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
Sunday, February 15, 2009
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#.
Saturday, January 31, 2009
Thrive with ADHD
There are an estimated 1.46 to 2.46 million children with ADHD in the United States, constituting 3 to 5 percent of the school student population.
It has been documented that approximately 25 to 30 percent of all children with ADHD also have learning disabilities. Likewise, children with ADHD have coexisting psychiatric disorders at a much higher rate.
These children and their parents need the skills to enhance attention, contain impulsivity, increase delay and manage their motors. Join a fruitful conversation as you learn to help your child thrive with ADHD and associated challenges.
Teleconference TUESDAY FEB 3, 2009 Thriving with ADHD - Whether your children are diagnosed with ADHD or not, this teleconference is for you if your children are overactive, impulsive or have executive function challenges.
Time: 11 am in Phoenix 1 pm ET 10 am PT
Cost: First class Free
Call in line: 712-429-0690 pin 884068#.
Hear you there!
It has been documented that approximately 25 to 30 percent of all children with ADHD also have learning disabilities. Likewise, children with ADHD have coexisting psychiatric disorders at a much higher rate.
These children and their parents need the skills to enhance attention, contain impulsivity, increase delay and manage their motors. Join a fruitful conversation as you learn to help your child thrive with ADHD and associated challenges.
Teleconference TUESDAY FEB 3, 2009 Thriving with ADHD - Whether your children are diagnosed with ADHD or not, this teleconference is for you if your children are overactive, impulsive or have executive function challenges.
Time: 11 am in Phoenix 1 pm ET 10 am PT
Cost: First class Free
Call in line: 712-429-0690 pin 884068#.
Hear you there!
Friday, January 30, 2009
Increase Fats Decrease Depression
The popular idea today is that omega-3 fats such as fish and flax oils are antidotes for depression. The truth is that there are many healthy, natural fats that work this way. Fats such as organic butter from grass-fed animals, unrefined coconut oil, and extra virgin olive oil help stabilize blood sugar while they enhance mental function and improve mood.
Fats are vitally important for neurological function and mood. The low-fat diet craze of recent years has done no favors for our brains or our emotional well-being. Like organic animal protein, fats provide substance and sustenance to deal with daily stress and emotional trauma.
One way to appreciate the vital role that fats play in neurological health is to consider the ketogenic diet, a medical dietary therapy that is sometimes used in hospitals for people with neurological disorders. The diet calls for 80% of calories to come from high-quality fats, such as organic butter, ghee, unrefined coconut oils, extra virgin olive oil, and fish oils. Such quality fats help to protect both the myelin lining of the central nervous system and also the brain, which is mostly fat and cholesterol.
The high-fat ketogenic diet is used especially for children and the elderly. It is a quick remedy for nervous system disorders that may stem from reactions to vaccines. It can also be used for neurological issues such as epilepsy, multiple sclerosis, and Parkinson’s Disease. Some scientists believe that a high-fat diet can actually help repair the myelin lining around the nerves that are affected by a variety of chronic neurological diseases.
More evidence for the role of fats in mental health comes from the most recent, Winter 2008 issue of Wise Traditions, published by the Weston Price Foundation. In The Pursuit of Happiness: How Nutrient-dense Animal Fats Promote Mental and Emotional Health, Chris Masterjohn states, “Modern science has now elucidated the role of nutrient-dense animal fats in preventing mental illness and supporting the focused, goal-oriented behavior needed to confront challenges and pursue a happy, satisfying, and successful life.” Source: Health Counselor, Carol Kenney www.pathways4health.com.
Fats are vitally important for neurological function and mood. The low-fat diet craze of recent years has done no favors for our brains or our emotional well-being. Like organic animal protein, fats provide substance and sustenance to deal with daily stress and emotional trauma.
One way to appreciate the vital role that fats play in neurological health is to consider the ketogenic diet, a medical dietary therapy that is sometimes used in hospitals for people with neurological disorders. The diet calls for 80% of calories to come from high-quality fats, such as organic butter, ghee, unrefined coconut oils, extra virgin olive oil, and fish oils. Such quality fats help to protect both the myelin lining of the central nervous system and also the brain, which is mostly fat and cholesterol.
The high-fat ketogenic diet is used especially for children and the elderly. It is a quick remedy for nervous system disorders that may stem from reactions to vaccines. It can also be used for neurological issues such as epilepsy, multiple sclerosis, and Parkinson’s Disease. Some scientists believe that a high-fat diet can actually help repair the myelin lining around the nerves that are affected by a variety of chronic neurological diseases.
More evidence for the role of fats in mental health comes from the most recent, Winter 2008 issue of Wise Traditions, published by the Weston Price Foundation. In The Pursuit of Happiness: How Nutrient-dense Animal Fats Promote Mental and Emotional Health, Chris Masterjohn states, “Modern science has now elucidated the role of nutrient-dense animal fats in preventing mental illness and supporting the focused, goal-oriented behavior needed to confront challenges and pursue a happy, satisfying, and successful life.” Source: Health Counselor, Carol Kenney www.pathways4health.com.
Dr. Michele Borba on Manners
Simple Mom-Tested Secrets to Raising Well-Mannered Kids
By Dr. Michele Borba, www.simplemommysecrets.com
Excerpt from 12 Simple Secrets Real Moms Know: Getting Back to Basics and Raising Happy Kids by Michele Borba (Jossey-Bass Publishers, 2006)
All three of my sons attended a wonderful cooperative nursery school led by an incredibly caring teacher, Jeanette Thompson. The very first impression I had of the school was how well-mannered the children were. And, through the years as I put in my "coop" hours, I understood why her students were so polite: Mrs. Thompson never taught manners at a special time, instead she taught students manners all day long through her own example. Every sentence she ever uttered contained the word "please," "thank you," or "excuse me." It was impossible for her students not to be polite. She used to always tell the moms, "Manners are caught, not taught." Was she ever right! I also learned an important secret from my children's teacher: The first step to teaching kids good manners is to make sure you model them yourself.
Make no mistake, Mom: Courtesy does enhance our kids' chances of success! Scores of studies find that well-mannered children are more popular and do better in school. Notice how often they're invited to others' homes? Kids like to be around kids who are nice. Listen to teachers speak about them using such positive accolades. Courteous children have an edge later in life: the business world clearly tells us their first interview choices are those applicants displaying good social graces. They also get more "second" job interviews, and usually even the job. You just can't help but react positively to people who are polite and courteous. By prioritizing polite behaviors with our children, we can enhance their social competence and give them a big boost towards success. Here are five simple secrets to enhance good social graces in your children and give them that edge for a better life.
* Reward Courtesy. Good manners are among the simplest skills to teach children because they are expressed in just a few very specific behaviors. We can instantly point out good or poor manners to our kids: "Wow, nice manners! Did you notice the smile on Grandma's face when you thanked her for dinner?" or "Eating before waiting for the others to sit down wasn't polite," We can modify our children's manners: "Next time, remember to say 'Excuse Me' when you walk in front of someone." And we can always tune them up: "Before you ask for the dish, say "Please."
* Point Out the Value of Manners. Discuss with your children the value of good manners. You might say, "Using good manners helps you gain the respect of others. It's also a great way to meet new friends. Polite people just make the world a kinder place." Once kids understand the impact good manners have on others, they're more likely to incorporate courtesy in their own behavior.
* Teach a Manner a Week. When my children were young I taught them a jingle, "Hearts, like doors, will open with ease, if you learn to use these keys." We'd then print a manner a week on a large paper key and tape it on our kitchen door as a reminder. Every child in the neighborhood could recite not only our jingle, but name the manners that are the "keys to opening hearts." It helped me recognize "catching new manners" doesn't happen overnight: it takes consistency and effort to enhance them in our kids. So, how about teaching a "Manner a Week"? Write the manner on an index card, post it on your refrigerator, and then hold a contest to see how many times family members hear another member use the word. Here's a few to get you started: "Please., Thank you., May I?, Excuse me, I'm sorry., Pardon me., I'm glad to meet you,, You go first., and May I introduce....?"
* Correct Impoliteness Immediately. When your child uses an impolite comment, immediately correct the behavior by using the three "Bs" of discipline: "Be Brief, Be Private so no one but you and your child is aware you're correcting your child, and Be Specific." Here's how two parents used the three "Bs": Juan's mom waited for a private moment to point out his poor manners to him, "Starting your dinner without waiting first for Grandma to sit down, was impolite. Being polite means always respecting older people." Waiting for the right time when only Juan could hear his mom's correction, preserved his dignity but still let him know his behavior was unacceptable. When Kevin used a racist comment, his father immediately used the three Bs letting him know it was unacceptable: "That was a bigoted comment and could hurt someone's feelings. Please, don't ever use that word again."
* Practice Table Manners. A friend of mine who really wanted to make sure her children "caught good manners" started a unique family tradition: Once a month, she asks her children to help her plan a party. The children plan the menu, set their table--with only their "company dishes"--arrange a centerpiece of hand-picked flowers, and then sit in their "Sunday best." The party is just for their family, and it's the time my friend helps her children practice table manners such as "please pass," "thank you," "May I be excused?" (as well keeping your napkin on your lap, chewing with your mouth closed, waiting for others to speak, and learning which fork to use with each course). Yes, it takes a lot of work, but she swears it's worth it, especially when so many people comment on how well-behaved her children are.
A recent survey conducted by US News & World Report found nine out of ten Americans felt the breakdown of common courtesy has become a serious problem in this country. A huge seventy-eight percent of those polled said manners and good social graces have significantly eroded over past ten years, and is a major contributor to the breakdown of our values in this country. What a sad commentary! Using good manners will enhance your child's reputation in all arenas-home, school, and the community. Besides, kids like to be around other kids who are courteous and nice. So start boosting your child's social graces by using these simple secrets in your family.
Michele Borba, Ed.D. is a mom of three, a former teacher, and renowned educational consultant who has presented workshops to one million parents and teachers worldwide. Dr. Borba is the author of 12 Simple Secrets Real Moms Know: Getting Back to Basics and Raising Happy Kids (Jossey-Bass, April 2006).She is a frequent guest on Today, The Early Show, The View, and Fox & Friends. She is also the award-winning author of over 20 books including Parents Do Make a Difference, Don't Give Me That Attitude!, No More Misbehavin': 38 Difficult Behaviors and How to Stop Them, and Nobody Likes Me, Everybody Hates Me. Dr. Borba is an advisory board member for Parents. For more strategies and tips visit www.simplemommysecrets.com.
© 2006 by Michele Borba www.simplemommysecrets.com.
By Dr. Michele Borba, www.simplemommysecrets.com
Excerpt from 12 Simple Secrets Real Moms Know: Getting Back to Basics and Raising Happy Kids by Michele Borba (Jossey-Bass Publishers, 2006)
All three of my sons attended a wonderful cooperative nursery school led by an incredibly caring teacher, Jeanette Thompson. The very first impression I had of the school was how well-mannered the children were. And, through the years as I put in my "coop" hours, I understood why her students were so polite: Mrs. Thompson never taught manners at a special time, instead she taught students manners all day long through her own example. Every sentence she ever uttered contained the word "please," "thank you," or "excuse me." It was impossible for her students not to be polite. She used to always tell the moms, "Manners are caught, not taught." Was she ever right! I also learned an important secret from my children's teacher: The first step to teaching kids good manners is to make sure you model them yourself.
Make no mistake, Mom: Courtesy does enhance our kids' chances of success! Scores of studies find that well-mannered children are more popular and do better in school. Notice how often they're invited to others' homes? Kids like to be around kids who are nice. Listen to teachers speak about them using such positive accolades. Courteous children have an edge later in life: the business world clearly tells us their first interview choices are those applicants displaying good social graces. They also get more "second" job interviews, and usually even the job. You just can't help but react positively to people who are polite and courteous. By prioritizing polite behaviors with our children, we can enhance their social competence and give them a big boost towards success. Here are five simple secrets to enhance good social graces in your children and give them that edge for a better life.
* Reward Courtesy. Good manners are among the simplest skills to teach children because they are expressed in just a few very specific behaviors. We can instantly point out good or poor manners to our kids: "Wow, nice manners! Did you notice the smile on Grandma's face when you thanked her for dinner?" or "Eating before waiting for the others to sit down wasn't polite," We can modify our children's manners: "Next time, remember to say 'Excuse Me' when you walk in front of someone." And we can always tune them up: "Before you ask for the dish, say "Please."
* Point Out the Value of Manners. Discuss with your children the value of good manners. You might say, "Using good manners helps you gain the respect of others. It's also a great way to meet new friends. Polite people just make the world a kinder place." Once kids understand the impact good manners have on others, they're more likely to incorporate courtesy in their own behavior.
* Teach a Manner a Week. When my children were young I taught them a jingle, "Hearts, like doors, will open with ease, if you learn to use these keys." We'd then print a manner a week on a large paper key and tape it on our kitchen door as a reminder. Every child in the neighborhood could recite not only our jingle, but name the manners that are the "keys to opening hearts." It helped me recognize "catching new manners" doesn't happen overnight: it takes consistency and effort to enhance them in our kids. So, how about teaching a "Manner a Week"? Write the manner on an index card, post it on your refrigerator, and then hold a contest to see how many times family members hear another member use the word. Here's a few to get you started: "Please., Thank you., May I?, Excuse me, I'm sorry., Pardon me., I'm glad to meet you,, You go first., and May I introduce....?"
