Successful potty-training starts with understanding a child’s individual personality. Stress-Free Potty Training, offers thoughtful planning and effective communication techniques to help parents tailor their training techniques and avoid stress during this major milestone of their child's life. Written with Dr. Pete Stavinoha, a pediatric neuropsychologist at Children's Medical Center Dallas.
Check it out today: www.StressFreePottyTraining.com
New & Notable: "The Real Parenting Show with Dr. Pete & Sara" podcast via the Parents Everywhere Network. Straightforward advice and practical tips for real parents raising real kids in the real world. www.TheRealParentingShow.com or check us out on iTunes!
Friday, February 27, 2009
Wednesday, February 18, 2009
The Skinny on Raising Happy Skillful Kids 3-8
At the request of several moms, in March I am launching four one hour mom coaching calls for parents wishing to raise happy, ethical, skillful kids. The series is $129 and is always enjoyed by all. Please let the moms with whom you work know about this opportunity.
Join The Circle of Moms Coaching Calls
March 9-30, 2009
Mondays at 11 am Mountain Time
Americans are good at parenting their young children, but teaching your children mastery and accountability in the KANGAROO YEARS ages 3-8 is a new experience. To help you -The Family Coach has set up a series of four coaching calls in MARCH for moms like you!
These calls are designed to provide moms of children ages 3-8 strategies to:
Create Your Extraordinary Family.
Communicate your expectations to your children.
Help your children to comply with family expectations.
Provide you with the words and actions to help you raise confident, ethical, caring children.
Teach you strategies to distinguish between skill deficits and willful non-compliance.
Help you use your family values to encourage peaceful interactions at home.
Establish bite-sized expectations so that your children become skillful and accomplished at home and at school.
www.lynnekenney.com
www.twittermoms.com/profile/LynneKenney
Join The Circle of Moms Coaching Calls
March 9-30, 2009
Mondays at 11 am Mountain Time
Americans are good at parenting their young children, but teaching your children mastery and accountability in the KANGAROO YEARS ages 3-8 is a new experience. To help you -The Family Coach has set up a series of four coaching calls in MARCH for moms like you!
These calls are designed to provide moms of children ages 3-8 strategies to:
Create Your Extraordinary Family.
Communicate your expectations to your children.
Help your children to comply with family expectations.
Provide you with the words and actions to help you raise confident, ethical, caring children.
Teach you strategies to distinguish between skill deficits and willful non-compliance.
Help you use your family values to encourage peaceful interactions at home.
Establish bite-sized expectations so that your children become skillful and accomplished at home and at school.
www.lynnekenney.com
www.twittermoms.com/profile/LynneKenney
Tuesday, February 17, 2009
Literature Review: Treatment of PTSD in Children
From Efficacy to Effectiveness: The Trajectory Of The Treatment Literature For Children With PTSD
Valentina Nikulina; Jeanean M Hergenrother; Elissa J Brown; Megan E Doyle; Beryl J Filton; Gabrielle S Carson
This review summarizes efficacious treatments for preschoolers, children and adolescents with post-traumatic stress disorder, with a focus on the advances made within the last 5 years.
There is considerable support for the use of trauma-specific cognitive-behavioral interventions, in both individual and group formats. The research on psychopharmacological treatments lags behind that of psychotherapy and is currently inconclusive.
Limitations of the studies are discussed and treatments that warrant further consideration are reviewed. The authors also review current advances in effectiveness and suggest future directions that are important in generalizing the interventions to underserved and hard to reach populations. The article concludes with the authors' projections for the evolution of the field within the upcoming 5 years.
Introduction
In the USA, approximately two thirds of children experience one or more traumatic events by the time they are 16 years of age.[1] Traumatic events include child sexual abuse (CSA), child physical abuse (CPA), community violence, witnessing domestic violence and natural/manmade disaster. Childrens' trauma-related mental health problems include post-traumatic stress disorder (PTSD), other anxiety disorders, depression and disruptive behavior disorders.[2] PTSD is the most common response to a traumatic event and is associated with later interpersonal, vocational and physical problems.[3-5]
The awareness of these pervasive consequences of PTSD has resulted in empirical advances in our understanding of its treatment. From randomized controlled trials, investigators have examined and found individual trauma-focused cognitive-behavioral interventions to be efficacious at reducing PTSD symptoms and other trauma sequelae. Current research is moving towards enhancing generalizability, or effectiveness, of treatments when applied to real-world settings.
This paper examines current literature on the treatment of PTSD in preschoolers, children and adolescents. First, we review the diagnostic criteria for PTSD and its prevalence in youth. Second, we discuss psychosocial and pharmacological treatments that demonstrated efficacy in treating PTSD, as well as other outcomes of trauma exposure. Third, we discuss effectiveness, including barriers to mental health, cultural background, trauma characteristics and psychiatric comorbidity. We conclude the paper with a discussion of the current status of research on PTSD treatment and a projection of the field's progress over the next 5 years. For full article see Expert Rev Neurother. 2008;8(8):1233-1246.
Valentina Nikulina; Jeanean M Hergenrother; Elissa J Brown; Megan E Doyle; Beryl J Filton; Gabrielle S Carson
This review summarizes efficacious treatments for preschoolers, children and adolescents with post-traumatic stress disorder, with a focus on the advances made within the last 5 years.
There is considerable support for the use of trauma-specific cognitive-behavioral interventions, in both individual and group formats. The research on psychopharmacological treatments lags behind that of psychotherapy and is currently inconclusive.
