I was born in West Jerusalem in 1937, when Palestine was under British mandate. In my teen years, I was in a psychologically oriented youth movement and later in the commune movement of this orientation till the age of 32.

From then to the present, I've been active in leftist politics.

At the age of 35, three years after I moved with my mate and two sons to Tel Aviv, I completed the high school examinations and started B.A. studies in psychology.

In 1977, I completed my M.A. studies in a special program of clinical research and started as a registered psychologist requiring 4 years of work in psychiatric clinics and hospitals. I also participated in research and was published in the scientific journals.

1982 came and I started my Ph.D. studies, did research about the system of basic emotions and developed, in parallel, the new technique of General Sensate Focusing.

(At the time, I was also working as a school psychologist, and become a member of the section of educational psychologists of the Israeli Psychological Association.)

The General Sensate Focusing Technique is an integration of scientific findings in the cognitive and emotional domains with personal experience derived from applying various techniques of psychotherapy.

In a way, the initiative to develop it came from the failure to help (in the early Eighties) a friend of mine, using the psychotherapies of mainstream psychology.

During the last 16 years, I have trained hundreds of people in the use of the new technique, and we have discovered, on the way, many shortcuts and sophisticated tactics.

About 2000 hard copies of my self-help book (in Hebrew) were distributed during the last ten years. Over the last four years, about 50,000 people have visited my websites. Many of the readers started to use the technique on their own. Some of them contacted me, providing valuable feedback. Others, from all over the world, were trained by me via e-mail.

All my services are given for free, except face-to-face supervision or training in the use of the technique.

I hope the Self-Help Guide helps you.

Ilan Shalif, Ph.D.

next: Sensate Focusing Site Map

The term "spatial problems" means not only difficulties in knowing right from left, but recognizing that "was" is not the same as "saw" or "b" the same as "d." When teachers or those who test children use the term "spatial problems," they mean not only the above, but also those children who crowd all of their arithmetic problems to one side of a page when they're doing their homework-or get mixed up when trying to follow directions-or get lost when they are in a new place or who don't know how to write certain words, letters, or numbers. Spatial problems also can relate to the degree of disorganization in a child's room.

Most children will get "left" and "right" mixed up until they are about seven years old. But somewhere around age five or six, most children, given the proper opportunities, will begin to be able to identify the right and left sides of their bodies.

Start with your child's room. Clean up the clutter. Put things away. Encourage orderliness. If there is order to the rest of the house, chances are that your child will imitate that orderliness. Scolding won't correct the situation unless there are guidelines and. in this case, it's what die child sees around him. Helping the child to keep his I space, in his room organized may mean, at least initially, a fair amount of picking up by parents, but eventually, like cleanliness, the child will get the message and grow used to orderliness just as he does to cleanliness and will feel uncomfortable without it.

Have clearly defined places for things. And keep the directions simple. "Clothes go here. Books go there. Comic books over there, etc. - Provide plenty of drawers and shelves. Convenient storage boxes can be obtained for things with lots of movable parts-blocks, puzzles, and games. In this way pieces of games or puzzles can be kept separate one from another and will be used. There is nothing more discouraging than a heap of games with all of the pieces jumbled together. The child will simply ignore them

Play "directional" games with your child. Young children, especially preschoolers, like to play games in which they point to parts of their body-for example, "Show me your hair, now your knee, now your thumbs." This should progress to games that name sides, such as "Show me your right elbow. Now show me your left foot. Now wiggle your right hand. - The importance of this type of identification cannot be overemphasized. Every possible opportunity should be taken to teach and reinforce this ability.

Incorporate directional words in your conversations with your child. For example, on the way to school or to the grocery store, say, "Lees see. 1,11 make a right turn at this comer. Now I'll make a left turn, etc. See if your child can begin to anticipate the direction of the turn. Say, "We are going to turn this way (point) at the next corner. Can you tell me what direction (left or right) that is?" If he gets confused, you ten him the direction. And treat it lightly.

An excellent place to deal with spatial problems is the local supermarket. As you and your child push the cart up and down the aisles, incorporate directional terms into your conversation in an incidental way-something like, "While I am getting the bread, you go down that aisle and turn left-that way (Point)-and pick up a quart of milk. Then we'll meet back here."

Now and then your child will be leaving the house by himself, perhaps to catch the school bus or go to Jimmy's house down the block. Now and then ask, "Will you be turning right or left when you go to

This technique can grow boring to the child if used too frequently, but it can be effective when used sparingly.

Give your child things to do that require placement of objects to the right or left of something. "Jimmy, put those books to the left of the stove" or "Susie, is the tape recorder to the right or to the left of the flower pot?" or "Where shall we plant the bush-on the right or the left of the tree!" There are many other directional words that can be used again and again with the child: over, under, in front of, behind, on top Of, in, out, above, etc.

If your child's homework looks messy, talk with your child's teacher and ask about the possibility of ruling spaces on his paper. For example, if your child tends to write from one edge of the paper to the other, leaving no margins, rule in margins. But rule them in lightly so that they be seen by the child but erased, if necessary, when the assignment. Completed - The same approach can be used for arithmetic sheets. Rule off spaces, one for each problem. The space provided should be generous but not excessive. In fact, if you can get your child to rule off his own papers, you've made a big step forward and so has he. Chances are that ruling off space will soon become unnecessary.