* Correct Impoliteness Immediately. When your child uses an impolite comment, immediately correct the behavior by using the three "Bs" of discipline: "Be Brief, Be Private so no one but you and your child is aware you're correcting your child, and Be Specific." Here's how two parents used the three "Bs": Juan's mom waited for a private moment to point out his poor manners to him, "Starting your dinner without waiting first for Grandma to sit down, was impolite. Being polite means always respecting older people." Waiting for the right time when only Juan could hear his mom's correction, preserved his dignity but still let him know his behavior was unacceptable. When Kevin used a racist comment, his father immediately used the three Bs letting him know it was unacceptable: "That was a bigoted comment and could hurt someone's feelings. Please, don't ever use that word again."
* Practice Table Manners. A friend of mine who really wanted to make sure her children "caught good manners" started a unique family tradition: Once a month, she asks her children to help her plan a party. The children plan the menu, set their table--with only their "company dishes"--arrange a centerpiece of hand-picked flowers, and then sit in their "Sunday best." The party is just for their family, and it's the time my friend helps her children practice table manners such as "please pass," "thank you," "May I be excused?" (as well keeping your napkin on your lap, chewing with your mouth closed, waiting for others to speak, and learning which fork to use with each course). Yes, it takes a lot of work, but she swears it's worth it, especially when so many people comment on how well-behaved her children are.
A recent survey conducted by US News & World Report found nine out of ten Americans felt the breakdown of common courtesy has become a serious problem in this country. A huge seventy-eight percent of those polled said manners and good social graces have significantly eroded over past ten years, and is a major contributor to the breakdown of our values in this country. What a sad commentary! Using good manners will enhance your child's reputation in all arenas-home, school, and the community. Besides, kids like to be around other kids who are courteous and nice. So start boosting your child's social graces by using these simple secrets in your family.
Michele Borba, Ed.D. is a mom of three, a former teacher, and renowned educational consultant who has presented workshops to one million parents and teachers worldwide. Dr. Borba is the author of 12 Simple Secrets Real Moms Know: Getting Back to Basics and Raising Happy Kids (Jossey-Bass, April 2006).She is a frequent guest on Today, The Early Show, The View, and Fox & Friends. She is also the award-winning author of over 20 books including Parents Do Make a Difference, Don't Give Me That Attitude!, No More Misbehavin': 38 Difficult Behaviors and How to Stop Them, and Nobody Likes Me, Everybody Hates Me. Dr. Borba is an advisory board member for Parents. For more strategies and tips visit www.simplemommysecrets.com.
© 2006 by Michele Borba www.simplemommysecrets.com.
Thursday, January 29, 2009
Family-Based Lifestyle Interventions May Help Obese Children Lose Weight
Family-Based Lifestyle Interventions May Help Obese Children Lose Weight
Laurie Barclay, MD From Medscape Today
January 26, 2009 — Family-based lifestyle interventions that modify diet and physical activity and that include behavioral therapy can help obese children lose weight and maintain that loss for at least 6 months, according to the results of a Cochrane systematic review posted online January 21 in the Cochrane Database of Systematic Reviews.
"Child and adolescent obesity is increasingly prevalent, and can be associated with significant short- and long-term health consequences," write Hiltje Oude Luttikhuis, from Beatrix Children's Hospital and University Medical Center Groningen, in Groningen, the Netherlands, and colleagues. "In order to support clinicians in determining the most appropriate form of treatment, paediatric weight management guidelines exist in many countries to promote best practice, but at present many of these recommendations are based on low grade scientific evidence."
The goal of this systematic review was to evaluate the efficacy of lifestyle, drug, and surgical interventions to treat obesity in childhood. The reviewers searched CENTRAL on The Cochrane Library Issue 2 2008, MEDLINE, EMBASE, CINAHL, PsycINFO, ISI Web of Science, DARE, and NHS EED from 1985 to May 2008 without language restrictions. Bibliographies of retrieved articles were also consulted.
Inclusion criteria for the review were randomized controlled trials of lifestyle interventions (eg, dietary, physical activity, and/or behavioral therapy interventions) and drug and surgical interventions to treat obesity in children younger than 18 years. The interventions could have been conducted with or without the support of family members. A minimum of 6 months of follow-up was required or 3 months for actual drug therapy.
Exclusion criteria were interventions that specifically addressed the treatment of eating disorders or of type 2 diabetes or that included participants with a secondary or syndromic cause of obesity. Using criteria in the Cochrane Handbook, 2 reviewers independently evaluated trial quality and extracted data, and they also contacted study authors for additional information when needed.
The 64 randomized controlled trials identified that met criteria enrolled a total of 5230 participants. In 12 studies, lifestyle interventions were directed at physical activity and sedentary behavior, whereas 6 studies addressed diet and 36 evaluated behaviorally oriented treatment programs. Ten studies looked at drug interventions with metformin, orlistat, or sibutramine. None of the identified studies of surgical intervention met inclusion criteria. Intervention design, outcome measurements, and methodologic quality varied considerably in the included studies.
Meta-analyses showed that lifestyle interventions involving children and lifestyle interventions in adolescents with or without the addition of orlistat or sibutramine were associated with a reduction in overweight at 6 and 12 months of follow-up. Randomized controlled trials of drugs showed a range of adverse effects.
Limitations of this review include those of the reviewed studies, such as insufficient power, publication bias, failure to account for missing data in analyses, analysis not based on intent-to-treat, variations in the definitions of fatness in children, and limited duration of follow-up.
"While there is limited quality data to recommend one treatment program to be favoured over another, this review shows that combined behavioural lifestyle interventions compared to standard care or self-help can produce a significant and clinically meaningful reduction in overweight in children and adolescents," the study authors conclude. "In obese adolescents, consideration should be given to the use of either orlistat or sibutramine, as an adjunct to lifestyle interventions, although this approach needs to be carefully weighed up against the potential for adverse effects. Furthermore, high quality research that considers psychosocial determinants for behaviour change, strategies to improve clinician family interaction, and cost-effective programs for primary and community care is required."
The University Medical Center, Groningen, Netherlands; The Children's Hospital at Westmead, Sydney, Australia; the Centre for Food Physical Activity and Obesity Research, University of Teesside, United Kingdom; the Wolfson Research Institute, University of Durham, United Kingdom; and the Australian National Health & Medical Research Council, Australia, supported this study. One of the review authors is a coauthor on 3 of the studies included in the Cochrane Review. Two other authors are involved in the design and conduct of a potentially eligible study for this review.
Cochrane Database Syst Rev. Published online January 21, 2009.
Laurie Barclay, MD From Medscape Today
January 26, 2009 — Family-based lifestyle interventions that modify diet and physical activity and that include behavioral therapy can help obese children lose weight and maintain that loss for at least 6 months, according to the results of a Cochrane systematic review posted online January 21 in the Cochrane Database of Systematic Reviews.
"Child and adolescent obesity is increasingly prevalent, and can be associated with significant short- and long-term health consequences," write Hiltje Oude Luttikhuis, from Beatrix Children's Hospital and University Medical Center Groningen, in Groningen, the Netherlands, and colleagues. "In order to support clinicians in determining the most appropriate form of treatment, paediatric weight management guidelines exist in many countries to promote best practice, but at present many of these recommendations are based on low grade scientific evidence."
The goal of this systematic review was to evaluate the efficacy of lifestyle, drug, and surgical interventions to treat obesity in childhood. The reviewers searched CENTRAL on The Cochrane Library Issue 2 2008, MEDLINE, EMBASE, CINAHL, PsycINFO, ISI Web of Science, DARE, and NHS EED from 1985 to May 2008 without language restrictions. Bibliographies of retrieved articles were also consulted.
Inclusion criteria for the review were randomized controlled trials of lifestyle interventions (eg, dietary, physical activity, and/or behavioral therapy interventions) and drug and surgical interventions to treat obesity in children younger than 18 years. The interventions could have been conducted with or without the support of family members. A minimum of 6 months of follow-up was required or 3 months for actual drug therapy.
Exclusion criteria were interventions that specifically addressed the treatment of eating disorders or of type 2 diabetes or that included participants with a secondary or syndromic cause of obesity. Using criteria in the Cochrane Handbook, 2 reviewers independently evaluated trial quality and extracted data, and they also contacted study authors for additional information when needed.
The 64 randomized controlled trials identified that met criteria enrolled a total of 5230 participants. In 12 studies, lifestyle interventions were directed at physical activity and sedentary behavior, whereas 6 studies addressed diet and 36 evaluated behaviorally oriented treatment programs. Ten studies looked at drug interventions with metformin, orlistat, or sibutramine. None of the identified studies of surgical intervention met inclusion criteria. Intervention design, outcome measurements, and methodologic quality varied considerably in the included studies.
Meta-analyses showed that lifestyle interventions involving children and lifestyle interventions in adolescents with or without the addition of orlistat or sibutramine were associated with a reduction in overweight at 6 and 12 months of follow-up. Randomized controlled trials of drugs showed a range of adverse effects.
Limitations of this review include those of the reviewed studies, such as insufficient power, publication bias, failure to account for missing data in analyses, analysis not based on intent-to-treat, variations in the definitions of fatness in children, and limited duration of follow-up.
"While there is limited quality data to recommend one treatment program to be favoured over another, this review shows that combined behavioural lifestyle interventions compared to standard care or self-help can produce a significant and clinically meaningful reduction in overweight in children and adolescents," the study authors conclude. "In obese adolescents, consideration should be given to the use of either orlistat or sibutramine, as an adjunct to lifestyle interventions, although this approach needs to be carefully weighed up against the potential for adverse effects. Furthermore, high quality research that considers psychosocial determinants for behaviour change, strategies to improve clinician family interaction, and cost-effective programs for primary and community care is required."
The University Medical Center, Groningen, Netherlands; The Children's Hospital at Westmead, Sydney, Australia; the Centre for Food Physical Activity and Obesity Research, University of Teesside, United Kingdom; the Wolfson Research Institute, University of Durham, United Kingdom; and the Australian National Health & Medical Research Council, Australia, supported this study. One of the review authors is a coauthor on 3 of the studies included in the Cochrane Review. Two other authors are involved in the design and conduct of a potentially eligible study for this review.
Cochrane Database Syst Rev. Published online January 21, 2009.
Tuesday, January 27, 2009
Getting Your Children To Do As They Are Told
Why Do Children Misbehave?
If you attend a workshop or parenting class, you are likely to hear that children misbehave for four common reasons: attention, power, revenge, or inadequacy. Yet, when I ask parents the meanings behind behavior, they often come up with a broader range of reasons children misbehave.
Children may misbehave due to:
1. Illness: When we don’t feel well, we often don’t have the skills, patience, calming power, or thinking ability to do the right thing.
2. Boredom: This is common in school when topics and activities do not stimulate the brain enough to keep it engaged.
3. Frustration and anger: When tasks, people, or experiences lead us to frustration or anger, we are unlikely to do the right thing or make a good choice.
4. A need for attention: Most people enjoy attention, but there is likely a critical mass below which children seek the stimulation and comfort of attention, love, and nurturance.
5. Anxiety: Anxiety is simply fear turned on its side. They both come from the same biological brain system, the limbic system. Many times children misbehave because they are anxious, afraid, or both, even if they don’t have the language skills to communicate their concerns or fears.
6. Low self-esteem: When children do not regard themselves very highly, part of them figures, “Who cares. Whatever. Things are no good for me now so why should I comply?”
7. Misunderstanding: Sometimes children misunderstand what is expected of them. This can be due to communication, listening, or attention challenges.
8. Pacing problems: The internal motor of some children runs too high, making their internal pacing and speed a difficulty to manage themselves.
9. Communication challenges: Due to receptive and or expressive language issues, some children do not have the foundational communication skills to exhibit appropriate behaviors.
10. Sabotage: While parents are generally well-meaning, they can miscommunicate with their children, expect skills beyond the child’s ability, or interfere with learning because of their own anger and skill deficits.
11. Sensory overload: Some children experience overloads to their nervous system that lead to acting up and acting out. Sensory calming skills need to be employed.
_______________________________________________________________________________________
One method for stepping back and collecting data before you form an opinion or intervene is to ask yourself: “What is the meaning of the behavior?” “What underlies this behavior?” “Why is it occurring?” and “What factors are reinforcing this behavior?” In fact, there are three steps to intervening: Data collection, decision-making and intervention.
The method we explore today at the teleconference is "Can He Do It?" differentiating willful non-compliance from a skill deficit. Let's look at a sample behavior:
Identify “Can He Do It?”
Many times children may not be able to exhibit desired behaviors because they do not possess the skills to do as you ask. A simple evaluation tool I use in my office is “Can He Do It?” The tool works like this: write down a specific behavior your child had difficulty with in the past 48 hours. Then ask yourself if your child possessed the skills necessary to complete the desired behavior? If yes, expect it. This is when we use simple behavioral compliance strategies. If no, teach it. It’s that simple. Let’s look at one specific behavioral challenges.
