousness, such as a rapid heartbeat and sweating.
Symptoms: Children with GAD (Generalized Anxiety Disorder) worry more often and more intensely than other children in the same circumstances. They may worry excessively about their performance and competence at school or in sporting events, about personal safety and the safety of family members, or about natural disasters and future events.
The focus of worry may shift, but the inability to control the worry persists. Because children with GAD have a hard time "turning off" the worrying, their ability to concentrate, process information, and engage successfully in various activities may be impaired. In addition, problems with insecurity that often result in frequent seeking of reassurance may interfere with their personal growth and social relationships. Further, children with GAD often seem overly conforming, perfectionist, and self-critical. They may insist on redoing even fairly insignificant tasks several times to get them "just right." This excessive structuring of one's life is used as a defense against the generalized anxiety related to the concern about the individuals overall and specific performance.
• Disruptive behavior disorders: Children with these disorders tend to defy rules and often are disruptive in structured environments, such as school.
Symptoms: Problems can be purely developmental, in the sense of a child whose natural maturation arc lags behind his peers. Problems can be caused by imbalances in brain chemistry. Some problems are caused by stress or trauma, whether at home or in the world beyond. Regardless of the causes, the symptoms are similar: defiance, rule breaking, acting out, anger, lack of focus, inattention, tantrums, restlessness, aggression, and more.
• Pervasive development disorders: Children with these disorders are confused in their thinking and generally have problems understanding the world around them.
Symptoms: Problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns. Autism (a developmental brain disorder characterized by impaired social interaction and communication skills, and a limited range of activities and interests) is the most characteristic and best studied PDD. Other types of PDD include Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Syndrome. Children with PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common. Delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before 3 years of age.
• Elimination disorders: These disorders affect behavior related to the elimination of body wastes (feces and urine).
Symptoms: When a child does not accomplish control over their bowels and bladder within a reasonable expected time frame or if there has been a regression in this. For instance, a child may begin bed wetting or soiling their pants at the age of 7 or 8 after a difficult time in their life. The absence of the expected bowel and bladder control in development should be first explored medically. There can be a number of medical explanations for a child not accomplishing continence. Urinary tract infections or disorders may inhibit the child becoming dry during the day or night. Also, some medical reasons may impede the child from developing mastery over their bowels. The most troublesome elimination disordered is diurnal encopresis. The child soils themselves during the day. This results in peer alienation, shame, humiliation and family stress. It becomes critical to rule out medical explanations for this phenomenon as treatment begins. Children who exhibit this disorder for purely psychological reasons are involved with a vicious cycle. They view their elimination as a negative and thoroughly bad phenomenon. They unconsciously resolve to improve by stopping their elimination all together. They retain their feces in order to feel better about themselves. The next time they relax which is typically between 3:00-4:00 pm they have a spontaneous irresistible bowel movement and the cycle begins again.
Voiding dysfunction is a term used by doctors and nurses that means a person does not empty their bladder normally. This term means many different things. It may mean that the person waits too long to urinate, or urinates too frequently, or even tries to urinate when the muscles keeping the urine in the bladder (the "sphincter" muscles) are clamped down. The problems and symptoms a child with voiding dysfunction has will depend on his or her type of voiding dysfunction. These problems and symptoms may include wetting during the day and night, frequent and urgent urination, urinary tract infections, or sometimes kidney damage. Wetting only at night ("nocturnal enuresis") is not considered a voiding dysfunction. A lot of children with voiding dysfunction also have problems with their bowels. With treatment most children will improve. The best type of treatment depends on the kind of voiding dysfunction.
• Affective (mood) disorders: These disorders involve persistent feelings of sadness and/or rapidly changing moods.
Major depression and bipolar disorder are disorders which cause change in a child's mood. Depression is considered to be the most common mental disorder. It is often mistaken for "the blues" and therefore goes untreated. Depression is caused by a number of factors, from chemical imbalances to environmental influences to genetics.
Mood episodes last a week or two—sometimes longer. During an episode, the symptoms last every day for most of the day.
Mood episodes are intense. The feelings are strong and happen along with extreme changes in behavior and energy levels.
Children and teens having a manic episode may feel very happy or act silly in a way that's unusual, have a very short temper ,talk really fast about a lot of different things, have trouble sleeping but not feel tired, trouble staying focused, do risky things.
Children and teens having a depressive episode may feel very sad, complain about pain a lot, like stomachaches and headaches, sleep too little or too much, feel guilty and worthless, eat too little or too much, have little energy and no interest in fun activities, think about death or suicide.
• Schizophrenia: This is a serious disorder that involves distorted perceptions and thoughts.