Play a game in which you hide an object, and the child must find it. You begin the game by saying, "I have something hidden (in this room or here in the yard). You can find it only by following the directions I give you. Take three steps forward. Now turn to your right. Take two steps. Now turn to your left and take two steps. Now take three steps forward."

A variation of this activity is to let the child hide something and direct you to locate it. A simple rule of the game might be, "No more than two steps in any direction without changing directions."

Make some sheets of arrows. You can easily, inexpensively, and quickly do a group of them. (If you use only one sheet, the child may memorize the page, so a selection of sheets alternated at different times is best.) Use a standard sheet of 8 1/2 x 11 paper or cardboard. Draw a series of arrows pointing either up, down, right, or left. Time your child on how quickly he can call off, in sequence, which way the arrows are pointing.

There are a number of variations to this activity. For example, as the child calls out the direction, he will incorporate arm movements: left (left arm outstretched); right (Tight arm outstretched); up and down (both arms stretched up or down). Once the child has mastered this activity, ask him to give a single jump while calling out the directions and making the appropriate arm movements. The jump should occur at the same time the direction is called out. If this is too difficult, eliminate the jumps until later.

A poor understanding of space can even affect a child's ability to read from left to right. Talk with your child's teacher about allowing him to use the index finger of his preferred hand to "track" the words across the line of print as he is reading. Not only will it help him to organize space, but it will strengthen left-to-right movements of the eyes across the page. When you are reading to your child (and it is hoped that this is a frequent occurrence in your home), track the words with your finger to show him that reading occurs from left to right.

Observe your child as he does everyday tasks. One of the reasons a large number of children continue to have spatial difficulties is because many times, for unclear reasons, they haven't developed a "preferred side" by the time they are seven years old. By "preferred side," psychologists mean that children will, the majority of the time, drink with, open doors, comb their hair, brush their teeth, draw, write, toss a ball, et cetera, with the same hand. When the child switches hand usage for major tasks that clearly require only one hand, you should speak with your child's teacher or the school psychologist to determine whether special remedial needs are being met.

As with other things you do with your child at home, keep the activities low-keyed, enjoyable, and non-threatening. Be gentle, take it one step at a time, and don't scold. Your attitude will rub off on the child. If you seem to be having fun with the various games, your child will enjoy them, too. Set a goal-for example, "I want him to get to know what his right side is" and approach it in as many creative ways as you can think of. You will probably be amazed at the many ideas that will occur to you.

Keep in touch with your child's teacher. (She may have some helpful ideas, too.) Let her know what you are doing and what gains or problems-you are seeing in your child.

next: Helping Your Child with Creative Writing Assignments
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~ adhd library articles
~ all add/adhd articles

By sex materials we mean magazines and books, regarded as pornographic by the respondent, wall calendars featuring nudes, sex magazines, sex movies in the cinema and video versions of these, and other sex films or programs on TV. In 1971 only books and magazines regarded as pornographic by the respondent were studied. The above were designated sex materials, because any classification into e.g. pornography and erotica is subjective, telling more about the personal attitude of the respondent towards their acceptability than about their contents.

The only possibility to measure changes in the use of sexual products is offered by the question on the use of magazines and books, classified as pornographic by the respondent him/herself. This comparison does, however, run into some problems. Firstly, the very idea of pornography has changed during the last 20 years. Many magazines regarded as pornographic 20 years ago are no longer generally regarded as such.

Another, and perhaps more serious problem is that the porn market has changed radically during that same period. The circulation figures of sex magazines have declined since the 1970s, these magazines being replaced by sex videos. A case in point is the magazine Jallu, the circulation of which was very large in 1971, 111,694 copies, but only 13,645 in 1991. However, the total circulation of all sex magazines was 150,000 in 1991. Estimated readership of each copy is five. To measure changes in the use of pornography, all magazines, books and sex videos in the 1992 material must be counted as one batch.

The proportion of those having read or browsed a magazine or book that they regarded as pornographic during the last year was considerably less in 1992 than it was in 1971. Among men, the proportion of users dropped from 82% to 64%, among women from 59% to 30%. When the watching of sex videos during the last year is added, the use of sexual products still decreased, but not as dramatically as the above comparison shows. In 1992, 75% of men under 55 had used a pornographic magazine or book or a sex video or both during the last year. The corresponding figure for women was 41%.

The total use of pornographic products has decreased during the last 20 years also on the basis of this comparison. This might follow from the fact that 20 years ago these products were novelties for the majority of the population, and it was fashionable to test them. Along with their wider availability the market has become saturated, and interest in them has declined slightly.

Young people are significantly heavier consumers of sexual products than older people are. People seem to get fed up with pornographic products when growing older. The percentage of aging people using these products is only one third of that of younger groups. Part continue their consumption through life. From 1971 to 1992 the use of pornography declined in all age groups.

When comparing the use of magazines and books by men and women with the use of sex videos by men and women, both product groups have an approximately equal number of users. Almost as many men and women watch sex videos as read pornographic magazines or books. The number of men using these products is the larger by far in all age groups. According to the 1992 study, 53% of men and 22% of women had watched sex videos, approximately half of these at least a few times.

According to the MC analysis, male gender, young age and the use of alcohol explain reading and browsing of pornographic magazines and books. Marital status, education and religiosity were not related, when allowing for the impact of the first-mentioned. When none of the other variables is controlled, it can be seen that religious people use less pornography than do people that are estranged from religion.