Limitations of the studies are discussed and treatments that warrant further consideration are reviewed. The authors also review current advances in effectiveness and suggest future directions that are important in generalizing the interventions to underserved and hard to reach populations. The article concludes with the authors' projections for the evolution of the field within the upcoming 5 years.
Introduction
In the USA, approximately two thirds of children experience one or more traumatic events by the time they are 16 years of age.[1] Traumatic events include child sexual abuse (CSA), child physical abuse (CPA), community violence, witnessing domestic violence and natural/manmade disaster. Childrens' trauma-related mental health problems include post-traumatic stress disorder (PTSD), other anxiety disorders, depression and disruptive behavior disorders.[2] PTSD is the most common response to a traumatic event and is associated with later interpersonal, vocational and physical problems.[3-5]
The awareness of these pervasive consequences of PTSD has resulted in empirical advances in our understanding of its treatment. From randomized controlled trials, investigators have examined and found individual trauma-focused cognitive-behavioral interventions to be efficacious at reducing PTSD symptoms and other trauma sequelae. Current research is moving towards enhancing generalizability, or effectiveness, of treatments when applied to real-world settings.
This paper examines current literature on the treatment of PTSD in preschoolers, children and adolescents. First, we review the diagnostic criteria for PTSD and its prevalence in youth. Second, we discuss psychosocial and pharmacological treatments that demonstrated efficacy in treating PTSD, as well as other outcomes of trauma exposure. Third, we discuss effectiveness, including barriers to mental health, cultural background, trauma characteristics and psychiatric comorbidity. We conclude the paper with a discussion of the current status of research on PTSD treatment and a projection of the field's progress over the next 5 years. For full article see Expert Rev Neurother. 2008;8(8):1233-1246.
Sunday, February 15, 2009
Excessive Television Exposure in Teens Linked to Depression in Adulthood
February 5, 2009 — Excess exposure to television in teens has been linked to an increased risk for depression in early adulthood, particularly among young men.
A large longitudinal study from investigators at the University of Pittsburgh, in Pennsylvania, shows that each extra daily hour of television use was associated with an 8% increase in the odds of developing depressive symptoms by young adulthood.
"We looked at the development of depression over a 7-year period and found that the amount of television exposure was significantly associated with the development of depression," principal investigator Brian A. Primack, MD, told Medscape Psychiatry.
The study is published in the February issue of Archives of General Psychiatry.
Leading Cause of Morbidity Worldwide
Although previous studies have investigated the relationship between electronic media and mental health, this research has largely been cross-sectional and has primarily focused on anxiety.
Findings from these studies have shown a link between excessive use of certain media, social anxiety, and a decline in interpersonal relationships.
Researchers wanted to explore the relationship between media exposure and depression, which has been cited by the World Health Organization as the leading cause of morbidity worldwide and is very common in adolescence.
They hypothesized that an excessive amount of television watching during adolescence would increase depression in young adulthood and would have a greater impact on young females than their male counterparts.
They also theorized that television exposure would turn out to be more potent than other types of electronic media, including videocassettes, computer games, or radio. (The data for the study were collected before Internet use was widespread and prior to the introduction of DVDs).
Males at Greater Risk
Using data from the National Longitudinal Survey of Adolescent Health, investigators looked at the relationship between electronic media exposure in 4142 adolescents who were not depressed at baseline and the subsequent development of depression at 7-year follow-up from 1995 to 2002.
At baseline, teens were asked about the number of hours they had spent during the previous week watching television or videocassettes, playing computer games, or listening to the radio.
Subjects reported an average of 5.68 hours of media exposure per day, including 2.3 hours of television, 0.62 hours of videocassettes, 0.41 hours of computer games, and 2.34 hours of radio.
At follow-up, 308 (7.4%) participants reported symptoms consistent with depression, and researchers found these individuals had watched more television than nondepressed individuals at baseline — 2.64 hours vs 2.28 hours per day — and that this association was statistically significant. However, there was no association between these symptoms and exposure to other media types.
Surprisingly, in contrast to their original hypothesis, the researchers found that, compared with young men, young women were less likely to develop depression given the same total media exposure.
"At study outset, we felt females were more likely to be affected because of all the images that are pervasive in the media of the 'feminine ideal' of thin, beautiful women. However, the study showed the opposite was true," said Dr. Primack.
Greater "Social Reserve" in Girls?
One possible explanation for this finding, he said, is that the impact of media content that presents idealized masculinity and sex roles on the psychological development of young males has been underappreciated.
"The bottom line is that males are also held to a high standard in the media, and it is possible that, for a number of reasons, those portrayals might be more powerful that we had previously thought," he said.
Another possible explanation is that young females have more "social reserve" than young males, which increases their resilience.
"We know that during adolescence and even in early adulthood females have closer relationships than young males. So if a boy watches several hours of television a day, this may substantially displace social interaction. Girls, however, may be able to watch the same amount of television while still maintaining their social relationships," said Dr. Primack.
More research is needed to better understand the mechanisms at play and whether it is the amount of media exposure, the type of media content adolescents are exposed to, or some other mechanism that underlies this association.
Need for Media Literacy
In the meantime, said Dr. Primack, the study has implications for clinicians, including psychiatrists, pediatricians, family physicians, internists, and other health providers who work with adolescents, to ask about television and other media exposure. It also has implications for researchers and research funding agencies.
"At this point, we have enough substantial data from studies like this linking large amounts of media exposure to major health concerns such as substance use, obesity, and aggression. So moderating the amount of media an individual consumes is certainly something physicians can and probably should suggest," he said.