Behavior #1: Sharing Toys
Step #1: What is the expected behavior?
Answer: I expect my five-year-old son to share his toys with his sister.
Step #2: “Can he do it?”
• Did I discretely define one behavior I am seeking my child to exhibit?
• Does my child have the requisite skills to exhibit this behavior?
• Are there any roadblocks that inhibit my child’s ability to exhibit the behavior? For example, did my child sleep well and eat well?
• Have I defined which toys are for sharing and which are personal and will not be played with by others?
• If my child will share another toy, but not the requested toy, did I offer an alternative solution for the children?
Step #3: If yes, expect it. Help your child learn to share by clarifying expectations and establishing a time-frame for sharing.
Step #4: If no, teach it. Help the child to choose an alternate toy, model sharing, and practice sharing.
Bring your own examples to the call, look forward to hearing you there.
http://www.lynnekenney.com/teleconferences.php
If you attend a workshop or parenting class, you are likely to hear that children misbehave for four common reasons: attention, power, revenge, or inadequacy. Yet, when I ask parents the meanings behind behavior, they often come up with a broader range of reasons children misbehave.
Children may misbehave due to:
1. Illness: When we don’t feel well, we often don’t have the skills, patience, calming power, or thinking ability to do the right thing.
2. Boredom: This is common in school when topics and activities do not stimulate the brain enough to keep it engaged.
3. Frustration and anger: When tasks, people, or experiences lead us to frustration or anger, we are unlikely to do the right thing or make a good choice.
4. A need for attention: Most people enjoy attention, but there is likely a critical mass below which children seek the stimulation and comfort of attention, love, and nurturance.
5. Anxiety: Anxiety is simply fear turned on its side. They both come from the same biological brain system, the limbic system. Many times children misbehave because they are anxious, afraid, or both, even if they don’t have the language skills to communicate their concerns or fears.
6. Low self-esteem: When children do not regard themselves very highly, part of them figures, “Who cares. Whatever. Things are no good for me now so why should I comply?”
7. Misunderstanding: Sometimes children misunderstand what is expected of them. This can be due to communication, listening, or attention challenges.
8. Pacing problems: The internal motor of some children runs too high, making their internal pacing and speed a difficulty to manage themselves.
9. Communication challenges: Due to receptive and or expressive language issues, some children do not have the foundational communication skills to exhibit appropriate behaviors.
10. Sabotage: While parents are generally well-meaning, they can miscommunicate with their children, expect skills beyond the child’s ability, or interfere with learning because of their own anger and skill deficits.
11. Sensory overload: Some children experience overloads to their nervous system that lead to acting up and acting out. Sensory calming skills need to be employed.
_______________________________________________________________________________________
One method for stepping back and collecting data before you form an opinion or intervene is to ask yourself: “What is the meaning of the behavior?” “What underlies this behavior?” “Why is it occurring?” and “What factors are reinforcing this behavior?” In fact, there are three steps to intervening: Data collection, decision-making and intervention.
The method we explore today at the teleconference is "Can He Do It?" differentiating willful non-compliance from a skill deficit. Let's look at a sample behavior:
Identify “Can He Do It?”
Many times children may not be able to exhibit desired behaviors because they do not possess the skills to do as you ask. A simple evaluation tool I use in my office is “Can He Do It?” The tool works like this: write down a specific behavior your child had difficulty with in the past 48 hours. Then ask yourself if your child possessed the skills necessary to complete the desired behavior? If yes, expect it. This is when we use simple behavioral compliance strategies. If no, teach it. It’s that simple. Let’s look at one specific behavioral challenges.
Behavior #1: Sharing Toys
Step #1: What is the expected behavior?
Answer: I expect my five-year-old son to share his toys with his sister.
Step #2: “Can he do it?”
• Did I discretely define one behavior I am seeking my child to exhibit?
• Does my child have the requisite skills to exhibit this behavior?
• Are there any roadblocks that inhibit my child’s ability to exhibit the behavior? For example, did my child sleep well and eat well?
• Have I defined which toys are for sharing and which are personal and will not be played with by others?
• If my child will share another toy, but not the requested toy, did I offer an alternative solution for the children?
Step #3: If yes, expect it. Help your child learn to share by clarifying expectations and establishing a time-frame for sharing.
Step #4: If no, teach it. Help the child to choose an alternate toy, model sharing, and practice sharing.
Bring your own examples to the call, look forward to hearing you there.
http://www.lynnekenney.com/teleconferences.php
Monday, January 26, 2009
Peggy Porter Can Change Your Life with Mompreneur Coaching
Peggy Porter is an entrepreneur coach whom I truly respect, read on and see if you are motivated for your better life - today. Best, Dr. K
The month of January is coming to a close and so I encourage you to ask yourself these questions:
Am I TRULY living the life that I want to live, the life I dream off?
Am I creating the business that offers financial prosperity as well as lots of time to spend with family?
Am I taking care of ME? Do I experience joy, vitality and happiness on a daily basis?
Do I love the life I am living while creating the life I want?
Do I want to be entering 2010 in the same place I am today?
If you answered NO to any of these questions, you are not alone. Many Mom Entrepreneurs struggle with bringing their vision for their family and business into reality.
The thing is, IT IS ABSOLUTELY POSSIBLE!
Then WHY do many mom entrepreneurs still struggle from year to year to make the changes they know and want to make?
Because we lose focus and motivation and life gets in the way. Overwhelm sets in as well as fear and self doubt and before we know it, another year rolls by and we are in the same place as we were last year.
How do I know this? Because it all happened to me on more than one occasion.
So are you tired of living this struggle? Are you REALLY READY to make some changes and DO things differently this year? Are you ready to think bigger about what your life can truly be?
I want to help you reach all your goals in 2009. How do I know I can do this? Because I know how effective having a coach can be. All the times I have been involved with a coach or a coaching program has been the time when I have experienced the most personal and professional growth AND I know the results clients have gotten from working with me. Coaching gives you the accountability, focus and structure that is needed to reach goals.
Presently, I have two openings for private platinum clients. This is a very structured, focused year long one on one coaching program. It will get you results if you are ready to make the commitments and step into the possibilities for your life and business.
This is what you will get as a platinum client...
Mom Entrepreneur Platinum Program
This is a 12 month program for the motivated Mom Entrepreneur who is ready to make the commitment to turn her life and business around!
Year long programs are not for everyone but they are for the client who wants to create a compelling vision for their life and business, break through barriers, set big, bold goals, and create clear action steps with weekly accountability.
The Platinum program consists of:
* 90 minute life assessment and goal setting call at the beginning of the program
* 3-1 hour sessions each and every month
* Monthly checklists to keep focused and on track
* Monthly goal setting on eliminating clutter, energy drains and tolerations
* Creating and committing to regular routines of self care
* 90 minute assessment at the 6 month mark
* Mp3 downloadable recording of each call
* Unlimited email coaching for the entire year
Sound like something you are be interested in? Email me or call 506-651-4550 before Feb 1, 2009 and we will set up an appointment to discuss the program and its suitability for you.
There is a quote that always comes to mind when I am feeling stuck...
"If you always do what you always did,
you will always get what you always got."
Are you ready to do things different? Email me at peggy@seekingbalance.ca
To Your Mom Entrepreneur Success,
Peggy Porter
The month of January is coming to a close and so I encourage you to ask yourself these questions:
Am I TRULY living the life that I want to live, the life I dream off?
Am I creating the business that offers financial prosperity as well as lots of time to spend with family?
Am I taking care of ME? Do I experience joy, vitality and happiness on a daily basis?
Do I love the life I am living while creating the life I want?
Do I want to be entering 2010 in the same place I am today?
If you answered NO to any of these questions, you are not alone. Many Mom Entrepreneurs struggle with bringing their vision for their family and business into reality.
The thing is, IT IS ABSOLUTELY POSSIBLE!
Then WHY do many mom entrepreneurs still struggle from year to year to make the changes they know and want to make?
Because we lose focus and motivation and life gets in the way. Overwhelm sets in as well as fear and self doubt and before we know it, another year rolls by and we are in the same place as we were last year.
How do I know this? Because it all happened to me on more than one occasion.
So are you tired of living this struggle? Are you REALLY READY to make some changes and DO things differently this year? Are you ready to think bigger about what your life can truly be?
I want to help you reach all your goals in 2009. How do I know I can do this? Because I know how effective having a coach can be. All the times I have been involved with a coach or a coaching program has been the time when I have experienced the most personal and professional growth AND I know the results clients have gotten from working with me. Coaching gives you the accountability, focus and structure that is needed to reach goals.
Presently, I have two openings for private platinum clients. This is a very structured, focused year long one on one coaching program. It will get you results if you are ready to make the commitments and step into the possibilities for your life and business.
This is what you will get as a platinum client...
Mom Entrepreneur Platinum Program
This is a 12 month program for the motivated Mom Entrepreneur who is ready to make the commitment to turn her life and business around!
Year long programs are not for everyone but they are for the client who wants to create a compelling vision for their life and business, break through barriers, set big, bold goals, and create clear action steps with weekly accountability.
The Platinum program consists of:
* 90 minute life assessment and goal setting call at the beginning of the program
* 3-1 hour sessions each and every month
* Monthly checklists to keep focused and on track
* Monthly goal setting on eliminating clutter, energy drains and tolerations
* Creating and committing to regular routines of self care
* 90 minute assessment at the 6 month mark
* Mp3 downloadable recording of each call
* Unlimited email coaching for the entire year
Sound like something you are be interested in? Email me or call 506-651-4550 before Feb 1, 2009 and we will set up an appointment to discuss the program and its suitability for you.
There is a quote that always comes to mind when I am feeling stuck...
"If you always do what you always did,
you will always get what you always got."
Are you ready to do things different? Email me at peggy@seekingbalance.ca
To Your Mom Entrepreneur Success,
Peggy Porter
Friday, January 23, 2009
Self-Monitoring Behavior
Self-Monitoring Behavior
You may know children who hit or call names, only to blame the other children for their behavioral choices. Sometimes these children blame others in order to justify their own behavior. More often, however, they have not developed the self-awareness, planning, and impulse control to manage their behaviors effectively. This occurs particularly when they are ages four to nine. One step toward helping your children follow the rules is improving their ability to observe their own behaviors and the impact of their behaviors on others.
Research shows that children behave better when their view of their behavior coincides with the view others have of their behavior. As an example, seven-year-old Juliette is more likely to hold the door open for her peers at school when her peers view that behavior as one Juliette is anticipated to exhibit. If asked to rate her "door holding" behavior on a scale of 1 to 5 (1 being poor and 5 being excellent) she is also more likely to rate herself as her peers would see her behavior if she knows they are also evaluating her.
You can use self and sibling ratings as a tool to help your children observe and manage their behaviors better at home. The Family Coach, My Daily Points tool can help your children consciously monitor their behavior.
THE FAMILY COACH POINTS TOOL
Name __________________________________________________________________
Time:______Points:_____
Time:______Points:_____
Time:______Points:_____
Time:______Points:_____
Time:______Points:_____
Name __________________________________________________________________
Time: ______Points:_____
Time: ______Points:_____
Time: ______Points:_____
Time: ______Points:_____
Time: ______Points:_____
Begin with three rules for your family to follow for one week. Each day, focus on one of the rules. Make a sheet of paper with each person's name across the top. On the left hand side write down five times such as 7 am, 8 am, noon, 3 pm, and 5 pm depending on what time your children go to school, camp, soccer, etc. Try to choose five specific times when you are with your children so that the rating period is based on times when you are present to observe behaviors. Help your children monitor their adherence to one family rule each day by taking a moment and asking your children, "On a scale from 1 to 5, how well did you follow the family rule today?" On the scale, 1 is poorly, 2 is partially, 3 is okay, 4 is good, and 5 is great.
Let's put this tool into practice:
"This week, we will be focusing on three family rules: (1) Being an active listener, (2) complimenting one another, and (3) putting our belongings back in their homes (where they belong). Today is Monday, so we are working on 'Being an active listener'." Take the time to help your children see where they are earning points with an eye toward what behaviors they wish to improve.
You may know children who hit or call names, only to blame the other children for their behavioral choices. Sometimes these children blame others in order to justify their own behavior. More often, however, they have not developed the self-awareness, planning, and impulse control to manage their behaviors effectively. This occurs particularly when they are ages four to nine. One step toward helping your children follow the rules is improving their ability to observe their own behaviors and the impact of their behaviors on others.
Research shows that children behave better when their view of their behavior coincides with the view others have of their behavior. As an example, seven-year-old Juliette is more likely to hold the door open for her peers at school when her peers view that behavior as one Juliette is anticipated to exhibit. If asked to rate her "door holding" behavior on a scale of 1 to 5 (1 being poor and 5 being excellent) she is also more likely to rate herself as her peers would see her behavior if she knows they are also evaluating her.
You can use self and sibling ratings as a tool to help your children observe and manage their behaviors better at home. The Family Coach, My Daily Points tool can help your children consciously monitor their behavior.