What kind of people, from a sexual standpoint, are the users of pornography? As pornography splits the opinions of especially women, it is interesting to find out what kind of women do use pornography. Pornography is regarded as arousing and not arousing by approximately equal amounts of people.

The first observation is, that women who have read pornographic material during the year support women's right to make sexual initiatives more often than do other women; 70% of these women do so unconditionally. They have taken the initiative to sexual intercourse with their partner more frequently than other women. Of the women who have watched pornographic videos during the last year, 61% regard them as arousing, while this view is shared by only 27% of other women (corresponding figures for men: 80% and 55%). Women watching sex videos had orgasms more frequently than others, they had intercourse with significantly greater regularity, they had had more sex partners during their life, they satisfied their partner manually twice as often as other women and they were versatile users of coital positions.

Of the women that had watched several sex videos during the last year, 89% had an orgasm during their most recent intercourse. Women that watched sex videos found their sex life satisfactory also for this reason. These women regard themselves as more skilful in sexual matters, more active and sexually more attractive than other women. All in all, sex life is important for women who consume pornography, and they have enjoyed it in many ways. Women's attitudes towards pornography may be formed on the basis of their general attitude towards sex in their own life.

Of other sexual products the following were studied in 1992: sex films of cinemas, sex films and other sex programs shown on TV, sex magazines and wall calendars featuring nudes. Of these, sex films and other sex programs shown on TV were the most popular. They had been seen at least once or twice by 82% of men and 59% of women, at least a few times by 51% of men and 26% of women. This was the only product group consumed by women to any greater extent. In the youngest age groups the percentage of women (75%) was even quite close to the corresponding percentage of men. However, men followed sex programs on TV more regularly than did women.

Sex magazines had been looked at by 61% of men and 16% of women during the last year. Half of them had looked at them at least a few times. Approximately as many, i.e. 66% of men and 20% of women had looked at wall calendars featuring nudes. Two thirds of these men had watched them at least a few times, one third of women. Men had looked at wall calendars more regularly than women.

It is significantly more usual among younger age groups to look at sex magazines and at wall calendars featuring nudes than among older ones. Some 70-75% of men under 30 and 20-25% of women had looked at sex magazines during the last year. For wall calendars the corresponding figures were 75% of men and 30% of women. Slightly less than 10% of women and 60% of men of 50 and over had looked at them. The male interest in nudes does seem to remain at a high level in spite of an advancing age.

Only 13% of men and 4% of women had seen sex movies at cinemas. TV and video have thus largely replaced cinemas as venues for watching sex films. The remaining spectators are fairly evenly distributed among the various age groups. Six per cent of men and 1% of women had watched these sex films at least a few times.

In 1992 questions were also asked on other sexual products and accessories: sexy undergarments, vibrators or dildos, lubricating cream, artificial vaginas, sex dolls, pills or other preparations increasing potency, erection rings and pump-actuated penis builders. Respondents were asked whether they at any time had used these implements alone or with their partner for masturbation or for intercourse.

The most widely used item on the list was sexy undergarments. Approximately one fifth of both men and women had used such garments. Most frequently they were used by people under 35, one third of these were users. Just a few per cent of older age groups had used them. Young people do not look for inspiration only in versatile positions and techniques, but also from sexy attire.

Number two in popularity was lubricating cream, used by 17% of men and 15% of women. Use of this product increases with age; lubrication cream is usually applied when a dry vagina is a problem. A vibrator or a dildo had been used by 7% of men and 6% of women during intercourse. It is most frequently used by people around 30 years of age, approximately 10%. Only 2% of older age groups have ever used a vibrator. The use of vibrators might become very popular in the future, based on the present interest of the younger age groups.

Very few respondents had ever tried the other products studied, artificial vaginas, sex dolls, pills or other preparations increasing potency, erection rings and pump-actuated penis builders. Potency- building substances had been used by 1.5% of men and 1% of women. Slightly less than 1% had used rings maintaining an erection. A mere 0.2-0.3% of women and men had used pump-actuated penis builders and sex dolls, while 0.7% of men and 0.2% of women had tried artificial vaginas.

next: Pornography Use

Parents may notice their teenager picking at his or her food or that their child has begun to exercise more frequently and intensely. Parents may also notice their child talking constantly and almost obsessively about body size of their peers or slender people they idolize on television. Although parents may want to pass these occurrences off as a normal stage of adolescence, some parents are right to be concerned.

The signs of an eating disorder

According to the American Academy of Child and Adolescent Psychiatry, all of the activities mentioned above may be signs of an eating disorder. Anorexia nervosa and bulimia nervosa are eating disorders that are increasing among teens and children, especially young women but not excluding young men.

"Generally, eating disorders involve self-critical, negative thoughts and feelings about personal appearance and food," says Becky Burnett, Clinical Dietitian at East Tennessee Children's Hospital. "Eating disorders are thought to be caused by underlying psychological problems, with the visible symptom being disordered eating and thinking about food."

A person with anorexia nervosa is hungry, but he or she denies the hunger because of an irrational fear of becoming fat. It is often characterized by self-starvation, food preoccupation and rituals, compulsive exercising, and in women, the absence of menstrual cycles.

Bulimia nervosa is characterized by reoccurring periods of binge eating, during which large amounts of food are consumed in a short period of time. Frequently, the binges are followed by purging, through self-induced vomiting, abuse of laxatives and/or diuretics, or periods of fasting. The bulimic's weight is usually normal or somewhat above normal range; it may fluctuate more than 10 pounds due to alternating binges and fasts.