Teaching media literacy, the critical analysis of media content, is also something that should be considered on a widespread basis, he added. "Individuals who are media literate should be better equipped to navigate the modern world. They may be less susceptible to the messages from the barrage of media that are all around us these days. They may even be more psychologically fulfilled because they will set their own goals instead of allowing advertisers and marketers to set their life goals for them," said Dr. Primack.
Arch Gen Psychiatry. 2009;66:181-188. Abstract
Written by Caroline Cassels from Medline
A large longitudinal study from investigators at the University of Pittsburgh, in Pennsylvania, shows that each extra daily hour of television use was associated with an 8% increase in the odds of developing depressive symptoms by young adulthood.
"We looked at the development of depression over a 7-year period and found that the amount of television exposure was significantly associated with the development of depression," principal investigator Brian A. Primack, MD, told Medscape Psychiatry.
The study is published in the February issue of Archives of General Psychiatry.
Leading Cause of Morbidity Worldwide
Although previous studies have investigated the relationship between electronic media and mental health, this research has largely been cross-sectional and has primarily focused on anxiety.
Findings from these studies have shown a link between excessive use of certain media, social anxiety, and a decline in interpersonal relationships.
Researchers wanted to explore the relationship between media exposure and depression, which has been cited by the World Health Organization as the leading cause of morbidity worldwide and is very common in adolescence.
They hypothesized that an excessive amount of television watching during adolescence would increase depression in young adulthood and would have a greater impact on young females than their male counterparts.
They also theorized that television exposure would turn out to be more potent than other types of electronic media, including videocassettes, computer games, or radio. (The data for the study were collected before Internet use was widespread and prior to the introduction of DVDs).
Males at Greater Risk
Using data from the National Longitudinal Survey of Adolescent Health, investigators looked at the relationship between electronic media exposure in 4142 adolescents who were not depressed at baseline and the subsequent development of depression at 7-year follow-up from 1995 to 2002.
At baseline, teens were asked about the number of hours they had spent during the previous week watching television or videocassettes, playing computer games, or listening to the radio.
Subjects reported an average of 5.68 hours of media exposure per day, including 2.3 hours of television, 0.62 hours of videocassettes, 0.41 hours of computer games, and 2.34 hours of radio.
At follow-up, 308 (7.4%) participants reported symptoms consistent with depression, and researchers found these individuals had watched more television than nondepressed individuals at baseline — 2.64 hours vs 2.28 hours per day — and that this association was statistically significant. However, there was no association between these symptoms and exposure to other media types.
Surprisingly, in contrast to their original hypothesis, the researchers found that, compared with young men, young women were less likely to develop depression given the same total media exposure.
"At study outset, we felt females were more likely to be affected because of all the images that are pervasive in the media of the 'feminine ideal' of thin, beautiful women. However, the study showed the opposite was true," said Dr. Primack.
Greater "Social Reserve" in Girls?
One possible explanation for this finding, he said, is that the impact of media content that presents idealized masculinity and sex roles on the psychological development of young males has been underappreciated.
"The bottom line is that males are also held to a high standard in the media, and it is possible that, for a number of reasons, those portrayals might be more powerful that we had previously thought," he said.
Another possible explanation is that young females have more "social reserve" than young males, which increases their resilience.
"We know that during adolescence and even in early adulthood females have closer relationships than young males. So if a boy watches several hours of television a day, this may substantially displace social interaction. Girls, however, may be able to watch the same amount of television while still maintaining their social relationships," said Dr. Primack.
More research is needed to better understand the mechanisms at play and whether it is the amount of media exposure, the type of media content adolescents are exposed to, or some other mechanism that underlies this association.
Need for Media Literacy
In the meantime, said Dr. Primack, the study has implications for clinicians, including psychiatrists, pediatricians, family physicians, internists, and other health providers who work with adolescents, to ask about television and other media exposure. It also has implications for researchers and research funding agencies.
"At this point, we have enough substantial data from studies like this linking large amounts of media exposure to major health concerns such as substance use, obesity, and aggression. So moderating the amount of media an individual consumes is certainly something physicians can and probably should suggest," he said.
Teaching media literacy, the critical analysis of media content, is also something that should be considered on a widespread basis, he added. "Individuals who are media literate should be better equipped to navigate the modern world. They may be less susceptible to the messages from the barrage of media that are all around us these days. They may even be more psychologically fulfilled because they will set their own goals instead of allowing advertisers and marketers to set their life goals for them," said Dr. Primack.
Arch Gen Psychiatry. 2009;66:181-188. Abstract
Written by Caroline Cassels from Medline
Saturday, February 14, 2009
Wednesday, February 11, 2009
What Is Serotonin?
Serotonin is a hormone that is found naturally in the human brain; it is also found in the digestive tract and platelets of some animals, including human beings. It is also found in a variety of plant sources, including vegetables, fruits, and even mushrooms. Categorized as a neurotransmitter, it is important in transmitting nerve impulses. It is also described as a vasoconstrictor, which is a substance that can cause narrowing of the blood vessels. The amino acid tryptophan is credited with producing serotonin in the body.
Serotonin can be considered a "happy" hormone, as it greatly influences an overall sense of well-being. It also helps to regulate moods, temper anxiety, and relieve depression. It is also credited with being a natural sleep aid. It even plays an important role in regulating such things as aggression, appetite, and sexuality. It also helps with regulating body temperature and metabolism and plays a role in the stimulation of vomiting.