THE FAMILY COACH POINTS TOOL
Name __________________________________________________________________
Time:______Points:_____
Time:______Points:_____
Time:______Points:_____
Time:______Points:_____
Time:______Points:_____
Name __________________________________________________________________
Time: ______Points:_____
Time: ______Points:_____
Time: ______Points:_____
Time: ______Points:_____
Time: ______Points:_____
Begin with three rules for your family to follow for one week. Each day, focus on one of the rules. Make a sheet of paper with each person's name across the top. On the left hand side write down five times such as 7 am, 8 am, noon, 3 pm, and 5 pm depending on what time your children go to school, camp, soccer, etc. Try to choose five specific times when you are with your children so that the rating period is based on times when you are present to observe behaviors. Help your children monitor their adherence to one family rule each day by taking a moment and asking your children, "On a scale from 1 to 5, how well did you follow the family rule today?" On the scale, 1 is poorly, 2 is partially, 3 is okay, 4 is good, and 5 is great.
Let's put this tool into practice:
"This week, we will be focusing on three family rules: (1) Being an active listener, (2) complimenting one another, and (3) putting our belongings back in their homes (where they belong). Today is Monday, so we are working on 'Being an active listener'." Take the time to help your children see where they are earning points with an eye toward what behaviors they wish to improve.
Tuesday, January 20, 2009
Light a SPARK FREE Webinar
SPARK presents:
"Simple ways to increase MVPA"
This webinar is the first in a series of free monthly "Wednesday Webinars" hosted by SPARK. The purpose is to provide educators and administrators with resources to implement and/or sustain SPARK programs in their schools. Whether you are a seasoned SPARK Star or just want to learn more about SPARK, this webinar series is for you!
There will be a new topic each month as well as time for Q&A on anything you'd like to discuss.
SPARK's February Webinar-
"Simple Ways to increase MVPA"
Description: A major objective of SPARK PE is to increase the amount of time students spend engaged in moderate to vigorous physical activity (MVPA). This webinar will present proven ways to increase MVPA through discussion of the following topics:
*Why students need more MVPA
*Modifying lessons to increase MVPA
*Decreasing transition time between activities
*Identifying inclusionary strategies
When: Wednesday, Feb 4th at 3:00 pm PST
Who: K-12 teachers and administrators, PE specialists, after school coordinators, early childhood educators, and coordinated school health staff.
Duration: 30 minutes
Cost: Free!
Registration: To register for this webinar, click on the following link: SPARK Webinar- Feb 4th. Then
click on the "REGISTER" button to sign up.
Thank you from the SPARK team!
"Simple ways to increase MVPA"
This webinar is the first in a series of free monthly "Wednesday Webinars" hosted by SPARK. The purpose is to provide educators and administrators with resources to implement and/or sustain SPARK programs in their schools. Whether you are a seasoned SPARK Star or just want to learn more about SPARK, this webinar series is for you!
There will be a new topic each month as well as time for Q&A on anything you'd like to discuss.
SPARK's February Webinar-
"Simple Ways to increase MVPA"
Description: A major objective of SPARK PE is to increase the amount of time students spend engaged in moderate to vigorous physical activity (MVPA). This webinar will present proven ways to increase MVPA through discussion of the following topics:
*Why students need more MVPA
*Modifying lessons to increase MVPA
*Decreasing transition time between activities
*Identifying inclusionary strategies
When: Wednesday, Feb 4th at 3:00 pm PST
Who: K-12 teachers and administrators, PE specialists, after school coordinators, early childhood educators, and coordinated school health staff.
Duration: 30 minutes
Cost: Free!
Registration: To register for this webinar, click on the following link: SPARK Webinar- Feb 4th. Then
click on the "REGISTER" button to sign up.
Thank you from the SPARK team!
Thursday, January 15, 2009
Conscious Movement
Introducing Conscious Movement classes for adults.
Conscious Movement gets you moving. You learn to let go of the constant gripping of your muscles, that creates tension in your body and mind. You will become aware of where you get "stuck" in your body and in your thought patterns. Through movement, you can trust in your body and mind, becoming more present and focused in your life.
Besides learning about yourself, through movement, you also get a workout. As you integrate movement in your muscles, bones and joints, you learn to create more relaxation and ease by moving through your whole body. In practicing deep internal stretches in your body, you can unwind your challenge areas. You will build strength, stamina & endurance as you work your muscles through "whole body" movements. You will learn to let go of the physical and mental "stuff" that holds you back from really making things work in your life.
www.consciousworkouts.com
Contact Michell at:
info@consciousworkouts.com or 602-617-3141 to register
Conscious Movement gets you moving. You learn to let go of the constant gripping of your muscles, that creates tension in your body and mind. You will become aware of where you get "stuck" in your body and in your thought patterns. Through movement, you can trust in your body and mind, becoming more present and focused in your life.
Besides learning about yourself, through movement, you also get a workout. As you integrate movement in your muscles, bones and joints, you learn to create more relaxation and ease by moving through your whole body. In practicing deep internal stretches in your body, you can unwind your challenge areas. You will build strength, stamina & endurance as you work your muscles through "whole body" movements. You will learn to let go of the physical and mental "stuff" that holds you back from really making things work in your life.
www.consciousworkouts.com
Contact Michell at:
info@consciousworkouts.com or 602-617-3141 to register
Monday, January 12, 2009
Twitter Moms Blog
It's official, TwitterMoms now has featured contributors! Look for fun, thought-provoking posts everyday. Read the latest in parenting, home & food, style, health & fitness, travel, money & business and a completely upgraded TwitterMom of the Week (could it be you?).
Announcing the TwitterMoms Featured Contributors
We reviewed hundreds of applications for featured contributors, and may I just say, you ladies are all very impressive! But I did have to select a limited number -- this go around! Our featured contributors are volunteers, and as we get further along we will add more featured contributors from our membership. Stay tuned! But, without further adieu, it is with great pleasure to introduce you to our new featured contributors:
* For all you moms out there, Molly Balient, Terreece Clarke and Lynne Kenney will be posting stories and advice on parenting.
* Laura Zavelson, Mary and Beth Ann Bentley will be covering crafting, decorating and all things home & food.
* To keep up on the latest fashion and beauty trends, check out Kristen Andrews style blog - she's got all the inside scoop.
* Holly Rigsby and Lisa Druxman will be sharing their expertise for losing weight and keeping fit in 2009 in the health & fitness section.
* And, if you are taking a vacation this year or just want to live vicariously through a mom traveling Europe with her husband, child and dog, be sure to read the latest from Alice Griffin and Jamie Pearson.
* Beth Feldman, Lyn Mettler and Lauren Barack will be helping us keep our businesses and finances in order with their advice and expertise in money & business.
* Finally, Lea Curtes Swenson will be introducing us to the TwitterMom of the Week every Monday!
Join us! www.twittermoms.com/profile/LynneKenney
Announcing the TwitterMoms Featured Contributors
We reviewed hundreds of applications for featured contributors, and may I just say, you ladies are all very impressive! But I did have to select a limited number -- this go around! Our featured contributors are volunteers, and as we get further along we will add more featured contributors from our membership. Stay tuned! But, without further adieu, it is with great pleasure to introduce you to our new featured contributors:
* For all you moms out there, Molly Balient, Terreece Clarke and Lynne Kenney will be posting stories and advice on parenting.
* Laura Zavelson, Mary and Beth Ann Bentley will be covering crafting, decorating and all things home & food.
* To keep up on the latest fashion and beauty trends, check out Kristen Andrews style blog - she's got all the inside scoop.
* Holly Rigsby and Lisa Druxman will be sharing their expertise for losing weight and keeping fit in 2009 in the health & fitness section.
* And, if you are taking a vacation this year or just want to live vicariously through a mom traveling Europe with her husband, child and dog, be sure to read the latest from Alice Griffin and Jamie Pearson.
* Beth Feldman, Lyn Mettler and Lauren Barack will be helping us keep our businesses and finances in order with their advice and expertise in money & business.
* Finally, Lea Curtes Swenson will be introducing us to the TwitterMom of the Week every Monday!
Join us! www.twittermoms.com/profile/LynneKenney
Saturday, January 10, 2009
Think Thin with Dr. Fred From MotherHoodLater.com
I think we can all remember back when it was "so easy" to lose weight - if not so easy then at least easier than it is now. Time is definitely not our friend when it comes to weight loss, especially for women. The reason for this is mainly the hormonal changes that start to occur at this stage of life. That's right, peri-menopausal changes. These changes start anywhere from 35 to 40 and will last until you start to experience the more common menopausal symptoms like hot flashes, memory loss, and vaginal dryness - to name a few.
I have designed a program with stubborn weight loss issues in mind. These issues are interesting because many women complain of the inability to lose weight after having children (but that has never stopped Angelina Jolie) or some women find that for the first time in their lives, without changing the way they eat, they are finding that the pounds just keep piling on. It's all about hormones! The diet program I recommend is geared toward regulating those hormones and allowing you to lose weight and, most importantly, to stay healthy while setting a good example for your children.
In my first diet book for adults, Thin For Good, there are specific chapters designed for both men and women at different times in their lives. My more recent book, The Hamptons Diet, applies more to everyone and includes all of the insight I've gained since the first book was written. Each book has over 200 recipes. The Hamptons Diet Cookbook is also available if you truly get hooked on this way of eating.
In case you don't want to buy the books, allow me to share the top ten tips for losing weight (at any age!)
Cut out Sugar!
Seems simple enough, right? Yet sugar can be found in most foods. In fact, there are 300 foods that the government says do not have to include the sugar content in the ingredients label although the food does contain sugar (such as iodized salt - most iodized salts add sugar to keep the grains from sticking together). Did you know that ketchup contains more sugar than ice cream? How can you find the hidden sugars? Look at the ingredients list for words that end in "-ose" or "-ol" - these are sugars. Fruit juice should be avoided - studies show that those who consume more fruit juice are more prone to obesity and diabetes. Soda is also loaded with sugar. You may be hearing a lot about high fructose corn syrup these day too - what you may not know is that this product is even more deadly than regular sugar. Be wary of labels that say "no sugar added" - check the ingredients list. You will be surprised at what you find!
Note: Stevia (a non-caloric herb) is a good and healthy sugar substitute that can easily be found in a health food store.
Eradicate Simple Carbohydrates from your Diet:
That means bye-bye to all the "white" foods such as bread, pasta, pretzels, etc. They are metabolized in the body just like sugar. I should also mention that honey, succanat, and agave are still just sugars albeit in a "healthier" form; yet for the purposes of losing weight, they are metabolized in the body identically to sugar so get rid of them.
Cut out "Diet" Products:
Most of these will contain an artificial sweetener of some kind. Not only are these toxic chemicals which will kill you at some point, but they set up blood sugar reactions in the body and will have you craving sweets just as if you were eating sugar.
Choose Lean Proteins:
Don't be afraid of meat or eggs. They fire up the metabolism and it is okay to eat eggs every morning. 80% of the cholesterol in your blood stream is produced by the liver and not by what you eat - a very common medical myth. I would advise eating organic animal products whenever possible.
Choose Healthier Snacks:
Cheese, nuts, nut butters, seeds are all significantly heart healthy snacks. The fatty acids found in these products not only satisfy hunger, and boost your metabolism but will also aid in decreasing cholesterol and raising the healthy HDL cholesterol.
Vegetables are you Friends:
So many of us forget that vegetables are a wonderful source of carbohydrates and fiber. They are filling and most of them are filled with lots of water hence giving them the ability to satiate you.
Drink Plenty of Water:
You should be drinking about ½ your body weight in ounces of water each day. I know that sounds like a lot, but once you start doing it you will start to feel the thirst. This helps to flush out toxins and keep your bowels moving regularly.
Eat at Home More Often:
Not only will this save you money but you will know exactly what is in your food; no guess work and no added growth hormones or antibiotic residue from non-organic or non-natural food.
Exercise:
This not only decreases stress levels which decrease cortisol levels (the hormone that increases fatty deposition around the mid section) but also helps in the weight loss process. Even if you only exercise for a few minutes a day - it's better than nothing.
Get a Buddy:
If all else fails, get support from those around you. Encourage your husband, a girlfriend or anyone to join in with you. It is easier as a team. And if your family doesn't go along willingly, if you do the shopping and the cooking, then they will be forced to eat what you are eating - don't buy foods just for them. If they want something different, they can go to the store themselves.
Good Luck and Happy New Year!
Think Thin in 2009
Tips for Healthy Weight Loss
Dr. Fred Pescatore, MD, MPH, CCN
from www.motherhoodlater.com
Dr. Fred Pescatore, MD, MPH, CCN is a regular contributor to the MLTS Newsletter. He is the author of The New York Times best-selling book, The Hampton's Diet, and The Hampton's Diet Cookbook, which combine the Mediterranean lifestyle with the palates of Americans emphasizing a whole foods approach to health and weight management. He lectures around the world and has been seen on such televisions shows as, NBC's Today Show and ABC's The View. He is a correspondent for Women's World, First for Women, In Touch, US Weekly and Life & Style magazines.
I have designed a program with stubborn weight loss issues in mind. These issues are interesting because many women complain of the inability to lose weight after having children (but that has never stopped Angelina Jolie) or some women find that for the first time in their lives, without changing the way they eat, they are finding that the pounds just keep piling on. It's all about hormones! The diet program I recommend is geared toward regulating those hormones and allowing you to lose weight and, most importantly, to stay healthy while setting a good example for your children.