The National Association of Anorexia Nervosa and Associated Disorders estimates that there are 8 million people in this country suffering from eating disorders, and there are more cases being reported in the eight-to- eleven-year-old bracket every day. The American Anorexia/Bulimia Association estimates that 1 percent of teenage girls in the United States develop anorexia nervosa, and approximately 5 percent of college women in the United States have bulimia.

The staff at East Tennessee Children's Hospital offers the following warning signs for helping to detect both anorexia nervosa and bulimia nervosa.

Anorexia danger signs include significant weight loss; continual dieting (even though the child is already thin); feelings of fatness by the child even after weight loss; fear of weight gain; lack of menstrual periods; preoccupation with food, calories, nutrition, and/or cooking; a preference to eat in isolation; compulsive exercise; insomnia; brittle hair or nails; and social withdrawal.

Bulimia nervosa danger signs include uncontrollable eating (binge eating), purging by self-induced vomiting; vigorous exercise; abuse of laxatives or diuretics (water pills) to lose weight; frequent use of the bathroom after meals; reddened fingers (from inducing vomiting); swollen cheeks or glands (from induced vomiting); preoccupation with body weight; depression or mood swings; irregular menstrual periods; dental problems, such as tooth decay caused by induced vomiting; and heartburn and/or bloating.

It won't go away on its own

Eating disorders are not associated with an "adolescent stage" in life or something that will merely fade away. Once a parent suspects a child or adolescent has an eating disorder, they should talk with the child about visiting a doctor or a dietitian. A medical professional can help the child with an eating disorder to take steps toward healthier eating and nutrition.

The focus of treatment is helping children and teens cope with emotional problems which are the cause of their disordered eating behaviors.

Treatment includes medical supervision, nutritional restoration and behavioral therapy, which addresses beliefs about body size, shape, eating, and foods. "Whatever the reason for the eating disorder, if parents and children can work together to understand the problem, the results will be much more favorable," says Burnett.

next: Reviewing the Literature on Children and Eating Disorders
~ eating disorders library
~ all articles on eating disorders

Studies and articles on the safety and effects of psychiatric medications on women during pregnancy and nursing

Psychiatric Drugs and Pregnancy and Breastfeeding

1. Alternative Psychiatric Treatments During Pregnancy
   September 1, 2002
2. Determining Safety of Psychiatric Drugs During Pregnancy Difficult
   March 1, 2001

Antidepressant Medications During Pregnancy and Breastfeeding

1. The FDA Advisory on Paroxetine (Paxil) During Pregnancy
   January 15, 2006
2. Safety of SSRIs During Pregnancy and Nursing
   October 15, 2005
3. Neonatal Withdrawal Syndrome and SSRI's
   March 15, 2005
4. Recent Antidepressant Label Changes and Pregnancy
   September 15, 2004
5. Is Prozac Safe During Pregnancy and Nursing?
   June 15, 2004
6. Impact of SSRIs During Pregnancy on the Baby
   March 15, 2004
7. Impact of Antidepressants on Unborn Children
   December 1, 2003
8. Risks of Antidepressants During Pregnancy
   May 1, 2003
9. Effects of Antidepressants in Pregnancy
   May 1, 2000

Antipsychotic Medications During Pregnancy and Breastfeeding

1. Taking Atypical Antipsychotics While Pregnant
   June 15, 2005
2. Effects of Bipolar Drugs During Pregnancy
   December 15, 2004
3. Anticonvulsants for Bipolar During Pregnancy
   September 1, 2003
4. Bipolar Medications During Pregnancy
   June 1, 2002
5. Older Antipsychotics Safer During Pregnancy
   July 1, 2000

ADHD (Stimulant) Medications During Pregnancy and Breastfeeding

1. Are ADHD Drugs Safe During Pregnancy?
   September 1, 2001

(read this HealthyPlace.com article on the Effects of Psychiatric Medications During Pregnancy)

Persistent or recurrent delay or absence of orgasm after a normal excitement phase of sexual activity that is assessed as adequate in focus, intensity, and duration.

Most patients have a disturbance of both sexual excitement and orgasm; in such cases, the diagnosis is not orgasmic disorder. Orgasmic disorder is diagnosed only when there is no or slight difficulty with arousal (excitement).

Orgasmic disorder may be lifelong or acquired, general or situational. About 10% of women never attain orgasm regardless of stimulation or situation. Most women can attain orgasm with clitoral stimulation, but only about 50% of women regularly attain orgasm during coitus. When a woman responds to noncoital clitoral stimulation but cannot attain coital orgasm, a thorough sexual examination, sometimes with a trial of psychotherapy (individual or couple), is required to judge whether the inability to attain coital orgasm is a normal variation of response or is due to individual or interpersonal psychopathology.

Once a woman learns how to reach orgasm, she generally does not lose that capacity unless poor sexual communication, conflict in a relationship, a traumatic experience, a mood disorder, or a physical disorder intervenes.

Etiology

Etiology is similar to that of sexual arousal disorder (see above). In addition, lovemaking that consistently ends before the aroused woman reaches climax (eg, due to inadequate foreplay, ignorance of clitoral/vaginal anatomy and function, or premature ejaculation) and produces frustration may result in resentment and dysfunction or even sexual aversion. Some women who develop adequate vasocongestion may fear "letting go," especially during intercourse. This fear may be due to guilt after a pleasurable experience, fear of abandoning oneself to pleasure that depends on the partner, or fear of losing control.

