If you are a nail-biter, a hair-twister, or a forehead-rubber, or if you unnecessarily worry or feel fatigued, restless or lightheaded, the National Institute of Mental Health and researchers at North Dakota and Michigan State universities suggest you may suffer from anxiety. Mild anxiety isn’t always bad — it can help you prepare for an event in which performance matters, such as taking a test or giving a speech. At times, however, it can be unrelated to a specific event, or your stress may be disproportionate to the occasion. Several classes of medications effectively diminish mild anxiety.

Significance

Anxiety is not a new or small issue. Forty million American adults develop an anxiety disorder in any given year, according to the National Institute of Mental Health. Researchers at Michigan State University explain that when the brain perceives threats, a cascade of physiological events prepares the body to protect itself, either by escaping or by fighting. While this mechanism was quite adaptive in prehistoric times–prompting humans to run from woolly mammoths, for example–the brain can’t distinguish between real and perceived threats, and anxiety symptoms arise even when a threat isn’t compelling. Medications are one of the two most effective approaches to treating mild anxiety.

Records of anxiety symptoms date back for centuries, but anxiety-related problems were not recognized as separate illnesses from general stress until the 1960s, when doctors began differentiating unexpected anxiety from routine stress. In 1980, panic attacks were added to the second edition of the Diagnostic and Statistical Manual of Mental Disorders.

Barbiturates were widely used to treat anxiety in the 1960s, but because of their sedating effect and addiction potential, they were quickly replaced by benzodiazepines and antidepressants.

Types

The National Institute of Mental Health outlines three classes of drugs that treat mild anxiety: Antidepressants; benzodiazepines, which are minor tranquilizers; and beta-blockers.

Antidepressants include selective serotonin reuptake inhibitors, mono amine oxidase inhibitors, tricyclic antidepressants and a few related others in classes by themselves. Antidepressants increase the availability between nerve cells of brain chemicals such as serotonin, dopamine and norepinephrine. With fewer side effects than their predecessors, SSRIs are often a first-line treatment for mild anxiety. Common side effects of antidepressants include headache, nausea, blurred vision, sleeplessness, dry mouth, drowsiness, sexual performance problems, constipation and difficulty urinating.

Benzodiazepines increase a brain chemical called GABA, bringing about relaxation. Medicines in this class work more quickly to reduce anxiety but also carry a risk of addiction. For this reason, physicians often prescribe these medicines only for short-term or occasional use. Buspirone is a related medicine with no addiction potential. Common side effects of benzodiazepines include dizziness and drowsiness.

Beta blockers such as propanolol, traditionally used to treat heart conditions and high blood pressure, reduce the physiological effects of anxiety, such as sweating and trembling. Common side effects of beta blockers include fatigue, cold hands, dizziness and weakness.

Warning

Always follow your doctor’s dosing and administration instructions. Abruptly stopping benzodiazepines and antidepressants can cause uncomfortable side effects or seizures. If prescribed MAOIs, you must follow a strict regimen to avoid ingesting a substance found in aged foods and some medicines, tyramine, which may cause high blood pressure leading to stroke.

A 2004 Food and Drug Administration study found that children and adolescents are susceptible to increased suicidal thoughts and behaviors when taking antidepressants. Report any suicidal thoughts immediately to your doctor.

Because of the risk of addiction, weigh the benefits and risks of benzodiazepine use with your doctor, and never take more than prescribed. Never drink alcohol or use illicit drugs with medications for mild anxiety. This combination can create an additive effect, and can cause respiratory failure and death.

Considerations

Before taking drugs for mild anxiety, ask your doctor to perform a comprehensive physical examination. Some medical conditions create symptoms that mimic anxiety, and taking medications to reduce these symptoms may mask a bigger problem. Review all the medications you are taking with your doctor. Some medications cause side effects that imitate mild anxiety, and a simple dose adjustment may eliminate the problem. If medications for mild anxiety become part of your treatment plan, talk with your doctor about adding another proven treatment–psychotherapy–to manage your symptoms.

Read more: http://www.livestrong.com/article/218105-drugs-for-mild-anxiety/#ixzz1rZJlzo2Y

Do interactions with your child make you wonder if you’re the star in a remake of “Groundhog Day”? Parents with children who repeatedly disobey could hit “replay” on a tape recorder from yesterday, and the same maddening circumstances would unfold without fail. Many parents repeat themselves ad nauseam day in and day out, without obtaining the desired result: a series of requests that effortlessly result in the intended behavior. An effective behavior plan orders your home, and affords peace of mind to you and your child.