In my first diet book for adults, Thin For Good, there are specific chapters designed for both men and women at different times in their lives. My more recent book, The Hamptons Diet, applies more to everyone and includes all of the insight I've gained since the first book was written. Each book has over 200 recipes. The Hamptons Diet Cookbook is also available if you truly get hooked on this way of eating.
In case you don't want to buy the books, allow me to share the top ten tips for losing weight (at any age!)
Cut out Sugar!
Seems simple enough, right? Yet sugar can be found in most foods. In fact, there are 300 foods that the government says do not have to include the sugar content in the ingredients label although the food does contain sugar (such as iodized salt - most iodized salts add sugar to keep the grains from sticking together). Did you know that ketchup contains more sugar than ice cream? How can you find the hidden sugars? Look at the ingredients list for words that end in "-ose" or "-ol" - these are sugars. Fruit juice should be avoided - studies show that those who consume more fruit juice are more prone to obesity and diabetes. Soda is also loaded with sugar. You may be hearing a lot about high fructose corn syrup these day too - what you may not know is that this product is even more deadly than regular sugar. Be wary of labels that say "no sugar added" - check the ingredients list. You will be surprised at what you find!
Note: Stevia (a non-caloric herb) is a good and healthy sugar substitute that can easily be found in a health food store.
Eradicate Simple Carbohydrates from your Diet:
That means bye-bye to all the "white" foods such as bread, pasta, pretzels, etc. They are metabolized in the body just like sugar. I should also mention that honey, succanat, and agave are still just sugars albeit in a "healthier" form; yet for the purposes of losing weight, they are metabolized in the body identically to sugar so get rid of them.
Cut out "Diet" Products:
Most of these will contain an artificial sweetener of some kind. Not only are these toxic chemicals which will kill you at some point, but they set up blood sugar reactions in the body and will have you craving sweets just as if you were eating sugar.
Choose Lean Proteins:
Don't be afraid of meat or eggs. They fire up the metabolism and it is okay to eat eggs every morning. 80% of the cholesterol in your blood stream is produced by the liver and not by what you eat - a very common medical myth. I would advise eating organic animal products whenever possible.
Choose Healthier Snacks:
Cheese, nuts, nut butters, seeds are all significantly heart healthy snacks. The fatty acids found in these products not only satisfy hunger, and boost your metabolism but will also aid in decreasing cholesterol and raising the healthy HDL cholesterol.
Vegetables are you Friends:
So many of us forget that vegetables are a wonderful source of carbohydrates and fiber. They are filling and most of them are filled with lots of water hence giving them the ability to satiate you.
Drink Plenty of Water:
You should be drinking about ½ your body weight in ounces of water each day. I know that sounds like a lot, but once you start doing it you will start to feel the thirst. This helps to flush out toxins and keep your bowels moving regularly.
Eat at Home More Often:
Not only will this save you money but you will know exactly what is in your food; no guess work and no added growth hormones or antibiotic residue from non-organic or non-natural food.
Exercise:
This not only decreases stress levels which decrease cortisol levels (the hormone that increases fatty deposition around the mid section) but also helps in the weight loss process. Even if you only exercise for a few minutes a day - it's better than nothing.
Get a Buddy:
If all else fails, get support from those around you. Encourage your husband, a girlfriend or anyone to join in with you. It is easier as a team. And if your family doesn't go along willingly, if you do the shopping and the cooking, then they will be forced to eat what you are eating - don't buy foods just for them. If they want something different, they can go to the store themselves.
Good Luck and Happy New Year!
Think Thin in 2009
Tips for Healthy Weight Loss
Dr. Fred Pescatore, MD, MPH, CCN
from www.motherhoodlater.com
Dr. Fred Pescatore, MD, MPH, CCN is a regular contributor to the MLTS Newsletter. He is the author of The New York Times best-selling book, The Hampton's Diet, and The Hampton's Diet Cookbook, which combine the Mediterranean lifestyle with the palates of Americans emphasizing a whole foods approach to health and weight management. He lectures around the world and has been seen on such televisions shows as, NBC's Today Show and ABC's The View. He is a correspondent for Women's World, First for Women, In Touch, US Weekly and Life & Style magazines.
Thursday, January 8, 2009
Successful Parents
SUCCESS MAGAZINE is featuring an amazing DVD series for parents this month. It's on sale NOW! Visit http://www.successmagazine.com/Family-Relationships-DVD-Collection-/PARAMS/product/251
Wednesday, January 7, 2009
Financial Tips with Michelle Evard
Listen in to Michelle Evard http://www.blogtalkradio.com/The-Family-Coach Thursday January 8, 2009 1pm ET as we discuss money saving tips for 2009.
1. If you are trying stay on a budget, use cash instead of credit cards. When you do this, go to the ATM on a certain day and take out a certain amt. For example, I take out $200/wk and once that is gone, I know I cannot go out to dinner or pick up the dry cleaning.
2. If trying to save on food, read the flyers and buy more of the big items when they are on sale. Big items include meat, milk, bread – things you use all the time. Utilize coupons and buy produce that is in season.
3. If your child does activities and they would like to join all of them, give them a choice of 2 or 3 they can join and see if the local community center, YMCA or school already has a program. That way you do not have to pay full price for them. Stay away from traveling teams until your child narrows down what they like – so you aren’t spending needless amounts of money on gas and travel.
4. When you child is old enough to understand – usually around 7 or 8 – put them on a budget. For example, they are allowed $50 a month, if they ruin the carpet or you have to fix the neighbors house because they were careless, that $50 go towards their mistakes. You aren’t punishing them with money, you are showing them that those things cost money and that it doesn’t grow on trees.
5. For older children in high school, give them monetary rewards for finishing school, getting good grades, etc. It will have limits though, they have to use the money to invest and to grow, they can’t just spend it. This way they understand using their money to grow their net worth instead of buying material items.
1. If you are trying stay on a budget, use cash instead of credit cards. When you do this, go to the ATM on a certain day and take out a certain amt. For example, I take out $200/wk and once that is gone, I know I cannot go out to dinner or pick up the dry cleaning.
2. If trying to save on food, read the flyers and buy more of the big items when they are on sale. Big items include meat, milk, bread – things you use all the time. Utilize coupons and buy produce that is in season.
3. If your child does activities and they would like to join all of them, give them a choice of 2 or 3 they can join and see if the local community center, YMCA or school already has a program. That way you do not have to pay full price for them. Stay away from traveling teams until your child narrows down what they like – so you aren’t spending needless amounts of money on gas and travel.
4. When you child is old enough to understand – usually around 7 or 8 – put them on a budget. For example, they are allowed $50 a month, if they ruin the carpet or you have to fix the neighbors house because they were careless, that $50 go towards their mistakes. You aren’t punishing them with money, you are showing them that those things cost money and that it doesn’t grow on trees.
5. For older children in high school, give them monetary rewards for finishing school, getting good grades, etc. It will have limits though, they have to use the money to invest and to grow, they can’t just spend it. This way they understand using their money to grow their net worth instead of buying material items.
Queen of Fats Susan Allport
What exactly are omega-3s?
Omega-3s are one of two families of essential fats, which are fats we cannot make ourselves and must consume in our diets. The omega-3s originate in green leaves (of all places), and they compete with a second family of essential fats, omega-6s, fats that are much more prevalent in the seeds of plants, for positions in every cell in our body.
We’ve been taught to think of all these fats, the polyunsaturates, as one big happy family. But in fact they are two competing families with very different effects on our bodies. Omega-3s speed up the activity of cells; omega-6s slow it down. Omega-3s create little to no inflammation; omega-6s create a lot of inflammation. A balance of these two families, in our diets and our tissues, produces just the right amount of activity and inflammation and leads to optimal health.
How have omega-3s been removed from the Western Diet
Let me back up a moment and talk about where omega-3s are found and then it will be easy to see how they’ve been removed. Omega-3s originate in the green leaves of plants, not fish, as most people think. They accumulate in the tissues of animals that eat green leaves, including fish, but they originate in the chlorplasts of green leaves. A second family fats, omega-6s, are much more prevalent in the seeds of plants. Omega-6s are also essential for health but they compete with omega-3s for positions in our cell membranes so that anyone who is consuming lots of vegetable or seed oils, as most Americans are, is not going to have a lot of omega-3s in their tissues.
As our reliance on seed oils has increased since the early 1900s so has our incidence of heart disease and other ailments
Omega-3s originate in the green leaves of plants, as I said, and because green leaves are the most abundant thing on the planet, omega-3s are, in fact the most abundant fat on the planet. The only place they’re not abundant is in the tissues of Americans and other Westerners because we’re eating so many of the competing omega-6 fats.
http://www.susanallport.com/
Omega-3s are one of two families of essential fats, which are fats we cannot make ourselves and must consume in our diets. The omega-3s originate in green leaves (of all places), and they compete with a second family of essential fats, omega-6s, fats that are much more prevalent in the seeds of plants, for positions in every cell in our body.
We’ve been taught to think of all these fats, the polyunsaturates, as one big happy family. But in fact they are two competing families with very different effects on our bodies. Omega-3s speed up the activity of cells; omega-6s slow it down. Omega-3s create little to no inflammation; omega-6s create a lot of inflammation. A balance of these two families, in our diets and our tissues, produces just the right amount of activity and inflammation and leads to optimal health.
How have omega-3s been removed from the Western Diet
Let me back up a moment and talk about where omega-3s are found and then it will be easy to see how they’ve been removed. Omega-3s originate in the green leaves of plants, not fish, as most people think. They accumulate in the tissues of animals that eat green leaves, including fish, but they originate in the chlorplasts of green leaves. A second family fats, omega-6s, are much more prevalent in the seeds of plants. Omega-6s are also essential for health but they compete with omega-3s for positions in our cell membranes so that anyone who is consuming lots of vegetable or seed oils, as most Americans are, is not going to have a lot of omega-3s in their tissues.
As our reliance on seed oils has increased since the early 1900s so has our incidence of heart disease and other ailments
Omega-3s originate in the green leaves of plants, as I said, and because green leaves are the most abundant thing on the planet, omega-3s are, in fact the most abundant fat on the planet. The only place they’re not abundant is in the tissues of Americans and other Westerners because we’re eating so many of the competing omega-6 fats.
http://www.susanallport.com/
Tuesday, January 6, 2009
Save Your Brain
The three-pound organ in your head is very special. So if you want to feel happy, alert and focused, start being sensitive to its needs.
1. Ditch the high fructose corn syrup and sugars, transfats, processed and packaged foods (which contain up to 3,500 food additives and chemicals).
2.Choose organic foods and grass-fed animal products to avoid hormones, antibiotics and the gallon of neurotoxic pesticides each of us consume every year.
3. Filter your water.
4. Wear a helmet when doing sports that put your head at risk.
5. Eat foods high in Omega 3 fatty acids.
6. Stop eating food out of boxes and cans.
7. Eat fresh food for each meal.
Read: Mark Hyman, M.D., author of "The Ultramind Solution."
1. Ditch the high fructose corn syrup and sugars, transfats, processed and packaged foods (which contain up to 3,500 food additives and chemicals).
2.Choose organic foods and grass-fed animal products to avoid hormones, antibiotics and the gallon of neurotoxic pesticides each of us consume every year.
3. Filter your water.
4. Wear a helmet when doing sports that put your head at risk.
5. Eat foods high in Omega 3 fatty acids.
6. Stop eating food out of boxes and cans.
7. Eat fresh food for each meal.
Read: Mark Hyman, M.D., author of "The Ultramind Solution."
Seven Goal Setting Steps
Step #1: Consider all that you have accomplished since in 2008. Write down what has worked for you. What you wish to continue to achieve as a family and what goals you’d like to set for the next quarter.
Step #2: Write down 1-3 goals per domain in any of the domains that you value. Make your goals SMART - Specific, measurable, attainable, realistic and timely. Consider goals for health, family time, behavior, school, friends, spirituality, sports, nutrition, hobbies, sports and personal time.
Step #3: Choose one goal at a time to work toward. Establish short-time frames to maximize success. If you are setting a health or exercise goal begin with small steps. As an example, “I will walk Monday, Wednesday and Friday from 7am-7:30 for two weeks.”
Step #4: Keep track of your daily progress toward goals by writing in a journal, jotting a note on your calendar or keeping track online.
Step #5: Reward yourself for small successes. Take yourself out to a movie, have tea with a friend or set aside an hour on a Sunday to read a book as a reward for your progress.
Step #6: Revise your goal if it was not attainable.
Step #7: Choose a new domain or goal within the domain you are currently working on. By taking small steps, monitoring your progress and rewarding yourself, you will remain mindful of your goal and move in the direction of success!
Step #2: Write down 1-3 goals per domain in any of the domains that you value. Make your goals SMART - Specific, measurable, attainable, realistic and timely. Consider goals for health, family time, behavior, school, friends, spirituality, sports, nutrition, hobbies, sports and personal time.
Step #3: Choose one goal at a time to work toward. Establish short-time frames to maximize success. If you are setting a health or exercise goal begin with small steps. As an example, “I will walk Monday, Wednesday and Friday from 7am-7:30 for two weeks.”