Drugs, particularly selective serotonin reuptake inhibitors, may inhibit orgasm. Depression is a leading cause of decreased sexual arousal and orgasm, so the patient's mood must be evaluated.

Treatment

Physical disorders should be treated. When psychologic factors predominate, counseling to remove or reduce the causes helps; usually both partners should attend.

The Masters and Johnson 3-stage sensate focus exercises, in which the couple moves stepwise from nongenital pleasuring to genital pleasuring to nondemanding coitus, generally benefit women regardless of the level of sexual inhibition. Individual psychotherapy or group therapy is sometimes useful.

A woman should understand the function of her sexual organs and her responses, including the best methods of stimulating the clitoris and enhancing vaginal sensations. Kegel's exercises strengthen voluntary control of the pubococcygeus muscle. The muscle is contracted 10 to 15 times tid. In 2 to 3 mo, perivaginal muscle tone improves, as does the woman's sense of control and the quality of orgasm.

Women with lifelong orgasmic disorder should be referred to a psychiatrist. With any patient, the nonspecialist should limit the number of counseling sessions to about six, referring complex cases to a sex therapist or a psychiatrist.

next: Female Orgasmic Disorder: "I'm Not Able to Climax"

The following is a brief overview of the most common medications used in the UK for the treatment of ADHD. We do not endorse any of the following but do recognise the need for a description of these medications to enable those who have been diagnosed to make informed choices in the treatment they or their child receives.

For more information and also for details on other medications available outside the UK we recommend the Medication List on Taming The Triad by Margie Sweeney M.D. Also, check out the ADD/ADHD section on the popular Remedyfind website where real users have rated many of the medications and treatments available.

Please note that the following is not intended to be a substitute for professional medical advice. It is only intended as a guide, purely for information only. Any medication or alteration of current medications should be discussed fully with your physician or other medical professional.

Methylphenidate

This is the generic name for one of the most common medications for ADHD - there are a number of brand names which are detailed below.

Cautions: mild hypertension (contra-indicated if moderate or severe)-monitor blood pressure; history of epilepsy (discontinue if convulsions occur); tics and Tourette syndrome (use with caution)-discontinue if tics occur; monitor growth in children (see also below); avoid abrupt withdrawal; data on safety and efficacy of long-term use not complete.

SPECIAL CAUTIONS IN CHILDREN: Monitor height and weight as growth retardation may occur during prolonged therapy (drug free periods may allow catch-up in growth but withdraw slowly to avoid inducing depression or renewed hyperactivity). In psychotic children may exacerbate behavioural disturbances and thought disorder.

Contra-indications: cardiovascular disease including moderate to severe hypertension, hyperexcitability or agitated states, hyperthyroidism, history of drug or alcohol abuse, glaucoma, pregnancy and breast-feeding - DRIVING. May affect performance of skilled tasks (e.g. driving); effects of alcohol unpredictable.

EVENING DOSE. If effect wears off in evening (with rebound hyperactivity) a dose at bedtime may be appropriate (establish need with trial bedtime dose)

Over the years I have been asked a number of questions as to how the fast acting forms of Methylphenidate and the slow release forms work and roughly what is equal to what.

I am certainly not medically qualifed so please remember that these are very rough ideas which I have learnt and how I view things over the years!!

Ritalin - Methylphenidate

This is licensed in the UK for the treatment of children - however Ritalin can be prescribed for adults, as it does not have a licence for adults it can only be prescribed through the individual doctors clinical judgement.

Ritalin is one of the stimulant drugs and is a derivative of amphetamine - when used correctly it is safe and effective.

Ritalin reduces hyperactivity and impulsiveness and increases the attention span.

It is a fast absorbing medication and is usually absorbed within ½ hour reaching maximum effectiveness within 1 - 2 hours after 4 - 5 hours it has passed through the system.

There is no evidence that Ritalin can become addictive or the patient become dependant.

Side effects can include:

Insomnia, loss of appetite

Both of which usually return to normal within a short time but proper monitoring by a qualified ADHD aware doctor is essential

Less common side effects can include:-

Tics, irritability, depression, tummy aches, headaches, nausea, dizziness, dry mouth and constipation.

These are mainly seen at higher doses and are not always attributed to the Ritalin. They should therefore be discussed with the doctor.

There is no evidence to suggest that Ritalin free holidays are necessary and certainly the idea of only using in school time is unnecessary.

Ritalin releases dopamine from the storage vessels.

Equasym - Methylphenidate

This is a new generic form of Methylphenidate which has just been brought out in the UK by UCB Pharma.

This medication is available in not only the 10mg tablet form but also in 5mg and 20mg tablets. This will eliminate the need for halving tablets.

The Effects and Side Effects are the same as Methylphenidate above.

The Slow Release form of Equasym, Equasym XL known as Metadate CD in the USA is available off licence in the UK. The Pharmacist would have to get in touch with Celltech who fax them a form which they can then fax back with the details and the medication is sent down the following day.

Equasym XL - Methylphenidate

This is a new generic form of Methylphenidate which has just been brought out in the UK by UCB Pharma.

This medication is available in 10mg, 20mg or 30mg capsules.

The Effects and Side Effects are the same as Methylphenidate above.

The Slow Release form of Equasym XL is known as Metadate CD in the USA.