Symptoms of childhood schizophrenia: Seeing things and hearing voices which are not real (hallucinations), odd and eccentric behavior and/or speech, unusual or bizarre thoughts and ideas, confusing television and dreams from reality, confused thinking, extreme moodiness, ideas that people are out to get them or talking about them (paranoia). Severe anxiety and fearfulness, difficulty relating to peers, and keeping friends. Withdrawn and increased isolation, decline in personal hygiene.
The behavior of children with schizophrenia may change slowly over time. For example, children who used to enjoy relationships with others may start to become more shy or withdrawn and seem to be in their own world. Sometimes youngsters will begin talking about strange fears and ideas. They may start to cling to parents or say things which do not make sense. These early symptoms and problems may first be noticed by the child's school teachers.
Some of these illnesses, such as anxiety disorders, eating disorders, mood disorders and schizophrenia, can occur in adults as well as children. Others, such as behavior and development disorders, elimination disorders, and learning and communication disorders, begin in childhood only, although they can continue into adulthood. It is not unusual for a child to have more than one disorder.
References and Further Reading:
Anxiety Disorders:
http://www.slbmi.com/anxiety_center/childhood_anxiety_disorders.htm
Disruptive Disorders:
http://www.healthychildren.org/English/health-issues/conditions/emotional-problems/pages/Disruptive-Behavior-Disorders.aspx?nfstatus=401&nftoken=00000000-0000-0000-0000-000000000000&nfstatusdescription=ERROR%3a+No+local+token
Pervasive Disorders:
http://www.ninds.nih.gov/disorders/pdd/pdd.htm
Elimination Disorders:
http://www.uihealthcare.com/topics/medicaldepartments/urology/daytimewetting/index.html
Mood Disorders:
http://www.nimh.nih.gov/health/publications/bipolar-disorder-in-children-and-teens-easy-to-read/index.shtml
Schizophrenia:
http://aacap.org/page.ww?name=Schizophrenia+in+Children§ion=Facts+for+Families
Below is a list of common childhood/early onset mental illnesses and their symptoms. These disorders can create a high degree of dysfunction in your family if not properly treated. This is intended for informational purposes only and does not take the place of a competent mental health professional. If you feel that your child may fall into one of the categories listed below it is recommended that you contact a qualified professional. Don't delay seeking help. Treatment may produce better results if started early.
According to the U.S. Surgeon General about twenty percent of American children suffer from a diagnosable mental illness during a given year. That means that nearly 5 million American children and adolescents suffer from a serious mental illness. Serious mental illnesses are those that significantly interfere with their day-to-day life.
Common Mental Illnesses/Symptoms in Children
• Anxiety disorders: Children with anxiety disorders respond to certain things or situations with fear and dread, as well as with physical signs of nervousness, such as a rapid heartbeat and sweating.
Symptoms: Children with GAD (Generalized Anxiety Disorder) worry more often and more intensely than other children in the same circumstances. They may worry excessively about their performance and competence at school or in sporting events, about personal safety and the safety of family members, or about natural disasters and future events.
The focus of worry may shift, but the inability to control the worry persists. Because children with GAD have a hard time "turning off" the worrying, their ability to concentrate, process information, and engage successfully in various activities may be impaired. In addition, problems with insecurity that often result in frequent seeking of reassurance may interfere with their personal growth and social relationships. Further, children with GAD often seem overly conforming, perfectionist, and self-critical. They may insist on redoing even fairly insignificant tasks several times to get them "just right." This excessive structuring of one's life is used as a defense against the generalized anxiety related to the concern about the individuals overall and specific performance.
• Disruptive behavior disorders: Children with these disorders tend to defy rules and often are disruptive in structured environments, such as school.
Symptoms: Problems can be purely developmental, in the sense of a child whose natural maturation arc lags behind his peers. Problems can be caused by imbalances in brain chemistry. Some problems are caused by stress or trauma, whether at home or in the world beyond. Regardless of the causes, the symptoms are similar: defiance, rule breaking, acting out, anger, lack of focus, inattention, tantrums, restlessness, aggression, and more.
• Pervasive development disorders: Children with these disorders are confused in their thinking and generally have problems understanding the world around them.
Symptoms: Problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns. Autism (a developmental brain disorder characterized by impaired social interaction and communication skills, and a limited range of activities and interests) is the most characteristic and best studied PDD. Other types of PDD include Asperger's Syndrome, Childhood Disintegrative Disorder, and Rett's Syndrome. Children with PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak at all, others speak in limited phrases or conversations, and some have relatively normal language development. Repetitive play skills and limited social skills are generally evident. Unusual responses to sensory information, such as loud noises and lights, are also common. Delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before 3 years of age.
• Elimination disorders: These disorders affect behavior related to the elimination of body wastes (feces and urine).