Step #4: Keep track of your daily progress toward goals by writing in a journal, jotting a note on your calendar or keeping track online.
Step #5: Reward yourself for small successes. Take yourself out to a movie, have tea with a friend or set aside an hour on a Sunday to read a book as a reward for your progress.
Step #6: Revise your goal if it was not attainable.
Step #7: Choose a new domain or goal within the domain you are currently working on. By taking small steps, monitoring your progress and rewarding yourself, you will remain mindful of your goal and move in the direction of success!
Parenting Essentials: 10 Steps to More Confident Parenting
Start 2009 off by Creating Your Extraordinary Family at home with the DVD - Parenting Essentials: 10 Steps to More Confident Parenting by Dr. Lynne Kenney
Dr. Lynne Kenney, a self-professed "nine year-old at heart," recognizes that we live in a stressful world. She also believes that kids are resilient and forgiving, and that in the face of challenges, we can raise strong, independent children while living passionately and helping our children do the same.
Simply copy the link into your browser.
http://www.yoursuccessstore.com/shopping/shopexd.asp?id=2303
Dr. Lynne Kenney, a self-professed "nine year-old at heart," recognizes that we live in a stressful world. She also believes that kids are resilient and forgiving, and that in the face of challenges, we can raise strong, independent children while living passionately and helping our children do the same.
Simply copy the link into your browser.
http://www.yoursuccessstore.com/shopping/shopexd.asp?id=2303
Saturday, January 3, 2009
Listen to Dr. K Live on TV and Radio in January
New Year's Eve has always been a time for looking back to the past, and more importantly, forward to the coming year. It's a time to reflect on the changes we want (or need) to make and resolve to follow through on those changes. Did your New Year resolutions make our top ten list?
1. Spend More Time with Family & Friends
2. Fit in Fitness
3. Tame the Bulge
4. Quit Smoking
5. Enjoy Life More
6. Quit Drinking
7. Get Out of Debt
8. Learn Something New
9. Help Others
10. Get Organized
Listen to Dr. K live Friday on Channel 12 and Saturday Live on the Jan D'Atri show NEWSTALK 550 KFYI on Clear Channel, Phoenix Arizona
www.KFYI.com
1. Spend More Time with Family & Friends
2. Fit in Fitness
3. Tame the Bulge
4. Quit Smoking
5. Enjoy Life More
6. Quit Drinking
7. Get Out of Debt
8. Learn Something New
9. Help Others
10. Get Organized
Listen to Dr. K live Friday on Channel 12 and Saturday Live on the Jan D'Atri show NEWSTALK 550 KFYI on Clear Channel, Phoenix Arizona
www.KFYI.com
Motherhood is an Emotional Rollercoaster Ride
Motherhood is an emotional rollercoaster ride with all the highs and lows, twists and turns, and nauseating moments you get from the one at your local amusement park. However, unlike your typical two-minute ride, this one lasts a lifetime and begins moments after you pee on a stick.
Hop in and I’ll share a seat with you on my rollercoaster ride so far!
* When I found out I was pregnant, I was elated. I couldn’t wait to be a mommy, again and again.
* During the first trimester, I panicked. What came in the easy way, had to come out the hard way.
* During the second trimester, I was calm. I knew if millions of women could deliver babies, so could I.
* During the third trimester, I was desperate. I felt like I couldn’t wait another minute to get my body back again.
* The moment my children were born, I felt relief. They were healthy.
* Three days post-partum, I was depressed. I couldn’t bear the fact that one day my babies would leave home. Yes, only three days later. While that thought still brings tears to my eyes, the baby blues made me sob at the unbearable notion.
* Three weeks post-partum, I was overwhelmed. How could I possibly take care of a baby, then a toddler and baby, then two kids and a baby all by myself during the day?
* Three months post-partum I felt capable. I had mastered breastfeeding, the car seat and how to get a shower in during the day.
It’s been over ten years since I started this rollercoaster ride and during that time I’ve also felt:
* Immense pride for all that my children are . . . smart, beautiful, thoughtful, fun, generous, polite, creative . . .
* Guilty for raising my voice, being impatient and taking my stress out on them.
* Crippling worry about their emotional and physical well-being.
* Grateful to be blessed with three incredible daughters.
* Stressed at the amount of tasks I have to do while being the primary caregiver.
* Lucky to be their mommy.
* Angry when they are disrespectful to me.
* Content knowing that my decision to not work outside the home was the right one for me.
* Regret on days I’ve spent more time nagging than playing.
* Happy just being with my daughters.
I know there will be more highs and lows on this emotional rollercoaster, but there’s no better ride than motherhood!
Written by: Shannon Hutton http://www.sparkplugging.com/believer-in-balance/
Hop in and I’ll share a seat with you on my rollercoaster ride so far!
* When I found out I was pregnant, I was elated. I couldn’t wait to be a mommy, again and again.
* During the first trimester, I panicked. What came in the easy way, had to come out the hard way.
* During the second trimester, I was calm. I knew if millions of women could deliver babies, so could I.
* During the third trimester, I was desperate. I felt like I couldn’t wait another minute to get my body back again.
* The moment my children were born, I felt relief. They were healthy.
* Three days post-partum, I was depressed. I couldn’t bear the fact that one day my babies would leave home. Yes, only three days later. While that thought still brings tears to my eyes, the baby blues made me sob at the unbearable notion.
* Three weeks post-partum, I was overwhelmed. How could I possibly take care of a baby, then a toddler and baby, then two kids and a baby all by myself during the day?
* Three months post-partum I felt capable. I had mastered breastfeeding, the car seat and how to get a shower in during the day.
It’s been over ten years since I started this rollercoaster ride and during that time I’ve also felt:
* Immense pride for all that my children are . . . smart, beautiful, thoughtful, fun, generous, polite, creative . . .
* Guilty for raising my voice, being impatient and taking my stress out on them.
* Crippling worry about their emotional and physical well-being.
* Grateful to be blessed with three incredible daughters.
* Stressed at the amount of tasks I have to do while being the primary caregiver.
* Lucky to be their mommy.
* Angry when they are disrespectful to me.
* Content knowing that my decision to not work outside the home was the right one for me.
* Regret on days I’ve spent more time nagging than playing.
* Happy just being with my daughters.
I know there will be more highs and lows on this emotional rollercoaster, but there’s no better ride than motherhood!
Written by: Shannon Hutton http://www.sparkplugging.com/believer-in-balance/
Thursday, January 1, 2009
Monday, December 29, 2008
Breakfast on the go...Recipe
Sausage and Cheese Breakfast Cups
It's often said that breakfast is the most important meal of the day. That's because skipping your morning meal can lead to a dip in blood sugar that may cause cravings for unhealthy, refined foods. This cycle can lead to overeating and, thus, may impede your weight-loss efforts. Instead, start your day with this nutritious, mouthwatering meal. Not only will it keep you satisfied and stabilize your blood sugar, research shows that a morning meal can improve energy as well as work and school performance. This tasty recipe will be sure to get you going in the morning.
Sausage and Cheese Breakfast Cups
Description
These egg "muffins" make a hearty breakfast that can be eaten on the run. Make them ahead and warm them for a fast breakfast treat.
Makes 6 cups
Ingredients
4 ounces turkey sausage or crumbled turkey bacon
1/2 green bell pepper, chopped
1/4 onion, chopped
5 large eggs
1 can (12 ounces) sliced mushrooms, drained
1/2 cup (2 ounces) shredded, reduced-fat cheddar cheese
Instructions
Preheat the oven to 350°F. Coat a 6-cup nonstick muffin pan with cooking spray, or line with paper baking cups.
In a medium nonstick skillet over medium-high heat, cook the sausage, pepper, and onion for 5 minutes or until the sausage is no longer pink. Spoon the mixture into a bowl and cool slightly. Stir in the eggs and mushrooms. Evenly divide the mixture among the prepared muffin cups. Sprinkle with the cheese.
Bake for 20 minutes or until the egg is set.
Recipe reprinted with permission from The South Beach Diet Cookbook.
Source: www.southbeachdiet.com
It's often said that breakfast is the most important meal of the day. That's because skipping your morning meal can lead to a dip in blood sugar that may cause cravings for unhealthy, refined foods. This cycle can lead to overeating and, thus, may impede your weight-loss efforts. Instead, start your day with this nutritious, mouthwatering meal. Not only will it keep you satisfied and stabilize your blood sugar, research shows that a morning meal can improve energy as well as work and school performance. This tasty recipe will be sure to get you going in the morning.
Sausage and Cheese Breakfast Cups
Description
These egg "muffins" make a hearty breakfast that can be eaten on the run. Make them ahead and warm them for a fast breakfast treat.
Makes 6 cups
Ingredients
4 ounces turkey sausage or crumbled turkey bacon
1/2 green bell pepper, chopped
1/4 onion, chopped
5 large eggs
1 can (12 ounces) sliced mushrooms, drained
1/2 cup (2 ounces) shredded, reduced-fat cheddar cheese
Instructions
Preheat the oven to 350°F. Coat a 6-cup nonstick muffin pan with cooking spray, or line with paper baking cups.
In a medium nonstick skillet over medium-high heat, cook the sausage, pepper, and onion for 5 minutes or until the sausage is no longer pink. Spoon the mixture into a bowl and cool slightly. Stir in the eggs and mushrooms. Evenly divide the mixture among the prepared muffin cups. Sprinkle with the cheese.
Bake for 20 minutes or until the egg is set.
Recipe reprinted with permission from The South Beach Diet Cookbook.
Source: www.southbeachdiet.com
Sunday, December 28, 2008
2009 Teleconference Schedule
You asked... Now They're Here!
Teleconferences 2009
With Dr. Lynne Kenney
Tuesdays at 11 am we're the Lunch Bunch
Learning What it Takes To Create Your Extraordinary Family
Join in, Chime in, Offer Ideas - "Cause Mom Knows Best"
January 2009 11 am-12 pm MT
6th Lead your life don’t be led by it
13th Building health and reducing stress with routines
20th Asserting your family values leads to effective discipline
27th Getting your children to do as expected
February 2009 11 am-12 pm MT
3rd Thriving with ADHD
10th Seek to understand before you intervene
17th The Thinker and The Caveman
24th School strategies for success
March 2009 11 am-12 pm MT
3rd Sensory interventions for today’s children
10th Parental Teamwork – RESPECT RULES
17th Collaborating with oppositional children
24th Managing anger and anxiety in children
Sign-up for Dr. Kenney’s Teleconferences at www.lynnekenney.com
$59.00 Per Month
Call-in Information will be sent via email upon registration
Saturday, December 27, 2008
Ideas for Good Health in the New Year with Carol Kenney
Ideas for Good Health in the New Year….See which might resonate with you…by Carol Kenney, respected nutritional coach, www.pathways4health.com.
Strategies to Work With the Natural Energy Rhythms of the Body.
Make time to eat a good breakfast. It is the most important meal of the day. A hearty breakfast following the 40/30/30 concept of 40% complex carbohydrates, 30% protein, and 30% fat can help to boost metabolism, stabilize blood sugar, and provide sustained energy for the brain. Studies confirm that people who eat breakfast have the least problem keeping a healthy weight.
Try to eat your main protein-based meal at noon, when digestive fire is at its peak. Avoid eating three hours before you retire at night. Digestive fire dwindles in the evening as the body naturally cools down to welcome sleep.
Allow for enough sleep. We all vary both in how much and when we sleep best around the 24-hour cycle of a day. Some people are Owls and love working into the late-night hours, while others are Larks and thrive on waking up early and retiring early. Whatever your pleasure, recall that a lack of sleep can throw off body chemistry, foster inflammation, and contribute to weight gain. Adequate sleep restores the immune system and is one of the best ways to ward off illness. Check in with yourself. “Enough” sleep varies with the individual, one’s type of work, and level of stress. One useful gauge: If you are craving caffeine and sweets to keep going throughout the day and often come down with colds, you are probably not getting enough sleep.
Try some regular aerobic exercise in the fresh air and sunshine (Yes, sunshine is good for your health!). Among its many benefits, aerobic exercise helps prevent inflammation. A 30-minute walk three times a week may be sufficient. If possible, try to exercise early in the day when the lungs are at their peak energy. If you exercise to lose or maintain weight, choose something you like since studies show that exercise that is not enjoyed creates stress and can be counterproductive, even exacerbating weight gain.
Strategies When Choosing Foods.
Try to buy local, fresh, whole foods…organic when possible. Think variety…rainbow colors, some raw and some cooked, some fermented. Foods are a system, uniquely balanced with nutrients and fiber for assimilation and nourishment. Our body converts foods into energy in a way that defies the explanations of science and the microscope.
Read food labels. Read for trans fats, for genetically modified (GMO) foods, and for the pseudonyms for sugar and artificial additives such as “evaporated cane juice” and MSG. Recent scientific studies suggest ties between GMOs and allergies, immune problems, and infertility; and between MSG (prevalent in processed, packaged, and fast foods) depression and childhood obesity.