Concerta

Concerta™ is an extended-release formulation of methylphenidate tablets for ADHD treatment which is designed to last throughout the day with just one dose. Methylphenidate is the most commonly prescribed medication for treating and managing ADHD. It has been used safely and successfully among children and adults for more than 25 years.

Concerta™ is now licensed and available in the UK.

Concerta™ is an integral part of a total treatment program that typically includes behavior modification and medication.

How does Concerta™ work? Concerta™ is designed to be taken just once a day in the morning, before a child leaves for school. The drug over-coat dissolves within one hour providing an initial dose of methylphenidate. The medication is then released gradually in a smooth pattern, improving attention and behavior throughout the day. The advanced system was designed to help a child maintain focus without in-school and after-school dosing. Due to its controlled release, Concerta™ minimizes the peaks and valleys-the fluctuating levels of medicine in the blood-associated with other medications when they are taken more than once per day.

Concerta™ is available in 18 mg and 36 mg tablets. It should be taken in the morning, with or without breakfast. Concerta™ tablets must be swallowed whole with the aid of liquid, such as water, milk, or juice. Concerta™ must not be chewed, divided, or crushed.

Concerta™ was developed by ALZA for Crescendo Pharmaceuticals. On August 1, 2000, the U.S. Food and Drug Administration approved the new drug application for Concerta™ for the treatment of ADHD. The product will be manufactured and marketed by ALZA. McNeil Consumer Healthcare will co-promote Concerta™ in the U.S. For more information see concerta.net

Side Effects In a controlled clinical study with patients using Concerta™, the most common side effects reported were headache(14%), upper respiratory tract infection (8%), stomachache (7%), vomiting (4%), loss of appetite (4%), sleeplessness (4%), increased cough (4%), sore throat (4%), sinusitis (3%), and dizziness (2%).

Who shouldn't use Concerta™ ? Concerta™ should not be taken by patients who: have significant anxiety, tension, or agitation, since Concerta™ may make these conditions worse; are allergic to methylphenidate or any of the other ingredients in Concerta™; have glaucoma, an eye disease; have tics or Tourette's syndrome, or a family history of Tourette's syndrome; are taking a prescription monoamine oxidase inhibitor (MAOI). Ordinarily, Concerta™ should not be administered to patients with preexisting severe gastrointestinal narrowing. Concerta™ should not be used in children under six years, since safety and efficacy in this age group have not been established.

Concerta™ should be given cautiously to patients with a history of drug dependence or alcoholism. Chronic abusive use can lead to marked tolerance and psychological dependence. (See Boxed Warning).

Q. Can I crush the fast acting tablet if my child won't swallow it?

A. Crushing is not a good idea as the Ritalin/Equasym is bitter and swollowing is quicker as a tablet, than a powder or pieces. Try giving a quarter which is easier to swallow, placed far back on his tongue, where the bitterness is less obvious with his favourite drink. It should just wash down. When used to a quarter, try a two quarters (half) and eventually a full half and if required a whole eventually. Also compliment him when he manages to succeed. A sip of the drink before you start also helps. However crushed and mixed with something they like may be alright providing the bitter taste does not come through!

The Slow Release tablets such as Concerta XL and Equasym XL should not be crushed or opened in any way as this will make them ineffective.

^a From a question posted on adders.org forum and answered by Dr Billy Levin from South Africa

Strattera

Strattera, developed by Eli Lilly and Company (NYSE:LLY & UK), is the first licensed treatment for ADHD that is not a stimulant medication.

Strattera, a selective norepinephrine reuptake inhibitor, has a different pharmacologic mechanism than other currently approved ADHD treatments. It's not known precisely how atomoxetine reduces ADHD symptoms. Scientists believe it works by blocking or slowing reabsorption of norepinephrine, a brain chemical considered important in regulating attention, impulsivity and activity levels. This keeps more norepinephrine at work in the tiny spaces between neurons in the brain.

Side effects can include: Most people in clinical studies who experienced side effects were not bothered enough to stop using atomoxetine. The most common side effects in children and adolescents were decreased appetite, nausea, vomiting, tiredness and upset stomach. In adults, the most common side effects were problems sleeping, dry mouth, decreased appetite, upset stomach, nausea or vomiting, dizziness, problems urinating, and sexual side effects.

Ritalin S.R.

Slow Release Ritalin is now available in the UK, the only problem is that to obtain this means that you need to take a prescription to your pharmacist who then has to fax it to BR Pharma on the following number (UK Only), 020 8207 5557 (Tel:020 8238 6770). BR Pharma then deliver to the pharmacist the next day. They can only provide this service for prescriptions for 3 months supply, (approx 120 tablets). The advantage of SR is it could remove the need for a mid-day dose at school, by allowing a slow released stream of medication into the system for about 6 hours, it does however take longer to get into the system to start with.

Be aware that Ritalin SR may not work for all.

Dexedrine (Dextroamphetamine Sulfate)

Dexedrine affects the neurotransmitter Norepinephrine primarily, and secondarily Dopamine, which is significantly different than Ritalin, and can produce very different results for patients. Dexedrine is only similar to Ritalin in that the same type of side effects can occasionally be seen. Dexedrine also appears to stay in the blood longer than Ritalin reducing the frequency of the dose.

Dexedrine inhibits re-uptake of dopamine.

Indications: narcolepsy, adjunct in the management of refractory hyperkinetic states in children (under specialist supervision)

Cautions: mild hypertension (contra-indicated if moderate or severe)-monitor blood pressure; history of epilepsy (discontinue if convulsions occur); tics and Tourette syndrome (use with caution)-discontinue if tics occur; monitor growth in children (see also below); avoid abrupt withdrawal; data on safety and efficacy of long-term use not complete.