Relevance

Normally developed, healthy children ignore about one-third of the commands given to them. Children with problems in self-control, however, are often rejected by peers, have school adjustment problems, delinquent behaviors and emotional problems. Habitual disobedience can result in oppositional defiant disorder (ODD), characterized by a relentless pattern of arguments with adults, loss of temper, deliberately blaming or annoying others, refusing to follow the rules and being vindictive. Researchers at the University of Chicago estimate the incidence of ODD at 5 to 16 percent of the general population, with 30 percent progressing to conduct disorder (CD), a more severe disorder often leading to jail sentences for persistent violations of the others or the law. Early measures, like implementing effective behavior plans, may reduce the likelihood and incidence of these outcomes.

Behavior plans allow a child to develop more self-control, and also help the parent feel more effective, respected and at peace. Most often, parents give a command, and if the child does not comply, the parent may yell at the child or simply forget about it and move on, both ineffective strategies. By mapping the expectations and consequences ahead of time, behavior plans offer both the parent and child a clear strategy, leaving neither surprised nor spent.

Types

Behavior plans can be a verbal or written set of expectations, with identified outcomes for complying with or resisting them. According to experts at Early Intervention Support, because of their shorter attention spans and difficulty conceptualizing time, younger children may benefit from additional written or graphic elements on the plan. Enlisting your child’s art skills to develop hand-made posters and charts help them feel in control and included in the plan’s development.

Solution

A solid plan will help guide you and your child to success. Michael Bloomquist, director of the Attention and Behavior Problems Clinic at the University of Minnesota, outlines numerous strategies to shape your child’s behaviors. First, discuss and write down the rules. Then determine the consequences for not complying with them. Give effective 10-words-or-less commands. Don’t be vague: “Respect your brother!” Don’t form a command as a question: “Would you please put your socks on?” Don’t over-explain, repeat or give multiple commands. If your child does not comply, use an effective warning in an “if…then” statement: “If you don’t turn off the TV right now, then you will sit in the time-out chair for 8 minutes.” If there is no compliance, remove the privilege or give the time-out. Remain calm and consistent. Recasting rules into daily behavior expectations and including daily reinforcements and/or mild punishment, may result in a higher degree of obedience. Identify up to four specific behaviors. Small, nontangible daily rewards, such as reading a book with a parent for 50 percent compliance, or watching a favorite DVD for 75 to 100 percent compliance, and one larger weekly reward, such as a bike ride in the park for outstanding compliance, helps motivate a child to follow the rules. Zero percent compliance may warrant mild punishment in the form of removal of a privilege. Keep this chart posted where the child sees it and is frequently reminded by it.

Considerations

Behavior plans begin with the parents. Bloomquist, in “Skills Training for Children With Behavior Problems,” notes, “If parents and family are functioning well, it is likely that the child will too.” How parents respond to their child shapes their behavior. Work with a mental health professional to refine your own communication and distress tolerance skills, and examine your beliefs about your child that may be affecting your response. Some behavior problems are a result of psychiatric disorders that require professional treatment. Have your child fully evaluated by a mental health professional should your child’s behavior continue or worsen.

Read more: http://www.livestrong.com/article/224135-behavior-plan-for-child/#ixzz1rZIguKhN

In September, you get calls from your child’s teacher about the terrible thing he said to a classmate. In October, you receive multiple emails about him getting up from his seat in the middle of class. After Thanksgiving dinner, he’s standing on the couch and jumping into a pool of cousins huddled on the floor. In December he gets detention for talking in class after numerous warnings. A new year brings new problems: he can’t keep his hands to himself, he doesn’t let you finish a sentence, and Cs, Ds and “unsatisfactory” notations populate his report card. According to experts at Early Intervention Support, kids do have shorter attention spans than adults. But you begin to wonder if your child has a bigger problem than just being a kid. Attention deficit/hyperactivity disorder is one of the most common mental disorders in children and adolescents, according to the National Institute of Mental Health.

Types

Difficulty staying focused and paying attention, difficulty controlling behaviors and hyperactive behaviors characterize ADHD. According to the “Diagnostic Statistical Manual of Mental Disorders,” three subtypes of ADHD exist: predominantly hyperactive-impulsive symptoms, predominantly inattentive symptoms and a combination of hyperactive-impulsive and inattentive symptoms. Hallmark signs of inattention include being easily distracted, difficulty tending to details, forgetting things, frequently switching activities, difficulty organizing or completing a task, daydreaming, moving slowly and not listening when spoken to. Hyperactive and impulsive symptoms include excessive talking, fidgeting and squirming, difficulty staying seated, impatience, frequently touching things or people, blurting out inappropriate comments, difficulty waiting turns, interrupting and excessive emotionality. Six months of six or more of these symptoms in one category, to a degree that is in excess of same-age peers, warrants a diagnosis of ADHD.