Since serotonin is so important in regulating moods and feelings of well-being, it is often targeted in drugs that are used to affect the mood, such as antidepressants. A class of medications called monoamine oxidase inhibitors (MAOIs), such as Marplan and Nardil, works to prevent the breaking down of neurotransmitters, allowing them to increase in the brain and relieve depression. Unfortunately, these drugs have many serious side effects, and they tend to react dangerously with some other types of medication.
Selective serotonin re-uptake inhibitors (SSRIs), such as Celexa, Zoloft, Lexapro, and Prozac, are also used to fight depression, yet they have fewer side effects, and they tend to react better than other medications. Not all antidepressants work to increase serotonin in the brain, however. Some, like tricyclic antidepressants, such as Elavil, actually work against neurotransmitter reuptake.
Serotonin can be considered a "happy" hormone, as it greatly influences an overall sense of well-being. It also helps to regulate moods, temper anxiety, and relieve depression. It is also credited with being a natural sleep aid. It even plays an important role in regulating such things as aggression, appetite, and sexuality. It also helps with regulating body temperature and metabolism and plays a role in the stimulation of vomiting.
Since serotonin is so important in regulating moods and feelings of well-being, it is often targeted in drugs that are used to affect the mood, such as antidepressants. A class of medications called monoamine oxidase inhibitors (MAOIs), such as Marplan and Nardil, works to prevent the breaking down of neurotransmitters, allowing them to increase in the brain and relieve depression. Unfortunately, these drugs have many serious side effects, and they tend to react dangerously with some other types of medication.
Selective serotonin re-uptake inhibitors (SSRIs), such as Celexa, Zoloft, Lexapro, and Prozac, are also used to fight depression, yet they have fewer side effects, and they tend to react better than other medications. Not all antidepressants work to increase serotonin in the brain, however. Some, like tricyclic antidepressants, such as Elavil, actually work against neurotransmitter reuptake.
Monday, February 9, 2009
A link between food and serotonin?
Just what is the link between food and serotonin, and can a change in your diet make a difference?
Serotonin is a neurotransmitter, which has gotten a lot of attention in the last few years. The reason is that low serotonin levels have been linked to depression, lack of concentration, obesity, sleeplessness, and, of course, migraine.
But the food and serotonin link is more complicated than just eating foods containing serotonin. Your body doesn't get serotonin from foods, but makes serotonin from tryptophan. Tryptophan is an amino acid which is essential for the body to get. It is the precursor to more than one neurotransmitter.
You may be able to increase levels of tryptophan by eating foods like breads, pastas, candy ... but wait! That's no good. It may temporarily help if you're depressed (or it may not!), but it's not going to really help anything in the long run.
Is there another way?
Yes, there are a couple other ways. You can find the food and serotonin link in items that are somewhat healthier. Try turkey, black eyed-peas, black and English walnuts, almonds, sesame or pumpkin seeds, and cheddar, gruyere or swiss cheese. Also helping to a lesser extent are whole grains, rice, and other dairy products (grandma was right – drink a glass of warm milk before bed!).
Examples of food with tryptophan:
wheat germ - 0.4g/1cup
granola - 0.2g/1cup
cottage cheese - 0.4g/1cup
egg - 0.1g/1
duck - 0.4g/quarter lb
turkey - 0.37g/quarter cup
chicken - 0.28g/quarter cup
* list from The Healing Nutrients Within by Dr Eric R Braverman.
Serotonin is a neurotransmitter, which has gotten a lot of attention in the last few years. The reason is that low serotonin levels have been linked to depression, lack of concentration, obesity, sleeplessness, and, of course, migraine.
But the food and serotonin link is more complicated than just eating foods containing serotonin. Your body doesn't get serotonin from foods, but makes serotonin from tryptophan. Tryptophan is an amino acid which is essential for the body to get. It is the precursor to more than one neurotransmitter.
You may be able to increase levels of tryptophan by eating foods like breads, pastas, candy ... but wait! That's no good. It may temporarily help if you're depressed (or it may not!), but it's not going to really help anything in the long run.
Is there another way?
Yes, there are a couple other ways. You can find the food and serotonin link in items that are somewhat healthier. Try turkey, black eyed-peas, black and English walnuts, almonds, sesame or pumpkin seeds, and cheddar, gruyere or swiss cheese. Also helping to a lesser extent are whole grains, rice, and other dairy products (grandma was right – drink a glass of warm milk before bed!).
Examples of food with tryptophan:
wheat germ - 0.4g/1cup
granola - 0.2g/1cup
cottage cheese - 0.4g/1cup
egg - 0.1g/1
duck - 0.4g/quarter lb
turkey - 0.37g/quarter cup
chicken - 0.28g/quarter cup
* list from The Healing Nutrients Within by Dr Eric R Braverman.
Gene Variants in Adolescent Anxiety and Major Depressive Disorder
Anxious and Depressed Teens and Adults: Same Version of Mood Gene, Different Brain Reactions
An NIMH study using brain imaging shows that some anxious and depressed adolescents react differently from adult patients when looking at frightful faces. This difference occurs even though the adolescent and adult patients have the same version of a mood gene. Researchers in the NIMH Mood and Anxiety Disorders Program and colleagues reported these findings online October 31, 2008, in the journal Biological Psychiatry.
Background
Anxiety and depression are influenced by the processing of the mood-regulating brain chemical called serotonin. A protein known as the serotonin transporter directs serotonin from the space between nerve cells back into the cells, where it can be reused. Changes in the gene that codes for the serotonin transporter can lead to decreased transport of serotonin back into the brain’s nerve cells. Abnormalities in the serotonin system are associated with anxiety and depression.