Consume healthy fats and oils. Saturated fats such as organic butter from grass-fed animals and organic unrefined coconut oil are top choices for cooking, and quality cod liver oil4 and fish oil are good sources of omega-3 fats. Saturated fats are necessary for cell membranes, which are 50% saturated fat. Omega-3s are important for neurological function. Avoid trans fats, which are found in many processed and fast foods; they confuse the body and can foster chronic disease.
Let the way Nature packages food be a guide. Sugar is a classic example. To make one cup of refined white sugar requires 17 feet of sugar cane!!! In refining, we miss the cane’s natural fiber and micronutrients. How much sugar would we eat if we had to ingest it in this form? Or, how many walnuts might we consume if, instead of pouring from a package, we had to take the time to crack each one?
Think prevention of disease, not suppression of symptoms. Develop strategies to curb inflammation, the root of all chronic disease. From evolution and genetic selection, we as a people are prone to inflammation. The inflammatory response supported our survival before the discovery of modern antibiotics. While good strategies to try to curb our inflammatory nature are tied to lifestyle (getting enough sleep, moderate exercise, laughter, fresh air, sunshine and connection with others), they are also tied to diet. This means limiting sugar, refined flour, clear denatured vegetable oils, and meats from grain-fed animals. It also means bringing into good balance the consumption of omega-6 and omega-3 fats...
Try to limit processed and fast foods, and avoid cooking with clear vegetable oils. This can be a huge step toward creating in your diet a healthy 2:1 balance of omega-6:-3 oils. Omega-6 oils are inflammatory. They are hidden in processed, packaged, and fast foods, which is a major reason the typical American ratio is 20:1, rather than 2:1. The sensible way to bring the “-6:-3 ratio” into better balance and benefit from the omega-3s that you do consume is to limit your intake of omega-6 fats. Since omega-3s and -6s compete for the same digestive enzymes, consuming large amounts of omega-6s through processed and fast foods can negate the potential anti-inflammatory benefits of omega-3 oils, because omega-6s “crowd out” omega-3s.
To preserve the delicate brain, consume good fats and oils while you also try to avoid excitotoxins in foods and the excessive use of mobile phones. The protective lymph system does not extend its strong protective web to the head. Nature in Her design anticipated neither our modern technology nor additives in processed foods.
Eat foods attuned to the season and the season of your life. Tropical fruits, and summer foods like tomatoes, cucumbers, and salad greens are cooling and well-suited to warm climates. But in winter, hearty soups and meals built around warming chicken, turkey, and lamb, leeks, onions, parsnips, and winter squashes can preserve internal heat and support the body’s natural energy without undue strain and overwork. Rotating foods with the seasons supports this energy and can also help prevent allergies. In the later decades of life, foods and quantities that worked in earlier years may no longer. Our body gives such wonderful feedback. We need only to pay attention…
Be “bad” sometimes. It reminds us why it is generally best to be “good.” An 80/20 or 90/10 goal is good enough: if we aim for 80%-90% of our choices in the “healthy” zone (food, sleep, or whatever) we enjoy some “wiggle room.” Then, we just pay attention to how we feel. In all realms, our body will give us feedback. And, as Annemarie Colbin taught me, there is no need to feel guilty when we make a “bad” choice. After all, we have already paid the price by how we feel. In the meantime, what we have gained is valuable information. Happy eating and good health to you in 2009.
Strategies to Work With the Natural Energy Rhythms of the Body.
Make time to eat a good breakfast. It is the most important meal of the day. A hearty breakfast following the 40/30/30 concept of 40% complex carbohydrates, 30% protein, and 30% fat can help to boost metabolism, stabilize blood sugar, and provide sustained energy for the brain. Studies confirm that people who eat breakfast have the least problem keeping a healthy weight.
Try to eat your main protein-based meal at noon, when digestive fire is at its peak. Avoid eating three hours before you retire at night. Digestive fire dwindles in the evening as the body naturally cools down to welcome sleep.
Allow for enough sleep. We all vary both in how much and when we sleep best around the 24-hour cycle of a day. Some people are Owls and love working into the late-night hours, while others are Larks and thrive on waking up early and retiring early. Whatever your pleasure, recall that a lack of sleep can throw off body chemistry, foster inflammation, and contribute to weight gain. Adequate sleep restores the immune system and is one of the best ways to ward off illness. Check in with yourself. “Enough” sleep varies with the individual, one’s type of work, and level of stress. One useful gauge: If you are craving caffeine and sweets to keep going throughout the day and often come down with colds, you are probably not getting enough sleep.
Try some regular aerobic exercise in the fresh air and sunshine (Yes, sunshine is good for your health!). Among its many benefits, aerobic exercise helps prevent inflammation. A 30-minute walk three times a week may be sufficient. If possible, try to exercise early in the day when the lungs are at their peak energy. If you exercise to lose or maintain weight, choose something you like since studies show that exercise that is not enjoyed creates stress and can be counterproductive, even exacerbating weight gain.
Strategies When Choosing Foods.
Try to buy local, fresh, whole foods…organic when possible. Think variety…rainbow colors, some raw and some cooked, some fermented. Foods are a system, uniquely balanced with nutrients and fiber for assimilation and nourishment. Our body converts foods into energy in a way that defies the explanations of science and the microscope.
Read food labels. Read for trans fats, for genetically modified (GMO) foods, and for the pseudonyms for sugar and artificial additives such as “evaporated cane juice” and MSG. Recent scientific studies suggest ties between GMOs and allergies, immune problems, and infertility; and between MSG (prevalent in processed, packaged, and fast foods) depression and childhood obesity.
Consume healthy fats and oils. Saturated fats such as organic butter from grass-fed animals and organic unrefined coconut oil are top choices for cooking, and quality cod liver oil4 and fish oil are good sources of omega-3 fats. Saturated fats are necessary for cell membranes, which are 50% saturated fat. Omega-3s are important for neurological function. Avoid trans fats, which are found in many processed and fast foods; they confuse the body and can foster chronic disease.
Let the way Nature packages food be a guide. Sugar is a classic example. To make one cup of refined white sugar requires 17 feet of sugar cane!!! In refining, we miss the cane’s natural fiber and micronutrients. How much sugar would we eat if we had to ingest it in this form? Or, how many walnuts might we consume if, instead of pouring from a package, we had to take the time to crack each one?
Think prevention of disease, not suppression of symptoms. Develop strategies to curb inflammation, the root of all chronic disease. From evolution and genetic selection, we as a people are prone to inflammation. The inflammatory response supported our survival before the discovery of modern antibiotics. While good strategies to try to curb our inflammatory nature are tied to lifestyle (getting enough sleep, moderate exercise, laughter, fresh air, sunshine and connection with others), they are also tied to diet. This means limiting sugar, refined flour, clear denatured vegetable oils, and meats from grain-fed animals. It also means bringing into good balance the consumption of omega-6 and omega-3 fats...
Try to limit processed and fast foods, and avoid cooking with clear vegetable oils. This can be a huge step toward creating in your diet a healthy 2:1 balance of omega-6:-3 oils. Omega-6 oils are inflammatory. They are hidden in processed, packaged, and fast foods, which is a major reason the typical American ratio is 20:1, rather than 2:1. The sensible way to bring the “-6:-3 ratio” into better balance and benefit from the omega-3s that you do consume is to limit your intake of omega-6 fats. Since omega-3s and -6s compete for the same digestive enzymes, consuming large amounts of omega-6s through processed and fast foods can negate the potential anti-inflammatory benefits of omega-3 oils, because omega-6s “crowd out” omega-3s.
To preserve the delicate brain, consume good fats and oils while you also try to avoid excitotoxins in foods and the excessive use of mobile phones. The protective lymph system does not extend its strong protective web to the head. Nature in Her design anticipated neither our modern technology nor additives in processed foods.
Eat foods attuned to the season and the season of your life. Tropical fruits, and summer foods like tomatoes, cucumbers, and salad greens are cooling and well-suited to warm climates. But in winter, hearty soups and meals built around warming chicken, turkey, and lamb, leeks, onions, parsnips, and winter squashes can preserve internal heat and support the body’s natural energy without undue strain and overwork. Rotating foods with the seasons supports this energy and can also help prevent allergies. In the later decades of life, foods and quantities that worked in earlier years may no longer. Our body gives such wonderful feedback. We need only to pay attention…
Be “bad” sometimes. It reminds us why it is generally best to be “good.” An 80/20 or 90/10 goal is good enough: if we aim for 80%-90% of our choices in the “healthy” zone (food, sleep, or whatever) we enjoy some “wiggle room.” Then, we just pay attention to how we feel. In all realms, our body will give us feedback. And, as Annemarie Colbin taught me, there is no need to feel guilty when we make a “bad” choice. After all, we have already paid the price by how we feel. In the meantime, what we have gained is valuable information. Happy eating and good health to you in 2009.
Friday, December 26, 2008
Kids health habits lead to obesity and diabetes
Kids' Worst Health Habits
The health of today's children is in jeopardy. "In the last 10 years, diabetes in children has doubled; there's a growing obesity epidemic among children, and we're seeing heart disease start in children," says Joel Fuhrman, M.D., family physician in Flemington, N.J., and author "Eat for Health and "Disease-Proof Your Child."
The consequences are so dire, in fact, that health authorities are now predicting that this generation of children will be the first to have a shorter life span than their parents. So what habits are putting kids in jeopardy?
Fuhrman pulled together the 10 worst offenders but issues this warning: "Parents can't force children to do anything they aren't doing themselves, which is why parents also need to change their habits to become better role models."
1. Drinking soda
Soda is loaded with sugar (about 13 teaspoons per can) artificial sweeteners, caffeine and empty calories (about 150 in a regular soda). Plus, soda might displace healthy beverages like milk or water and cause tooth decay. Bottom line: Nix soda from your child's diet and replace it with water, milk and other healthy beverages.
2. Not exercising
Today's kids are leading inactive lifestyles, putting them at risk for cancer, diabetes, heart disease and osteoporosis.
Bottom line: Make physical activity as important for your kids as brushing their teeth. By instilling the exercise habit in them when they're young, they'll be more likely to stick with it as adults. Just remember that kids learn by example, so get active with them.
3. Eating processed and barbecued meats
Your kids might love baloney sandwiches and hamburgers, but processed and barbecued meats have been linked to cancer, especially colon cancer.
Bottom line: Steer your kids clear of this kind of meat, and instead, turn them on to more healthy, wholesome foods like fruits, veggies, beans, nuts and seeds.
4. Being overweight
While it might be vogue to be heavy -- roughly 16 percent of kids aged two to 19 are obese, according to the Centers for Disease Control and Prevention -- that extra weight could cause your child serious health problems, including diabetes, heart disease and cancer.
Bottom line: Clean up your diet, and your family will follow. Likewise, become a regular exerciser, and encourage your children to get more active.
5. Not eating enough fruits and veggies
Fruits and veggies are loaded with disease-fighting nutrients, which is why kids who don't eat enough are at greater risk for developing cancer and other chronic health conditions.
Bottom line: Make fruits and veggies the mainstay of meals, and your kids will easily get the servings they need. Check MyPyramid.gov to view fruit and veggie requirements for kids or try AOL Health's handy Veggie and Fruit Tracker to calculate daily requirements.
6. Too many hours in front of the TV
Watching TV and playing video games are sedentary activities that encourage snacking and often replace physical activity. TV viewing also exposes your kids to risky behaviors like smoking and drinking, which could influence them.
Bottom line: Limit your kids' use of the TV and computer. Children under two years old should not watch any TV, while kids over two should be limited to no more than two hours of media time a day, per the American Academy of Pediatrics.
7. Noshing sugary treats and foods
Your kids might go gaga over treats, but they're nutrient-poor, calorie-laden foods. Most are also made with refined grains, which have been linked to cancer. Plus, the more your kids eat these, the more they could begin craving them, which could eventually boost their weight.
Bottom line: Limit sugar in your children's diet as much as possible. Ban sugary cereals, cookies and candy from your pantry. Then become a savvy label reader, looking for hidden sugars in everything from granola bars toketchup and even pasta sauces. To satisfy a sweet tooth, serve fruit as a dessert or a snack.
8. Eating fast food
"Fast food is for parents who don't care about their kids," Fuhrman says. By buying them fast food, you're giving them the lowest quality food, which adds calories, fat and little nutrition to their diets. The end result? You could wind up with an overweight, unhealthy child. Plus, if they're eating fried foods or food cooked at high temperatures, they're noshing cancer-causing compounds.
Bottom line: Boycott all fast food.
9. Not getting enough vitamin D
Vitamin D deficiency has been linked to dozens of health conditions, including rickets, osteoporosis, cancer, heart disease and diabetes. Sunshine is the best source of vitamin D, but most kids don't spend enough hours outside to get all they need. Plus, if you live in a northern climate, getting enough vitamin D in the winter can be impossible.
Bottom line: Make sure your child is getting 400 IU of vitamin D daily through a multivitamin and/or vitamin D supplement.
10. Filling up on food made with white flour
White flour has zero nutritional value, which is why Fuhrman believes it should be banned from foods. "White flour's been linked to obesity and cancer-causing cell development," he says.