Symptoms: When a child does not accomplish control over their bowels and bladder within a reasonable expected time frame or if there has been a regression in this. For instance, a child may begin bed wetting or soiling their pants at the age of 7 or 8 after a difficult time in their life. The absence of the expected bowel and bladder control in development should be first explored medically. There can be a number of medical explanations for a child not accomplishing continence. Urinary tract infections or disorders may inhibit the child becoming dry during the day or night. Also, some medical reasons may impede the child from developing mastery over their bowels. The most troublesome elimination disordered is diurnal encopresis. The child soils themselves during the day. This results in peer alienation, shame, humiliation and family stress. It becomes critical to rule out medical explanations for this phenomenon as treatment begins. Children who exhibit this disorder for purely psychological reasons are involved with a vicious cycle. They view their elimination as a negative and thoroughly bad phenomenon. They unconsciously resolve to improve by stopping their elimination all together. They retain their feces in order to feel better about themselves. The next time they relax which is typically between 3:00-4:00 pm they have a spontaneous irresistible bowel movement and the cycle begins again.
Voiding dysfunction is a term used by doctors and nurses that means a person does not empty their bladder normally. This term means many different things. It may mean that the person waits too long to urinate, or urinates too frequently, or even tries to urinate when the muscles keeping the urine in the bladder (the "sphincter" muscles) are clamped down. The problems and symptoms a child with voiding dysfunction has will depend on his or her type of voiding dysfunction. These problems and symptoms may include wetting during the day and night, frequent and urgent urination, urinary tract infections, or sometimes kidney damage. Wetting only at night ("nocturnal enuresis") is not considered a voiding dysfunction. A lot of children with voiding dysfunction also have problems with their bowels. With treatment most children will improve. The best type of treatment depends on the kind of voiding dysfunction.
• Affective (mood) disorders: These disorders involve persistent feelings of sadness and/or rapidly changing moods.
Major depression and bipolar disorder are disorders which cause change in a child's mood. Depression is considered to be the most common mental disorder. It is often mistaken for "the blues" and therefore goes untreated. Depression is caused by a number of factors, from chemical imbalances to environmental influences to genetics.
Mood episodes last a week or two—sometimes longer. During an episode, the symptoms last every day for most of the day.
Mood episodes are intense. The feelings are strong and happen along with extreme changes in behavior and energy levels.
Children and teens having a manic episode may feel very happy or act silly in a way that's unusual, have a very short temper ,talk really fast about a lot of different things, have trouble sleeping but not feel tired, trouble staying focused, do risky things.
Children and teens having a depressive episode may feel very sad, complain about pain a lot, like stomachaches and headaches, sleep too little or too much, feel guilty and worthless, eat too little or too much, have little energy and no interest in fun activities, think about death or suicide.
• Schizophrenia: This is a serious disorder that involves distorted perceptions and thoughts.
Symptoms of childhood schizophrenia: Seeing things and hearing voices which are not real (hallucinations), odd and eccentric behavior and/or speech, unusual or bizarre thoughts and ideas, confusing television and dreams from reality, confused thinking, extreme moodiness, ideas that people are out to get them or talking about them (paranoia). Severe anxiety and fearfulness, difficulty relating to peers, and keeping friends. Withdrawn and increased isolation, decline in personal hygiene.
The behavior of children with schizophrenia may change slowly over time. For example, children who used to enjoy relationships with others may start to become more shy or withdrawn and seem to be in their own world. Sometimes youngsters will begin talking about strange fears and ideas. They may start to cling to parents or say things which do not make sense. These early symptoms and problems may first be noticed by the child's school teachers.
Some of these illnesses, such as anxiety disorders, eating disorders, mood disorders and schizophrenia, can occur in adults as well as children. Others, such as behavior and development disorders, elimination disorders, and learning and communication disorders, begin in childhood only, although they can continue into adulthood. It is not unusual for a child to have more than one disorder.
References and Further Reading:
Anxiety Disorders:
http://www.slbmi.com/anxiety_center/childhood_anxiety_disorders.htm
Disruptive Disorders:
http://www.healthychildren.org/English/health-issues/conditions/emotional-problems/pages/Disruptive-Behavior-Disorders.aspx?nfstatus=401&nftoken=00000000-0000-0000-0000-000000000000&nfstatusdescription=ERROR%3a+No+local+token
Pervasive Disorders:
http://www.ninds.nih.gov/disorders/pdd/pdd.htm
Elimination Disorders:
http://www.uihealthcare.com/topics/medicaldepartments/urology/daytimewetting/index.html
Mood Disorders:
http://www.nimh.nih.gov/health/publications/bipolar-disorder-in-children-and-teens-easy-to-read/index.shtml
Schizophrenia:
http://aacap.org/page.ww?name=Schizophrenia+in+Children§ion=Facts+for+Families
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