Everyone inherits two copies of the serotonin transporter gene—one from each parent. The gene has various versions—one version is short, and one version is long. A person may have two copies of the same version or one copy each of two different versions. Previous studies in adults have linked versions of the gene to increased risk for mood and anxiety disorders. Adults who have one copy of the short version tend to be more anxious and depressed than adults who have two copies of the long version.
Previous brain imaging studies in adults linked gene versions to different responses of the brain’s fear hub—the amygdala—to frightful faces. In both healthy and affected adults who have at least one copy of the short version, the amygdala reacts more than it does in healthy or affected adults who have two copies of the long version of the gene. Whether these findings in adults also hold true for adolescents was unknown.
Using functional magnetic resonance imaging (fMRI), Jennifer Y. F. Lau, Ph.D., then at NIMH and now at the University of Oxford, U.K., and colleagues at NIH scanned the brains of 33 healthy teens and 31 teens with depression and anxiety disorders while they viewed pictures of frightful faces. Then the investigators compared the amygdala reactions in the two groups.
Findings of This Study
Lau and colleagues found that in healthy adolescents who have at least one copy of the short version of the gene, the amygdala reacts more than it does in healthy adolescents who have two copies of the long version. This result is the same in healthy adults. However, in anxious or depressed adolescents, the opposite results were found. In affected adolescents who have at least one copy of the short version, the amygdala reacts less than it does in affected adolescents who have two copies of the long version.
Significance
This finding in affected teens with two long version genes is the opposite of that observed in anxious or depressed adults. It is surprising because anxiety and depression during adolescence tend to predict these disorders during adulthood.
What’s Next?
The unexpected finding may be explained by the fact that anxious adults and anxious adolescents react differently when presented with threats. But further research is needed to fully understand the difference, the investigators say.
Reference
Lau JY, Goldman D, Buzas B, Fromm SJ, Guyer AE, Hodgkinson C, Monk CS, Nelson EE, Shen PH, Pine DS, Ernst M. Amygdala Function and 5-HTT Gene Variants in Adolescent Anxiety and Major Depressive Disorder. Biological Psychiatry. 2008 Oct 23. Source: Medline
An NIMH study using brain imaging shows that some anxious and depressed adolescents react differently from adult patients when looking at frightful faces. This difference occurs even though the adolescent and adult patients have the same version of a mood gene. Researchers in the NIMH Mood and Anxiety Disorders Program and colleagues reported these findings online October 31, 2008, in the journal Biological Psychiatry.
Background
Anxiety and depression are influenced by the processing of the mood-regulating brain chemical called serotonin. A protein known as the serotonin transporter directs serotonin from the space between nerve cells back into the cells, where it can be reused. Changes in the gene that codes for the serotonin transporter can lead to decreased transport of serotonin back into the brain’s nerve cells. Abnormalities in the serotonin system are associated with anxiety and depression.
Everyone inherits two copies of the serotonin transporter gene—one from each parent. The gene has various versions—one version is short, and one version is long. A person may have two copies of the same version or one copy each of two different versions. Previous studies in adults have linked versions of the gene to increased risk for mood and anxiety disorders. Adults who have one copy of the short version tend to be more anxious and depressed than adults who have two copies of the long version.
Previous brain imaging studies in adults linked gene versions to different responses of the brain’s fear hub—the amygdala—to frightful faces. In both healthy and affected adults who have at least one copy of the short version, the amygdala reacts more than it does in healthy or affected adults who have two copies of the long version of the gene. Whether these findings in adults also hold true for adolescents was unknown.
Using functional magnetic resonance imaging (fMRI), Jennifer Y. F. Lau, Ph.D., then at NIMH and now at the University of Oxford, U.K., and colleagues at NIH scanned the brains of 33 healthy teens and 31 teens with depression and anxiety disorders while they viewed pictures of frightful faces. Then the investigators compared the amygdala reactions in the two groups.
Findings of This Study
Lau and colleagues found that in healthy adolescents who have at least one copy of the short version of the gene, the amygdala reacts more than it does in healthy adolescents who have two copies of the long version. This result is the same in healthy adults. However, in anxious or depressed adolescents, the opposite results were found. In affected adolescents who have at least one copy of the short version, the amygdala reacts less than it does in affected adolescents who have two copies of the long version.
Significance
This finding in affected teens with two long version genes is the opposite of that observed in anxious or depressed adults. It is surprising because anxiety and depression during adolescence tend to predict these disorders during adulthood.
What’s Next?
The unexpected finding may be explained by the fact that anxious adults and anxious adolescents react differently when presented with threats. But further research is needed to fully understand the difference, the investigators say.
Reference
Lau JY, Goldman D, Buzas B, Fromm SJ, Guyer AE, Hodgkinson C, Monk CS, Nelson EE, Shen PH, Pine DS, Ernst M. Amygdala Function and 5-HTT Gene Variants in Adolescent Anxiety and Major Depressive Disorder. Biological Psychiatry. 2008 Oct 23. Source: Medline
Thursday, February 5, 2009
The GODDARD SCHOOL comes to Scottsdale
Welcome to The Goddard School® located in Scottsdale at 13940 N. Frank Lloyd Wright Blvd! We will be opening soon.
The Goddard School® can make a positive difference in your child's life. Our warm, loving atmosphere features a year round extended day program from 7 AM to 6 PM, Monday through Friday. Our program is designed to enhance the emotional, social, intellectual, and physical development of your child from six weeks to six years of age. We also offer after-school enrichment and a summer program for children up to seven years of age.