ADHD is not just for kids. Although it begins in early childhood before the age of seven, it can be missed. According to the National Institute of Mental Health, 4.1 percent of adults ages 18 to 44 have an ADHD diagnosis in a given year. Michael Bloomquist, Director of the Attention and Behavior Problems Clinic at the University of Minnesota, notes that children with problems in self-control are more likely to be rejected by peers, have school adjustment problems and may eventually develop more serious delinquent behavior or emotional problems. Adults with this disorder often have trouble sustaining jobs and relationships, organizing daily tasks, being on-time and productive, keeping appointments and may leave a reckless trail of accidents behind them.

Theories/Speculation

No single cause exists for ADHD. The National Institute of Mental Health suggests the combination of genetic and environmental factors as causes. Recent studies demonstrate that those with ADHD with a certain version of a gene have thinner tissue in the area of the brain associated with attention. Environmental factors such as cigarette and alcohol use during pregnancy, and lead exposure in childhood correlate with ADHD. Some children who have experienced a traumatic brain injury show similar symptoms as those with ADHD. Research supports that food additives, such as artificial colors and food preservatives, may lead to hyperactivity. Though there is no single cause, further research will lead to a better understanding of the factors contributing to ADHD, thus reducing its incidence in the future.

Solutions

No cure exists for ADHD. The good news is that ADHD can be well-managed. The National Institute of Mental Health outlines medications, psychotherapy, education and training, or a combination of these, as effective treatments for ADHD. Stimulant and other medications in the form of short and long-acting liquids, patches, pills and capsules may help reduce impulsivity and hyperactivity, and improve attention associated with ADHD. Common side effects of these stimulant medications include reduced appetite, irritability, anxiety, sleep problems and occasionally headaches and stomachaches. Work with your doctor to minimize these effects. Social skills training and behavioral therapies help those with ADHD learn how to interact with others in a socially appropriate manner, and how to monitor and change behaviors. Psychotherapy may also involve parents, so they can help structure and organize their child’s day, correct unwanted behaviors and reinforce desired ones.

Considerations

ADHD symptoms mimic disciplinary and behavior problems. The National Institute of Mental Health indicates that without a proper diagnosis, you or your child may be wrongly targeted for willful and stubborn behavior. Many problems may mimic ADHD symptoms. These include undetected seizures, hearing and vision problems, learning disabilities, anxiety and depression, medical problems affecting thinking and behavior, and difficulty coping with severe environmental stressors such as a death or trauma that affect mood or concentration. Be sure to acquire thorough physical and psychiatric evaluations to ensure a proper diagnosis to guide treatment.

Warning

In 2007, the FDA mandated warnings on medications used for ADHD, outlining the risk of developing cardiovascular and psychiatric problems when taking these medications. According to the National Institute of Mental Health, this warning transpired after a study revealed that those who ingested these medications and had pre-existing cardiac problems had a slightly higher risk of cardiovascular problems while taking the medication. It also noted that those taking these medications had a one in 1,000 risk of experiencing psychiatric symptoms such as hearing voices, being extremely suspicious or developing excessive physical activity, or mania. Children and adolescents taking the non-stimulant atomoxetine for ADHD also carry an increased risk of developing sudden suicidal thoughts. Frequently monitor your child’s cardiovascular health and behavior, and report any changes or suicidal thoughts to your doctor immediately.

Read more: http://www.livestrong.com/article/226468-what-is-hyperactivity-disorder/#ixzz1rZHULARp

ADHD, or attention deficit hyperactivity disorder, troubles many children, schools, parents, and families. According to the National Institute of Mental Health, ADHD is the most common mental disorder in children and adolescents in the United States. According to Michael Bloomquist, Director of the Attention and Behavior Problems Clinic at the University of Minnesota, a child with ADHD often struggles to accumulate the abilities and skills in self-control, social, emotional, and academic areas. Effective behavior modification techniques help such a child succeed.

Significance

Problems in self-control or attention characterize ADHD. According to the National Institute of Mental Health, 3 to 5 percent of children qualify for this diagnosis. More boys than girls have it, and unlike once thought, these symptoms often trickle into adolescence and adulthood. Without adequate intervention, children with problems in self-control are more likely to be rejected by peers, and often develop academic and emotional problems. According to Bloomquist, a behavior modification plan and techniques build mastery and competence, and promote psychological development and success.