Bottom line: Don't buy food made with white flour. Instead, choose 100 percent whole-grain products. SOURCE: Written By KAREN ASP from AOL
The health of today's children is in jeopardy. "In the last 10 years, diabetes in children has doubled; there's a growing obesity epidemic among children, and we're seeing heart disease start in children," says Joel Fuhrman, M.D., family physician in Flemington, N.J., and author "Eat for Health and "Disease-Proof Your Child."
The consequences are so dire, in fact, that health authorities are now predicting that this generation of children will be the first to have a shorter life span than their parents. So what habits are putting kids in jeopardy?
Fuhrman pulled together the 10 worst offenders but issues this warning: "Parents can't force children to do anything they aren't doing themselves, which is why parents also need to change their habits to become better role models."
1. Drinking soda
Soda is loaded with sugar (about 13 teaspoons per can) artificial sweeteners, caffeine and empty calories (about 150 in a regular soda). Plus, soda might displace healthy beverages like milk or water and cause tooth decay. Bottom line: Nix soda from your child's diet and replace it with water, milk and other healthy beverages.
2. Not exercising
Today's kids are leading inactive lifestyles, putting them at risk for cancer, diabetes, heart disease and osteoporosis.
Bottom line: Make physical activity as important for your kids as brushing their teeth. By instilling the exercise habit in them when they're young, they'll be more likely to stick with it as adults. Just remember that kids learn by example, so get active with them.
3. Eating processed and barbecued meats
Your kids might love baloney sandwiches and hamburgers, but processed and barbecued meats have been linked to cancer, especially colon cancer.
Bottom line: Steer your kids clear of this kind of meat, and instead, turn them on to more healthy, wholesome foods like fruits, veggies, beans, nuts and seeds.
4. Being overweight
While it might be vogue to be heavy -- roughly 16 percent of kids aged two to 19 are obese, according to the Centers for Disease Control and Prevention -- that extra weight could cause your child serious health problems, including diabetes, heart disease and cancer.
Bottom line: Clean up your diet, and your family will follow. Likewise, become a regular exerciser, and encourage your children to get more active.
5. Not eating enough fruits and veggies
Fruits and veggies are loaded with disease-fighting nutrients, which is why kids who don't eat enough are at greater risk for developing cancer and other chronic health conditions.
Bottom line: Make fruits and veggies the mainstay of meals, and your kids will easily get the servings they need. Check MyPyramid.gov to view fruit and veggie requirements for kids or try AOL Health's handy Veggie and Fruit Tracker to calculate daily requirements.
6. Too many hours in front of the TV
Watching TV and playing video games are sedentary activities that encourage snacking and often replace physical activity. TV viewing also exposes your kids to risky behaviors like smoking and drinking, which could influence them.
Bottom line: Limit your kids' use of the TV and computer. Children under two years old should not watch any TV, while kids over two should be limited to no more than two hours of media time a day, per the American Academy of Pediatrics.
7. Noshing sugary treats and foods
Your kids might go gaga over treats, but they're nutrient-poor, calorie-laden foods. Most are also made with refined grains, which have been linked to cancer. Plus, the more your kids eat these, the more they could begin craving them, which could eventually boost their weight.
Bottom line: Limit sugar in your children's diet as much as possible. Ban sugary cereals, cookies and candy from your pantry. Then become a savvy label reader, looking for hidden sugars in everything from granola bars toketchup and even pasta sauces. To satisfy a sweet tooth, serve fruit as a dessert or a snack.
8. Eating fast food
"Fast food is for parents who don't care about their kids," Fuhrman says. By buying them fast food, you're giving them the lowest quality food, which adds calories, fat and little nutrition to their diets. The end result? You could wind up with an overweight, unhealthy child. Plus, if they're eating fried foods or food cooked at high temperatures, they're noshing cancer-causing compounds.
Bottom line: Boycott all fast food.
9. Not getting enough vitamin D
Vitamin D deficiency has been linked to dozens of health conditions, including rickets, osteoporosis, cancer, heart disease and diabetes. Sunshine is the best source of vitamin D, but most kids don't spend enough hours outside to get all they need. Plus, if you live in a northern climate, getting enough vitamin D in the winter can be impossible.
Bottom line: Make sure your child is getting 400 IU of vitamin D daily through a multivitamin and/or vitamin D supplement.
10. Filling up on food made with white flour
White flour has zero nutritional value, which is why Fuhrman believes it should be banned from foods. "White flour's been linked to obesity and cancer-causing cell development," he says.
Bottom line: Don't buy food made with white flour. Instead, choose 100 percent whole-grain products. SOURCE: Written By KAREN ASP from AOL
Tuesday, December 23, 2008
The Family Coach as a lot planned for 2009!
The Family Coach is an educational service provided by North Scottsdale Pediatrics. Family Coaching regards you, the parent, as the expert. Through coaching we identify your goals for Better Family Living and we implement strategies for success.
Families improve skills in the following areas:
• Family behavior and discipline
• Family health and wellness
• Family schedules & routines
• Improving attention and focus
• Improving friendship skills
• Improving school success
• Parenting with confidence
• Parenting with consistency
• Working together with the other parent
We will be doing a teleconference series for families who wish to enhance their family lives.
We are also teaming with Pediatric Speech-Language Specialists (Anita Werner) and On Track Tutoring (Dana Herzberg) for a free in-school educational lecture series for teachers and parents.
We have classes planned for 2009 as well.
Family coaching in home or at school is also on the menu.
Visit www.lynnekenney.com for more information.
Families improve skills in the following areas:
• Family behavior and discipline
• Family health and wellness
• Family schedules & routines
• Improving attention and focus
• Improving friendship skills
• Improving school success
• Parenting with confidence
• Parenting with consistency
• Working together with the other parent
We will be doing a teleconference series for families who wish to enhance their family lives.
We are also teaming with Pediatric Speech-Language Specialists (Anita Werner) and On Track Tutoring (Dana Herzberg) for a free in-school educational lecture series for teachers and parents.
We have classes planned for 2009 as well.
Family coaching in home or at school is also on the menu.
Visit www.lynnekenney.com for more information.
Monday, December 22, 2008
What your kids need most this holiday season
While we are busy shopping and wrapping presents I was reminded what our children need most this holiday season.
Alone time with mom or dad.
A date with their favorite family member.
To give time at a local charity.
Presents that keep them active not just sitting around.
Music lessons.
Time playing sports with mom or dad.
A good bedtime story.
Their manners, don't forget yours either.
Remember, your child's favorite toy is you.
Happy Holidays! Dr. K.
Thursday, December 18, 2008
Helping Children Communicate Their Feelings
One of my students recently called me to relate an affirming story about expressing feelings. “I got upset because he wouldn’t help me put his toys away, he said, ‘When you look at me like that you hurt my feelings.’” While a mother’s pride is sometimes overstated, this time it was not.
I knew exactly why my student was so pleased. She, like myself, had once taught preschool and was intent on helping children communicate their feelings. That’s not easy for young children: language is still rudimentary in the early years, plus many children hide their feelings to secure adult approval. Unhappy feelings do not just disappear though—they go underground, often to reemerge years later.
I never told my parents that they were hurting my feelings when they showed disapproval. Such an idea never entered my head and could have been dangerous if it had! Surely, my parents could not have understood, much less expressed, such feelings when they were young. Now, we realize that when children let us know how they feel, we can help them understand themselves and also help them to cope with unhappy feelings, which is much more useful than repressing them.
How Times Have Changed
My student was not only amused and proud; she was also honest. She told her son that she was sorry to have hurt his feelings, and that she had been upset because she was tired and bending over to put the blocks away was hurting her back. He replied, “That’s because you’re old!” My student kept her cool and said, “I guess you must feel angry at me. You know it hurts my feelings to call me old.”
Within minutes, my student and her son went swimming. By then, the slate was clean. They could be friends again because there was no hidden backlog of unhappy feelings.
Encouraging the Expression of Real Feelings
After a lifetime of working with children and recalling my own feelings as a child, I am convinced that nothing, aside from loving and protecting children, is as important as helping them communicate their real feelings. Grappling directly with perceptions and sensations leads to solving problems in the here and now, rather than leaving them to fester into a source of discomfort one is never able to figure out. It can also save on many counseling sessions in the future.
How can we help children tell us how they feel? By reading them stories and following up with conversation. By listening to accounts of their dreams, and asking what they think the dreams are saying about deep-down feelings. By paying attention when children want to tell us something rather than saying, “I’m busy now. Tell me later.”
We are most apt to cut off the expression of real feelings when children tell us things we do not want to hear. If a child says, “You’re fat!” and you roar, “You can’t talk to me that way,” the child may very well decide not to talk to you in any real way.
Less intimidating responses to offending comments do exist. My friend looked as if she was going to faint when her two-year-old daughter, disobeying an instruction to get her pajamas, yelled, “I will not, you mean lady.” My friend turned red, and said in a shaky voice, “If I ever talked to my mother that way I would have been struck dead by lightening.” My friend did not go on to tell her daughter that she was a bad girl and should never say such a thing; instead she did some deep breathing to gain control of her emotions and said, “I know you’re angry and want to play, but now it’s bedtime.” My friend’s courage and fortitude have been well repaid by a teenage daughter who over the years has managed to tell her most of the issues that have upset her.
In our worthy attempts to help our children communicate their feelings, we must be careful not to extract an apology for “unacceptable behaviors.” Forcing children to say they are sorry, when they are not, is forcing them to lie. Nor should we belabor communicating to the point of boredom. Short answers are far better than long ones. At times we will be tired, frustrated, or annoyed; at times we will lose patience because we are human and do not have complete emotional regulation. Children learn to tolerate our imperfections, our fallibility. And if we happen to leave an important problem unresolved, we can always return to it later. We can always say: “I’m sorry I shouted at you, instead of telling you my feelings. I guess grown-ups sometimes lose control too.”
Children need parents, not saints—a truth I have learned while raising my daughters. The true teachers are those who encourage children to accept human frailty, to acknowledge both love and anger, and to muster the freedom and courage to become their fullest selves. By Barb Grady www.parenting-plus.com
I knew exactly why my student was so pleased. She, like myself, had once taught preschool and was intent on helping children communicate their feelings. That’s not easy for young children: language is still rudimentary in the early years, plus many children hide their feelings to secure adult approval. Unhappy feelings do not just disappear though—they go underground, often to reemerge years later.
I never told my parents that they were hurting my feelings when they showed disapproval. Such an idea never entered my head and could have been dangerous if it had! Surely, my parents could not have understood, much less expressed, such feelings when they were young. Now, we realize that when children let us know how they feel, we can help them understand themselves and also help them to cope with unhappy feelings, which is much more useful than repressing them.
How Times Have Changed
My student was not only amused and proud; she was also honest. She told her son that she was sorry to have hurt his feelings, and that she had been upset because she was tired and bending over to put the blocks away was hurting her back. He replied, “That’s because you’re old!” My student kept her cool and said, “I guess you must feel angry at me. You know it hurts my feelings to call me old.”
Within minutes, my student and her son went swimming. By then, the slate was clean. They could be friends again because there was no hidden backlog of unhappy feelings.
Encouraging the Expression of Real Feelings
After a lifetime of working with children and recalling my own feelings as a child, I am convinced that nothing, aside from loving and protecting children, is as important as helping them communicate their real feelings. Grappling directly with perceptions and sensations leads to solving problems in the here and now, rather than leaving them to fester into a source of discomfort one is never able to figure out. It can also save on many counseling sessions in the future.
How can we help children tell us how they feel? By reading them stories and following up with conversation. By listening to accounts of their dreams, and asking what they think the dreams are saying about deep-down feelings. By paying attention when children want to tell us something rather than saying, “I’m busy now. Tell me later.”
We are most apt to cut off the expression of real feelings when children tell us things we do not want to hear. If a child says, “You’re fat!” and you roar, “You can’t talk to me that way,” the child may very well decide not to talk to you in any real way.
Less intimidating responses to offending comments do exist. My friend looked as if she was going to faint when her two-year-old daughter, disobeying an instruction to get her pajamas, yelled, “I will not, you mean lady.” My friend turned red, and said in a shaky voice, “If I ever talked to my mother that way I would have been struck dead by lightening.” My friend did not go on to tell her daughter that she was a bad girl and should never say such a thing; instead she did some deep breathing to gain control of her emotions and said, “I know you’re angry and want to play, but now it’s bedtime.” My friend’s courage and fortitude have been well repaid by a teenage daughter who over the years has managed to tell her most of the issues that have upset her.
In our worthy attempts to help our children communicate their feelings, we must be careful not to extract an apology for “unacceptable behaviors.” Forcing children to say they are sorry, when they are not, is forcing them to lie. Nor should we belabor communicating to the point of boredom. Short answers are far better than long ones. At times we will be tired, frustrated, or annoyed; at times we will lose patience because we are human and do not have complete emotional regulation. Children learn to tolerate our imperfections, our fallibility. And if we happen to leave an important problem unresolved, we can always return to it later. We can always say: “I’m sorry I shouted at you, instead of telling you my feelings. I guess grown-ups sometimes lose control too.”
Children need parents, not saints—a truth I have learned while raising my daughters. The true teachers are those who encourage children to accept human frailty, to acknowledge both love and anger, and to muster the freedom and courage to become their fullest selves. By Barb Grady www.parenting-plus.com
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