We take great pride in our faculty. Our experienced and degreed teachers provide a loving and nurturing environment for your children. Areas of growth and development are highlighted on our daily lesson plans, which our faculty brings to life in appropriate and attainable ways. Children are encouraged to progress at their own pace according to their individual needs and abilities. We are continually adding exciting curricular resources such as Music Appreciation, Apple Blossom Yoga, Time to Sign™, American Sign Language for children, Art History, Foreign Language Program, B.A.S.E. Fitness, and the Goddard Guide to Getting Along™! All of these enrichment programs are included in the tuition - there are no extra fees for participation.
To learn more about The Goddard School® please call (480) 451-5512.
Natalia Elfimova is the owner of the new Goddard School in Scottsdale. As a parent of a young daughter, Natalia recognizes the importance of a safe and nurturing learning environment. Her family is the basis for the reason that she chose Goddard. She has been a resident of the Scottsdale are for over ten years and is happy to be able to provide Goddard’s outstanding program to the children in the community.
The Goddard School® can make a positive difference in your child's life. Our warm, loving atmosphere features a year round extended day program from 7 AM to 6 PM, Monday through Friday. Our program is designed to enhance the emotional, social, intellectual, and physical development of your child from six weeks to six years of age. We also offer after-school enrichment and a summer program for children up to seven years of age.
We take great pride in our faculty. Our experienced and degreed teachers provide a loving and nurturing environment for your children. Areas of growth and development are highlighted on our daily lesson plans, which our faculty brings to life in appropriate and attainable ways. Children are encouraged to progress at their own pace according to their individual needs and abilities. We are continually adding exciting curricular resources such as Music Appreciation, Apple Blossom Yoga, Time to Sign™, American Sign Language for children, Art History, Foreign Language Program, B.A.S.E. Fitness, and the Goddard Guide to Getting Along™! All of these enrichment programs are included in the tuition - there are no extra fees for participation.
To learn more about The Goddard School® please call (480) 451-5512.
Natalia Elfimova is the owner of the new Goddard School in Scottsdale. As a parent of a young daughter, Natalia recognizes the importance of a safe and nurturing learning environment. Her family is the basis for the reason that she chose Goddard. She has been a resident of the Scottsdale are for over ten years and is happy to be able to provide Goddard’s outstanding program to the children in the community.
Wednesday, February 4, 2009
Join The Circle of Moms Coaching Calls
Join The Circle of Moms Coaching Calls
March 9-30, 2009
Americans are good at parenting their young children, but teaching your children mastery and accountability in the KANGAROO YEARS ages 3-8 is a new experience. To help you -The Family Coach has set up a series of four coaching calls in MARCH for moms like you!
These calls are designed to provide moms of children ages 3-8 strategies to:
Create Your Extraordinary Family.
Communicate your expectations to your children.
Help your children to comply with family expectations.
Provide you with the words and actions to help you raise confident, ethical, caring children.
Teach you strategies to distinguish between skill deficits and willful non-compliance.
Help you use your family values to encourage peaceful interactions at home.
Establish bite-sized expectations so that your children become skillful and accomplished at home and at school.
To sign-up for The Circle of Moms Coaching Series email Lynne at thefamilycoach@aol.com.
The series is $129 for four one hour classes.
This is an educational service provided by The Family Coach.
Tuesday, February 3, 2009
How Ritalin Works In Brain To Boost Cognition, Focus Attention
ScienceDaily (June 25, 2008) — Stimulant medications such as Ritalin have been prescribed for decades to treat attention deficit hyperactivity disorder (ADHD), and their popularity as "cognition enhancers" has recently surged among the healthy, as well.
What's now starting to catch up is knowledge of what these drugs actually do in the brain. In a paper publishing online this week in Biological Psychiatry, University of Wisconsin-Madison psychology researchers David Devilbiss and Craig Berridge report that Ritalin fine-tunes the functioning of neurons in the prefrontal cortex (PFC) - a brain region involved in attention, decision-making and impulse control - while having few effects outside it.
Because of the potential for addiction and abuse, controversy has swirled for years around the use of stimulants to treat ADHD, especially in children. By helping pinpoint Ritalin's action in the brain, the study should give drug developers a better road map to follow as they search for safer alternatives.
At the same time, the results support the idea that today's ADHD drugs may be safer than people think, says Berridge. Mounting behavioral and neurochemical evidence suggests that clinically relevant doses of Ritalin primarily target the PFC, without affecting brain centers linked to over-arousal and addiction. In other words, Ritalin at low doses doesn't appear to act like a stimulant at all.
"It's the higher doses of these drugs that are normally associated with their effects as stimulants, those that increase locomotor activity, impair cognition and target neurotransmitters all over the brain," says Berridge. "These lower doses are diametrically opposed to that. Instead, they help the PFC better do what it's supposed to do."
A behavioral disorder marked by hyperactivity, impulsivity and the inability to concentrate, ADHD has been treated for more than a half-century with Ritalin, Adderall and other stimulant drugs. New reports also indicate these meds have lately been embraced by healthy Americans of all ages as a means to boost mental performance.
Yet, despite their prevalence, we know remarkably little about how these drugs work, especially at lower doses that have been proven clinically to calm behavior and focus attention in ADHD patients, says Berridge. In 2006, his team reported that therapeutic doses of Ritalin boosted neurotransmitter levels primarily in the PFC, suggesting a selective targeting of this region of the brain. Since then, he and Devilbiss have focused on how Ritalin acts on PFC neurons to enhance cognition.