Children with ADHD may show emotions without constraint, have difficulty focusing on or completing a task, become impatient, blurt out inappropriate comments, and have trouble waiting their turns. Having the ability to regulate emotions and behaviors early in life, acquiring good social and academic skills, having supportive parenting and predictable routines and rituals, and being accepted by, and associated with, positive-influence children, remain protective factors for children to sustain socially-acceptable behaviors and adjust easily in life. Bloomquist notes that behavior modification techniques help accomplish these goals by enhancing self-control, social, emotional, and academic development, and improving parent well being and relationships with their children.

Types

Behavior modification techniques for ADHD can reinforce positive behavior, or punish negative behavior. According to Bloomquist, behavior modification techniques teach a child with ADHD to obey, follow rules, manage anger, develop social and problem-solving skills, promote positive peer affiliations, assist in understanding and expressing feelings, think helpful thoughts, encourage appreciation of reading, and increase self-directed academic behaviors. Behavior techniques in the form of a plan promote a child’s self esteem. Parents should rank and prioritize areas that need the most attention, and develop a plan focused on these targeted behaviors.

Solutions

Specific strategies exist for various ADHD behaviors. Bloomquist suggests giving effective commands, using effective warnings, and taking away a privilege when targeting disobedient behaviors. To reduce angry outbursts, help the child define anger, teach recognition of anger body cues, teach and encourage relaxation skills and helpful self-talk. Teach positive social behaviors, and coach and reward desirable social behaviors in social situations. Instruct the child in social problem solving and use “guided questioning” to help explore possibilities and options for problem-solving social situations. For emotional well being, help the child identify and change unhelpful thoughts and demonstrate helpful thinking. Bloomquist encourages collaboration with the child, assessment of his readiness for the task, staying calm, and being consistent. Practicing with daily charts containing up to four target behaviors, using non-material reinforcers for desired behavior, and mild punishment for zero compliance, can enhance performance and effectively shape targeted behaviors.

Considerations

Behavior modification techniques for ADHD require effort and consistency. Bloomquist identifies parent and family well-being as being crucial to the success of a child’s acquisition of self-control. Previous or concurrent family treatment may enhance the outcome. Adding medications to treat ADHD may prove helpful. A Consumer Reports survey demonstrated that 67 percent of those trying medications for ADHD reported they helped “a lot.” Dr. Orly Avitzur, a neurologist and medical advisor to Consumer Reports magazine, indicates that kids improve most with a combination of medication and behavioral modification techniques.

Read more: http://www.livestrong.com/article/234451-adhd-behavior-modification-techniques/#ixzz1rZGZMKBf

Yelling “I hate you” when TV time is up, playing a bit too rough with his sister, targeting a classmate during a dodge ball game. Any parent wonders what behaviors are normal for their 7-year-old, and wants to address those that aren’t. According to Michael Bloomquist, director of the Attention and Behavior Problems Clinic at the University of Minnesota, a well-functioning 7-year-old child most often thinks before he acts, and may get upset but can calm down. While feeling angry is normal, untamed anger routinely resulting in hurt body parts or feelings, requires intervention to avoid larger emotional and behavioral problems.

Find Underlying Cause

Bloomquist notes that if anger occurs only in certain situations or with certain family members, it may result from problems in disobedience or family functioning. Resolving these problems require different strategies from anger management. For disobedience, give effective commands and warnings, offer choices, allow the child to say no respectfully, use agreed-upon single words or signals for direction, withdraw privileges, focus on win-win solutions and find useful ways for the child to feel influential. To improve family functioning, strengthen the parent-child bond, improve family interactions, and develop family routines and rituals. If the child has angry outbursts that seem out of proportion to the situation in many settings, then the problem is truly anger.

Boomquist notes that children younger than age 8 will benefit first from learning to identify and express feelings. Increasing the child’s feelings vocabulary through discussion, role play and role modeling help him better understand and articulate those he experiences. Build discussion of feelings into daily activities using a feelings chart. If the child denies having an anger problem and resists, retracting and enlisting the cooperation of all family members to work on their anger promotes cooperation and progress.

Define Anger

Defining anger helps the child understand it. According to Bloomquist, anger is “a feeling of discomfort or pain that occurs in response to something not going as one would like it to.” Defining and discussing the range of anger–from mild frustration and irritation to rage—enables the child to identify and describe it when it occurs.

Teach Anger Signals And Relaxation

Body, thought and action cues warn the child that she needs to practice an anger-management strategy. Bloomquist suggests helping children identify physiological signals, such as flushing, clenched fists or sweating, thoughts such as “You’re stupid,” and actions like crying, threatening or fidgeting, that occur when angry. Deep breathing and visualizing a relaxing scene reduces physical tension associated with anger. Bloomquist also suggests the “robot/rag doll technique” for younger children: Instruct the child to tense up all muscles, visualizing himself as a robot, then after 15 seconds, releasing all the tension, becoming a rag doll. Effectively using these skills when angry requires extensive practice of them during non-stressful times.