SPECIAL CAUTIONS IN CHILDREN. Monitor height and weight as growth retardation may occur during prolonged therapy (drug free periods may allow catch-up in growth but withdraw slowly to avoid inducing depression or renewed hyperactivity).

In psychotic children may exacerbate behavioural disturbances and thought disorder.

Contra-indications: cardiovascular disease including moderate to severe hypertension, hyperexcitability or agitated states, hyperthyroidism, history of drug or alcohol abuse, glaucoma, pregnancy and breast-feeding.

DRIVING. May affect performance of skilled tasks (e.g. driving); effects of alcohol unpredictable.

Side-effects: insomnia, restlessness, irritability and excitability, nervousness, night terrors, euphoria, tremor, dizziness, headache; convulsions; dependence and tolerance, sometimes psychosis; anorexia, gastro-intestinal symptoms, growth retardation in children; dry mouth, sweating, tachycardia (and anginal pain), palpitations, increased blood pressure; visual disturbances; cardiomyopathy reported with chronic use; central stimulants have provoked choreoathetoid movements, tics and Tourette syndrome in predisposed individuals (see also Cautions above); overdosage: Stimulants AMPHETAMINES - These cause wakefulness, excessive activity, paranoia, hallucinations, and hypertension followed by exhaustion, convulsions, hyperthermia, and coma. The early stages can be controlled by diazepam or lorazepam; advice should be sought from a poisons information centre on the management of hypertension. Later, tepid sponging, anticonvulsants, and artificial respiration may be needed.

Dose: Hyperkinesia, CHILD over 6 years 5-10 mg daily, increased if necessary by 5 mg at intervals of 1 week to usual max. 20 mg daily (older children have received max. 40 mg daily); under 6 years not recommended

Adderall

A single entity amphetamine product combining the neutral sulfate salts of dextroamphetamine and amphetamine, with the dextro isomer of amphetamine saccharate and d, l-amphetamine aspartate.

A recent study in the U.S. which was published in the Journal of the American Academy of Child and Adolescent Psychiatry in May 2000, said: "Adderall(R) (mixed salts of a single-entity amphetamine product) is significantly more effective at reducing inattention, oppositional behaviour, and other symptoms of attention deficit/hyperactivity disorder (ADHD) than methylphenidate, an older ADHD treatment.

The study of 58 children with ADHD also found that the benefits of Adderall last longer than those of methylphenidate (which is sold under the brand name Ritalin(R)). In fact, 70 percent of patients taking a single morning dose of Adderall found significant improvement in ADHD symptoms, while just 15 percent of patients taking methylphenidate improved significantly with only one dose."

Side effects can include:

• Cardiovascular: Palpitations, tachycardia, elevation of blood pressure. There have been isolated reports of cardiomyopathy associated with chronic amphetamine use.
• Central Nervous System: Psychotic episodes at recommended doses (rare), overstimulation, restlessness, dizziness, insomnia, euphoria, dyskinesia, dysphoria, tremor, headache, exacerbation of motor and phonic tics and Tourette's syndrome.
• Gastrointestinal: Dryness of the mouth, unpleasant taste, diarrhea, constipation, other gastrointestinal disturbances. Anorexia and weight loss may occur as undesirable effects when amphetamines are used for other than the anorectic effect.
• Allergic: Urticaria.
• Endocrine: Impotence, changes in libido.

See Shire Pharmaceuticals for more information.

Adderall is now available off licence in the UK though only on the same basis as Ritalin SR i.e. your pharmacist has to fax your prescription to BR Pharma on the following number (UK Only), (Tel:020 8238 6770). BR Pharma then deliver to the pharmacist the next day. Also, only packs of 100 tablets are available in both 5 and 10 mg doses. ADDerall XR is now also available in 10, 20 and 30mg doses. This formulation provides an all day treatment with one morning dose. There is an immediate 50% release of the active ingredient followed by a further 50% being released at midday.

Focalin

Dexmethylphenidate Hydrochloride

NOTE: This preparation may contain one or more substances that are restricted in certain sports competitors should check with the appropriate sports authorities

Drug Profile

Dexmethylphenidate hydrochloride is the d-threo-enantiomer of racemic methylphenidate hydrochloride. It is used as a central stimulant in the treatment of hyperactivity disorders in children.

For patients new to methylphenidate the starting dose of dexmethylphenidate hydrochloride is 2.5 mg twice daily. Each dose should be given at least four hours apart. Dosage may be adjusted in 2.5 to 5 mg increments weekly to a maximum of 10 mg twice daily.

For patients currently using methylphenidate the starting dose of dexmethylphenidate hydrochloride is half the dose of the racemic substance. The maximum recommended dose is 10 mg twice daily. Dexmethylphenidate should be stopped if there is no improvement in symptoms after appropriate adjustments in dosage over one month. It also needs to be stopped from time to time in those who do respond to assess the patient's condition.

As this medication is a preperation of both dexmethylphenidate hydrochloride and methylphenidate hydrochloride :-

Uses and Administration, Adverse Effects, Treatment, and Precautions, Pharmacokinetics and Preparations please check out:- Martindale: The Complete Drug Reference and should be taken as to being appropriate to majority of the medications on this page that have either of the ingredients above - Ed.