To answer this, the pair studied PFC neurons in rats under a variety of Ritalin doses, including one that improved the animals' performance in a working memory task of the type that ADHD patients have trouble completing. Using a sophisticated new system for monitoring many neurons at once through a set of microelectrodes, the scientists observed both the random, spontaneous firings of PFC neurons and their response to stimulation of an important pathway into the PFC, the hippocampus.
Much like tiny microphones, the electrodes record a pop every time a neuron fires, Devilbiss explains. Analyzing the complex patterns of "voices" that emerge is challenging but also powerful, because it allows study of neurons on many levels.
"Similar to listening to a choir, you can understand the music by listening to individual voices," says Devilbiss, "or you can listen to the interplay between the voices of the ensemble and how the different voices combine."
When they listened to individual PFC neurons, the scientists found that while cognition-enhancing doses of Ritalin had little effect on spontaneous activity, the neurons' sensitivity to signals coming from the hippocampus increased dramatically. Under higher, stimulatory doses, on the other hand, PFC neurons stopped responding to incoming information.
"This suggests that the therapeutic effects of Ritalin likely stem from this fine-tuning of PFC sensitivity," says Berridge. "You're improving the ability of these neurons to respond to behaviorally relevant signals, and that translates into better cognition, attention and working memory." Higher doses associated with drug abuse and cognitive impairment, in contrast, impair functioning of the PFC.
More intriguing still were the results that came from tuning into the entire chorus of neurons at once. When groups of neurons were already "singing" together strongly, Ritalin reinforced this coordinated activity. At the same time, the drug weakened activity that wasn't well coordinated to begin with. All of this suggests that Ritalin strengthens dominant and important signals within the PFC, while lessening weaker signals that may act as distractors, says Berridge.
"These results show a new level of action for cognition-enhancing doses of Ritalin that couldn't have been predicted from single neuron analyses," he says. "So, if you're searching for drugs that might replace Ritalin, this is one effect you could potentially look for."
He and Devilbiss also hope the research will help unravel an even deeper mystery: exactly how neurons encode complex behavior and cognition.
"Most studies look at how something that impairs cognition affects PFC neurons. But to really understand how neurons encode cognitive function, you want to see what neurons do when cognition is improved," says Berridge. "So this work sets the stage for examining the interplay among PFC neurons, higher cognition, and the action of therapeutic drugs."
The work was funded by the National Institute on Drug Abuse, the National Institute of Mental Health and the UW-Madison Discovery Seed Grant Program.
What's now starting to catch up is knowledge of what these drugs actually do in the brain. In a paper publishing online this week in Biological Psychiatry, University of Wisconsin-Madison psychology researchers David Devilbiss and Craig Berridge report that Ritalin fine-tunes the functioning of neurons in the prefrontal cortex (PFC) - a brain region involved in attention, decision-making and impulse control - while having few effects outside it.
Because of the potential for addiction and abuse, controversy has swirled for years around the use of stimulants to treat ADHD, especially in children. By helping pinpoint Ritalin's action in the brain, the study should give drug developers a better road map to follow as they search for safer alternatives.
At the same time, the results support the idea that today's ADHD drugs may be safer than people think, says Berridge. Mounting behavioral and neurochemical evidence suggests that clinically relevant doses of Ritalin primarily target the PFC, without affecting brain centers linked to over-arousal and addiction. In other words, Ritalin at low doses doesn't appear to act like a stimulant at all.
"It's the higher doses of these drugs that are normally associated with their effects as stimulants, those that increase locomotor activity, impair cognition and target neurotransmitters all over the brain," says Berridge. "These lower doses are diametrically opposed to that. Instead, they help the PFC better do what it's supposed to do."
A behavioral disorder marked by hyperactivity, impulsivity and the inability to concentrate, ADHD has been treated for more than a half-century with Ritalin, Adderall and other stimulant drugs. New reports also indicate these meds have lately been embraced by healthy Americans of all ages as a means to boost mental performance.
Yet, despite their prevalence, we know remarkably little about how these drugs work, especially at lower doses that have been proven clinically to calm behavior and focus attention in ADHD patients, says Berridge. In 2006, his team reported that therapeutic doses of Ritalin boosted neurotransmitter levels primarily in the PFC, suggesting a selective targeting of this region of the brain. Since then, he and Devilbiss have focused on how Ritalin acts on PFC neurons to enhance cognition.
To answer this, the pair studied PFC neurons in rats under a variety of Ritalin doses, including one that improved the animals' performance in a working memory task of the type that ADHD patients have trouble completing. Using a sophisticated new system for monitoring many neurons at once through a set of microelectrodes, the scientists observed both the random, spontaneous firings of PFC neurons and their response to stimulation of an important pathway into the PFC, the hippocampus.
Much like tiny microphones, the electrodes record a pop every time a neuron fires, Devilbiss explains. Analyzing the complex patterns of "voices" that emerge is challenging but also powerful, because it allows study of neurons on many levels.
"Similar to listening to a choir, you can understand the music by listening to individual voices," says Devilbiss, "or you can listen to the interplay between the voices of the ensemble and how the different voices combine."
When they listened to individual PFC neurons, the scientists found that while cognition-enhancing doses of Ritalin had little effect on spontaneous activity, the neurons' sensitivity to signals coming from the hippocampus increased dramatically. Under higher, stimulatory doses, on the other hand, PFC neurons stopped responding to incoming information.