Teach Helpful Self-Talk

Helpful self-talk involves developing thoughts that will help the child calm down when noticing body, thought or action signals. Examples include: “Take it easy,” “Stay cool,” “I’ll just try my hardest,” “Don’t let him bug me.” Bloomquist suggests role-playing situations using ineffective behaviors in response to the anger, then contrasting them with using helpful self-talk. Developing an individualized list of examples helps the child use them when needed.

Encourage Problem Solving

Help the child solve the original problem that caused the anger. Problem solving includes identifying the problem, determining its cause, speculating about the feelings and thoughts of those involved, and determining a plan of action. Examples include expressing feelings or needs, relaxing, distracting or asking for a hug. A 7-year-old may have difficulty with this step due to developmental limitations in abstract thinking, and may require more help or direct suggestions from an adult.

Read more: http://www.livestrong.com/article/237006-behavior-management-anger-issues-for-7-year-olds/#ixzz1rZFOtInG

His lips are moving, and words are spewing, but it sounds more like Charlie Brown’s teacher to you than understandable dialogue. According to Kathy Walker, author of “Communication Basics,” people send 100 to 300 messages per day, but you believe less than 15 percent, and remember less than 10 percent of what is said to you. Communication builds trust and respect, fosters learning and realizes goals. Effective communication encompasses both verbal and non-verbal strategies for full therapeutic benefit.

Listen Actively

Ever feel like someone listening to you must have covered their ears, closed their eyes, and been singing “La, la, la, la?” Generally, people hear only half of what is said to them. According to experts at the University of Maine Cooperative Extension, listening tops the list of therapeutic communication styles, more important than expressing yourself verbally or non-verbally. Active listening helps you assess the situation correctly, reduces defensiveness of the speaker, avoids the need for them to repeat the information, reduces emotions that block clear thinking and most importantly, helps the speaker feel cared about and understood.

Find yourself wanting to “give him a piece of your mind?” Most often, this results in the listener becoming defensive and angry. Judgments are short-cuts to descriptions. For example, “You’re incompetent” is a short-cut to, “You didn’t complete that task as I instructed.” Marsha Linehan, author of the interpersonal effectiveness module of dialectical behavior therapy, suggests describing instead of judging. Frequently-used judgment words to avoid include “should/shouldn’t,” “bad/good,” and “wrong/right.”

Use “I” Statements

Experiment: Eavesdrop on a conversation between two people,and count the number of “yous” you hear. Chances are you’ll be counting toes. Marsha Linehan, professor of psychology at the University of Washington, suggests using “I” statements to reduce defensiveness of the listener. Using “I need,” “I would like,” or “I feel” allows you to own your feelings and needs, reducing the likelihood of arguments and increasing the likelihood of you being heard and getting your needs met.

Validate

Validating someone allows them to feel understood. Acknowledging their thoughts, feelings or opinions about a situation by finding the “nugget of truth” in what they are saying and agreeing with it relaxes them: “You are really upset by that” or “It makes sense that you’d be worried.” Validating doesn’t require agreeing with or approving of all of what the speaker is saying. Use validation followed by “and” instead of “but.” “But” tends to negate everything preceding it, leaving the listener feeling unheard.

Be a Broken Record

Ever “wake up” in the middle of an argument, wondering how you got there? Sometimes when you describe or express a feeling about someone’s behavior, he derails the conversation by focusing on an irrelevant part of the conversation, or by bringing up past situations. Marsha Linehan suggests staying mindful of the goal of the conversation, and using the “broken record” technique, redirecting the conversation to the original goal, over and over if necessary: “That sounds really important to you (validation), and right now we’re talking about coming home on time, not me yelling at you last week (broken record).”

Negotiate

Be willing to give to get. Focus on how to make this a win-win situation, so that both of you get most of what you both want. Negotiations can be big or small. Linehan suggests determining what can be sacrificed, then offering that: “I can’t watch Jimmy tomorrow afternoon, but I can keep him for a while on Friday. Perhaps you could rearrange the appointment for Friday so you don’t have to take him with you.” Or: “I can’t babysit for hours tomorrow afternoon, but I could meet you there and keep him in the waiting area for 45 minutes when you are in your appointment.”

Reinforce

Who doesn’t want to feel good all of the time? That’s human nature. Linehan suggests considering, “What’s in it for them?” if the listener complies with your request, and then pointing this out: “If you walk the dog like you agreed, the dog will feel more calm and you can relax here at home tonight without him jumping all over you. You’ll also feel better because you kept your agreement.”

Read more: http://www.livestrong.com/article/237526-therapeutic-communication-styles/#ixzz1rZE99MQl

Every child needs to be redirected from time to time—but some behaviors can test even the most patient parents. Kathryn Kvols, president of the International Network for Children and Families, and author of “Redirecting Children’s Behavior,” points out that successfully redirecting a child’s behavior requires decoding the situation to determine your child’s unmet needs, then meeting or redirecting them.

Check Your Emotional State

Your emotional state largely determines the direction of your child’s behavior. Kvols says, “Parents who are stressed tend to be less emotionally available for their children and less tolerant of the challenges of children’s behaviors, and therefore cause the situation to escalate more often.” Determine your state of mind and emotions before responding to your child. If you are not calm, loving and accepting, do something such as breathing, counting or taking a break, to center yourself. Once in a compassionate state of mind, survey the child’s need—use gentle touch and a friendly tone, and move to the child’s eye level.

Take a moment to determine whether your child has unmet physical needs such as sleep, food or treatment for illness. Determine if he has the need to belong, to be taught a skill, feel loved, valuable, respected or to experiment and explore. Kvols points out that there is no single disciplinary method that works in all situations, and she adds, “You must take time to think about why your child is misbehaving in order to determine what method to use.” Identify what goal your child has in mind before you react.

Determine the Mistaken Goal

Dr. Rudolf Dreikurs, author of “Children the Challenge” outlines the mistaken goals of attention, power, revenge and avoidance. Your child will often turn to a mistaken goal to meet her unmet need. Identify the mistaken goal, note your child’s behavior in response to your action, and your emotional response to it. If your child’s annoying behaviors temporarily stop when you give attention, and you feel annoyed or feel the need to remind or coax your child, then the mistaken goal is attention. If his behaviors intensifies when you reprimand, and you feel provoked, challenged and the need to prove your power, deem power the mistaken goal. If she seems to want to get even or make herself unlikable, and you feel hurt or angry, consider that she is trying to get her need met by acting out in revenge. If she is passive or withdrawn when you reprimand, and you feel despair or pity, think avoidance as the mistaken goal.

Meet the Unmet Need or Redirect the Behavior

To effectively redirect attention, Kvols suggests avoiding eye contact and speaking, and using soothing touch to help your child feel loved, like gently caressing his head or cheek. For power, offer choices and use friendly eye contact, sidestep power struggles—and offer your child useful ways of feeling powerful. For revenge, do not hurt back, reestablish the relationship, make amends and use logical consequences that are not punishing. To redirect avoidance, don’t coax or show pity. Instead, arrange for small successes, avoid doing things for the child that they are capable of doing themselves, and help them redirect their limiting self talk.

Prevent Misbehavior

Know your child. Know her behavior when she is tired, hungry, sick or needs love. Kvols states that transitions, over-stimulation, bright lights, being hurried, change in routine and invaded space commonly challenge a child. Avoid over-scheduling, identify precipitating factors, notify your child of changes ahead of time, create rituals and routines—and teach your child to communicate her needs directly. Kvols also stresses the importance of nurturing yourself, so you are prepared to handle inevitable parenting challenges.

Read more: http://www.livestrong.com/article/237570-strategies-used-to-redirect-child-behavior/#ixzz1rZD1dRnl

GAD, or generalized anxiety disorder, leaves those troubled by it tossing and turning at night, constantly worrying, and predicting the worst-case scenario. According to the National Institute of Mental Health, or NIMH, approximately 6.8 American adults have GAD in a given year, and most people with GAD have other anxiety disorders including panic disorder, obsessive-compulsive disorder, post-traumatic stress disorder or social phobia. Though no single, identifiable cause for GAD exists, researchers believe it to be multi-causal and a result of a disruption of brain chemicals and genetic factors.

Significance

About 40 million Americans have some kind of anxiety disorder. Generalized anxiety disorder affects about 3.1 percent of adults. GAD can be quite impairing and can occur with other disorders such as depression and substance use disorders, compounding dysfunction. According to the NIMH, worrying from GAD can prohibit the completion of everyday tasks. Gaining an understanding of what causes GAD can help identify effective treatments to reduce suffering and enhance the quality of life for those suffering from it.

 Identification

Everyone worries from time to time about something minor, or in proportion to a major stressor. But those with GAD worry excessively more days than not for at least six months. They worry disproportionately about a number of areas of their lives–work, school, illness, or death–when no compelling threat exists. According to the “Diagnostic and Statistical Manual of Mental Disorders,” many physical symptoms, such as restlessness, excessive fatigue, poor concentration, irritability, muscle tension and sleep disturbance make up GAD. Trouble controlling this worry significantly reduces functioning in relationships and work.