"This suggests that the therapeutic effects of Ritalin likely stem from this fine-tuning of PFC sensitivity," says Berridge. "You're improving the ability of these neurons to respond to behaviorally relevant signals, and that translates into better cognition, attention and working memory." Higher doses associated with drug abuse and cognitive impairment, in contrast, impair functioning of the PFC.
More intriguing still were the results that came from tuning into the entire chorus of neurons at once. When groups of neurons were already "singing" together strongly, Ritalin reinforced this coordinated activity. At the same time, the drug weakened activity that wasn't well coordinated to begin with. All of this suggests that Ritalin strengthens dominant and important signals within the PFC, while lessening weaker signals that may act as distractors, says Berridge.
"These results show a new level of action for cognition-enhancing doses of Ritalin that couldn't have been predicted from single neuron analyses," he says. "So, if you're searching for drugs that might replace Ritalin, this is one effect you could potentially look for."
He and Devilbiss also hope the research will help unravel an even deeper mystery: exactly how neurons encode complex behavior and cognition.
"Most studies look at how something that impairs cognition affects PFC neurons. But to really understand how neurons encode cognitive function, you want to see what neurons do when cognition is improved," says Berridge. "So this work sets the stage for examining the interplay among PFC neurons, higher cognition, and the action of therapeutic drugs."
The work was funded by the National Institute on Drug Abuse, the National Institute of Mental Health and the UW-Madison Discovery Seed Grant Program.
Thriving with ADHD
For all you who asked, here is the outline for the February 3, 2009 Teleconference Thriving with ADHD
What is ADHD
• A medical condition characterized by inattention, impulsivity and or hyperactivity
• Approximately 5-7 percent of school-aged children have ADHD
• 2 million children in US
• 5 million adults US
ADHD is not
• Lack of motivation
• Poor parenting
• A result of parenting
• Laziness
• Low intelligence
• Uncommon
Executive Function
• "Executive Function" refers to a set of mental processes that serve as the boss of our brain, the organizer, strategic planner and Chief Executive Officer of our brain.
• We use executive function when we perform activities such as planning, organizing, strategizing, paying attention to details and remembering information.
When The Boss is Out
• Difficulty with
– Problem solving
– Organization
– Managing behavior
– Mood modulation
– Starting and stopping behaviors
– Staying on task
EF Observable Behavior
• TIME MANAGEMENT
– Finish work on time
– Keep track of time
– Make and keep plans
• ATTENTION
– Stay on task
– Make and act on corrections while speaking, thinking, reading and writing
• ORGANIZING THOUGHTS TO COMMUNICATE THEM
– Ask for what one needs
– Communicate ides in a relevant sequential manner
– Express emotional state thoughtfully
– Act on self-corrections while speaking, thinking, reading and writing
EF Observable Behavior
• PLANNING
– Initiating relevant tasks
– Acting on independently generated ideas or plans
– Planning a project
– Projecting how much time is needed for a project
• MEMORY
– Holding information in working memory
– Retaining and using information in the moment
– Retrieving information from memory
– Keeping track of more than one thing at once
Additional Domains
• IMPULSIVITY
• MOOD MODULATION
• SENSORY STIMULATION
Co-morbid Issues
• ODD
• CD
• Tics
• Anxiety
• Depression
• Social issues
• Self-esteem
Managing ADHD
• Structure
• Organization
• Planning
• Mastery
• Family mission
• Family values
• Clear rules
• Clear expectations
• Clear consequences
Hear You Then.
Time: 11 am in Phoenix 1 pm ET 10 am PT
Cost: First class Free
Call in line: 712-429-0690 pin 884068#.
What is ADHD
• A medical condition characterized by inattention, impulsivity and or hyperactivity
• Approximately 5-7 percent of school-aged children have ADHD
• 2 million children in US
• 5 million adults US
ADHD is not
• Lack of motivation
• Poor parenting
• A result of parenting
• Laziness
• Low intelligence
• Uncommon
Executive Function
• "Executive Function" refers to a set of mental processes that serve as the boss of our brain, the organizer, strategic planner and Chief Executive Officer of our brain.
• We use executive function when we perform activities such as planning, organizing, strategizing, paying attention to details and remembering information.
When The Boss is Out
• Difficulty with
– Problem solving
– Organization
– Managing behavior
– Mood modulation
– Starting and stopping behaviors
– Staying on task
EF Observable Behavior
• TIME MANAGEMENT
– Finish work on time
– Keep track of time
– Make and keep plans
• ATTENTION
– Stay on task
– Make and act on corrections while speaking, thinking, reading and writing
• ORGANIZING THOUGHTS TO COMMUNICATE THEM
– Ask for what one needs
– Communicate ides in a relevant sequential manner
– Express emotional state thoughtfully
– Act on self-corrections while speaking, thinking, reading and writing
EF Observable Behavior
• PLANNING
– Initiating relevant tasks
– Acting on independently generated ideas or plans
– Planning a project
– Projecting how much time is needed for a project
• MEMORY
– Holding information in working memory
– Retaining and using information in the moment
– Retrieving information from memory
– Keeping track of more than one thing at once
Additional Domains
• IMPULSIVITY
• MOOD MODULATION
• SENSORY STIMULATION
Co-morbid Issues
• ODD
• CD
• Tics
• Anxiety
• Depression
• Social issues
• Self-esteem
Managing ADHD
• Structure
• Organization
• Planning
• Mastery
• Family mission
• Family values
• Clear rules
• Clear expectations
• Clear consequences
Hear You Then.
Time: 11 am in Phoenix 1 pm ET 10 am PT
Cost: First class Free
Call in line: 712-429-0690 pin 884068#.
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