Theories/Speculation

No one knows for sure what causes GAD. The NIMH postulates that GAD is likely a compilation of psychological, developmental, environmental and genetic factors. The NIMH does pinpoint genetics and brain chemistry as specific factors contributing to GAD symptoms. Imaging and neuro-chemical studies also indicate that two parts of the brain, the amygdala and the hippocampus, play a considerable role in most anxiety disorders, including GAD. The amygdala is an almond-shaped structure deep in the brain that interprets and processes incoming sensory information, and communicates it to other parts of the brain. The hippocampus programs frightening experiences into memories. Changes in structure or function in these components may increase susceptibility to GAD. The National Institute of Mental Health notes that current research on GAD and anxiety consider environmental factors such as pollution, stress and diet as factors in the development of anxiety disorders and GAD.

Solultion

Medications and psychotherapy can help treat GAD. According to the NIMH, antidepressants, anti-anxiety medicines and beta blockers help reduce GAD symptoms, making them more manageable. Antidepressants may take several weeks at a therapeutic dose to be effective, and some anti-anxiety medicines carry the potential for building a tolerance and addiction. Stopping these medicines abruptly can precipitate severe anxiety symptoms. Always follow your physician’s advice when taking medications. To reduce anxiety, a licensed mental health professional can offer cognitive behavioral therapy, an effective psychotherapy treatment geared to teach those with GAD how worried thoughts contribute to anxious emotions and behaviors. Additional types of talk therapy can also help reduce GAD symptoms.

Considerations

GAD develops gradually, and symptoms may vary over time depending on the intensity of stressors. Many people visit their doctors with specific physical complaints, such as headaches or sleep difficulties, and receive only symptomatic treatment for these specific complaints, not GAD. Many physical disorders and side effects of medications can create symptoms of anxiety. Getting a full physical exam and psychiatric evaluation ensure proper diagnosis and treatment.

Read more: http://www.livestrong.com/article/240521-causes-of-gad/#ixzz1rZC7iBZH

Hyperactive, impulsive or inattentive behaviors test the patience of even the most unflappable people. Attention deficit/hyperactivity disorder, or ADHD, is a disorder that diminishes a person’s ability to stay focused, calm and organized. Perhaps a more challenging undertaking is concluding how to best manage this incurable disorder. According to the National Institute of Mental Health, the NIMH, medications for ADHD demonstrate benefits to those with uncontrollable or disarranged behaviors, but don’t come without bothersome and sometimes problematic side effects.

Significance

ADHD, although usually starting in childhood, affects children and adults alike. According to the NIMH, ADHD is the most common mental disorder in children and adolescents and 4.1 percent of adults have it. ADHD may impair academic and social functioning due to trouble focusing, following instructions, sitting still and maintaining personal space boundaries. Those with ADHD may blurt out inappropriate comments or interrupt others’ conversations or activities. Adults with ADHD may encounter problems at work and in relationships and find it difficult to be productive. ADHD medications may help reduce these symptoms.

Medications do not cure ADHD but control the symptoms. Physicians commonly prescribe stimulants for ADHD, because medicines that stimulate other people can actually calm those with ADHD. Manufacturers make pills, capsules, liquids or patches that may be short- or long-acting. Atomoxetine is a non-stimulant medication approved for ADHD. Not all of these medications are approved for use in adults, although physicians sometimes prescribe them on an “off label” basis. Although not FDA-approved for ADHD, sometimes antidepressants are used. A 2005 study conducted by T.E. Wilens and associates and published in “Biological Psychiatry” journal shows that the antidepressant bupropion demonstrated benefits for adults with ADHD.

Benefits

Medications for ADHD affect the brain chemicals norepinephrine and dopamine, reducing hyperactivity, impulsivity and inattention. According to the NIMH, ADHD medications may also improve physical coordination. Michael Bloomquist, Director of the Attention and Behavior Problems Clinic at the University of Minnesota, notes that children with better self-control have fewer academic, behavioral and social problems. With effective ADHD treatment, many will achieve academic success and live productive lives that might otherwise not be possible.

Challenges

According to the NIMH, the most common side effects of stimulants include: decreased appetite, sleep problems, anxiety, irritability and sometimes mild stomachaches or headaches. Less commonly, sudden, repetitive movements or sounds called “tics” may develop. Some children seem to lose their emotional expressiveness. The NIMH in the Preschoolers with ADHD Treatment Study found preschoolers were more sensitive to the side effects of stimulants and exhibited a slowed growth rate. A review of data of those with taking medications for ADHD showed that those with preexisting cardiovascular conditions had a higher risk of experiencing strokes, heart attacks or sudden deaths. Additionally, there is a one in 1,000 risk of developing psychiatric problems, such as being out of touch with reality or becoming manic. These findings led to a FDA warning of risk of cardiovascular and psychiatric problems in anyone taking medications for ADHD. Children and adolescents on atomoxetine for ADHD retain a higher risk of developing suicidal thoughts and require close monitoring. Stimulants can be abused, and those taking them can develop a tolerance. Despite these potential challenges, the FDA considers stimulant medications safe when taken under medical supervision.

Considerations

Teachers and parents may mistake undiagnosed or undertreated ADHD for disciplinary problems, and those with predominant symptoms of inattention may be mistakenly treated for learning problems. A full psychiatric evaluation helps to discern the exact problem to properly guide effective treatment. Determining the most effective treatment for ADHD may require trying several medications and various doses. In addition to medications, parental and school interventions using a system of rewards and punishments, environmental controls and organizational strategies can help a child with ADHD succeed. Psychotherapies designed to teach a child to master appropriate social skills and behaviors may also reduce symptoms.

Read more: http://www.livestrong.com/article/243702-adhd-medication-pros-cons/#ixzz1rZAuQjgG

According to the National Institute of Mental Health, the highest rate of suicide is in elderly males, and more than four times as many men than women die of suicide in a given year. Although females generally outnumber males when it comes to depression, the incidence of depression in boys younger than 15 parallels that of girls the same age. According to a NIMH study, treatments including medications and psychotherapy helped significantly reduce depression in 80 percent of older adults with depression.

Significance

Major depression is the leading cause of disability in the United States, and 20.9 million American adults suffer from a mood disorder in a given year. Researchers estimate that at least 6 million men suffer from depression. Men are more likely to report substance use, which often masks depression and makes it more difficult to diagnose and treat. In 2003, the NIMH launched a media campaign about men and depression to help reduce the stigma and raise awareness of this issue. Effective treatments such as medications assume the task of shrinking this emerging epidemic.

Types

Anti-depressants come in three categories: selective serotonin re-uptake inhibitors or SSRIs; tricyclics or TCAs, and mono-amine oxidase inhibitors or MAOIs. Because SSRIs generally have fewer side effects than TCAs, and MAOIs require special dietary considerations, SSRIs take the lead as first-line medical treatment for depression. As sexual side effects might emerge when taking anti-depressants, some physicians choose to prescribe or add bupropion, an anti-depressant in its own class that minimizes or treats sexual dysfunction. No one anti-depressant more effectively treats depression in men, and men must often try a variety of anti-depressant doses, types and combinations to determine the best fit. Mood stabilizers might be prescribed if manic episodes have accompanied major depression. Although not approved for depression, physicians might prescribe stimulants or anti-anxiety medication along with anti-depressants when severe apathy, low energy or anxiety accompany depression.

Misconceptions

Anti-depressants are not habit-forming. Although uncomfortable symptoms might appear when stopping anti-depressants abruptly, no tolerance or addiction to them develops. Unlike rapid symptom relief with medications for pain or headaches, anti-depressants take up to six weeks at therapeutic doses to be fully effective. During this time, side-effects often dominate as the body adjusts, and some deem the medicines intolerable. These side effects are most often transient, and abate as the body adjusts. After a few months on medication, many feel better and stop their anti-depressants. The NIMH suggests continuing anti-depressants for at least four months once depression has lifted.

Considerations

Men often don’t know they’re depressed. A study conducted by the NIMH concluded that “men described their own symptoms of depression without realizing that they were depressed,” denying awareness that physical symptoms, such as headache, digestive disorders and chronic pain, can be associated with depression. Obtaining a full physical and psychiatric evaluation remains crucial to rule out physical and other psychiatric problems that might be causing or compounding depression. An NIMH-funded research study of adolescents with major depression found a combination of medication and psychotherapy the most effective treatment for depression, and the NIMH identifies that as the preferred treatment combination. For optimum results, consider psychotherapy as an adjunct treatment to medications.

Warning

Although common side effects–headache, nausea, insomnia, agitation, dry mouth, constipation, bladder problems, blurred vision, drowsiness and sexual problems–might occur when taking anti-depressants, the FDA mandated a black box warning for children and adolescents taking SSRIs. A review of research revealed a risk of increase in suicidal thoughts or behaviors in this population when on SSRIs. Studies demonstrate, however, substantial benefit for male teens taking medications. To determine the safest and most effective course of treatment for male teens, weigh the benefits and risks with the prescribing physician.

Read more: http://www.livestrong.com/article/243999-successful-medications-for-depression-in-men/#ixzz1rZ97IjL6