Focalin is now available off licence in the UK though only on the same basis as Ritalin SR i.e. your pharmacist has to fax your prescription to BR Pharma on the following number (UK Only), (Tel:020 8238 6770). BR Pharma then deliver to the pharmacist the next day.

The following are sometimes used with the stimulant medications to help with sleep problems or other associated conditions so the information we have here is not that extensive so always speak to the doctor to find out more information about these and ask how these medications will be monitored:

Imipramine - Tofranil

This is one of the tricylic antidepressants.

Imipramine helps with anxiety and depression and is used when stimulant medication fails to get a response or it not appropriate to be given. It is not as effective with the core ADHD symptoms.

Side effects can include:

dry mouth, constipation, rash, raised blood pressure, confusion, seizures, abnormal heart rhythms.

Only the first two are usually seen however this medication should be carefully monitored by the doctor and regular blood pressure and pulse checks should be made. Also if there is a concern EEG recordings can be taken.

Imipramine inhibits re-uptake of norepinephrine.

Clonidine - Catapres - Dixirit

Clonidine is an antihypertensive medication and is often used later in the day to help combat insomnia which can be caused by stimulant medication. Clonidine can help symptoms by: -

Decreasing impulsivity and hyperactivity, decreasing aggression, improving sleep.

Clonidine is usually given in conjunction with Ritalin or Dexedrine,

Side effects can include: -

• Sedation, dry mouth, nausea, dizziness, rash
• There is a very slight concern of heart deaths and Clonidine must be withdrawn gradually.
• Overdose is very dangerous.
• Clonidine blocks norepinephrine auto-receptors.

Clonidine / Catapres Patches are also available, these appear to last for about 5 days in children compared to 7 days in adults. The patch may be cut to adjust doseage. It can take up to 2 - 4 weeks to see any effect and maximum effect can take several months. This can also be the case in tablet form.

Clonidine should only be discontinued under proper guidence for gradual withdrawal to avoid any withdrawal symptoms.

Drug Combinations

If certain medications help only some of the symptoms a combination of medications may be tried, but only in consultation with your physician or medical practitioner.

For example Tricylic Antidepressiants can help with depression but ADHD symptoms remain, Ritalin or Dexedrine can be used in conjunction to enable relief of all symptoms. Likewise Clonidine can be used to combat aggressive behaviour along with Ritalin or Dexedrine for the other ADHD symptoms.

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A Sound Portrait of Words of Wisdom

Collected & Spoken
by Larry James

THIS IS A LIMITED OFFER!Audio cassette program with two cassettes featuring
333 timeless quotations!

Words have a magical impact on your life! Words inspire, encourage, motivate, stimulate your thinking and create a future vision that can change your life!

"LifeWords for Success" can put the wind in your sails!

Listen to the words spoken by the Masters, past and present, set to the sounds of nature and th egentle spray of waves of the ocean.

You will hear quotations by. . .

• Sir Winston Churchill ~ We make a living by what we get, but we making a life by what we give.
• Wayne Dyer ~ Only a ghost wallows around in the past, explaining himself with self-descriptors based on a life lived through. You are what you choose today, not what you've chosen before.
• Earl Nightingale ~ Is success worth the trouble, the effort, the commitment, the dedication, the perseverance? Yes. Yes, of course it is worth it. The time will pass anyway; why not put it to constructive, productive use? Everybody benefits, nobody loses.
• Malcom Forbes ~ To stick with a mistake is worse than making one.
• Jim Rohn ~ All things, even adversity, have their worthy purpose.
• Aldous Huxley ~ Experience is not what happens to a man; it is what a man does with what happens to him.
• The Bible ~ As we have therefore opportunity, let us do good unto all men. ~ Galatians 6:10.
• Kahil Gibran ~ You give but little when you give of your possessions. It is when you give of yourself that you truly give.

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• Ernest Holmes ~ Faith is a mental attitude which is so convinced of its own idea, which so completely accepts it, that any contradiction is unthinkable and impossible.
• Ralph Waldo Emerson ~ Unless you try to do something beyond what you have already mastered, you will never grow.
• Lucille Ball ~ One of the things I learned the hard way was that it doesn't pay to get discouraged. Keeping busy and making optimism a way of life can restore your faith in yourself.
• Robert Kennedy ~ Only those who dare to fail greatly can ever achieve greatly.
• Dorothea Brande ~ All that is necessary to break the spell of inertia and frustration is this: Act as if it were impossible to fail. That is the talisman, the formula, the command of right-about-face which turns us from failure toward success.
• Seneca ~ Whan a man does not know what harbor he is making for, no wind is the right wind.
• Thomas Jefferson ~ The most valuable of all talents is that of never using two words when one will do.
• Larry James ~ Between the thought and the thing, we have the power to choose.
• Zig Ziglar ~ You can have everything in life you want if you will just help enough other people get what they want!
• Albert Einstein ~ A successful man is he who receives a great deal from his fellow men, usually incomparably more than corresponds to his service to them. The value of a man, however, should be seen in what he gives and not in what he is able to receive.
• Og Mandino ~ When you have finished your day, be done with it. Never save any of your load to carry on the morrow. You have done your best, and if some blunders and errors have crept in, forget them. Live this day, and everyday, as if it all may end at sunset, and when your head hits the pillow, rest, knowing that you have done your best.
• Helen Keller ~ Many people have a wrong idea of what constitutes true happiness. It is not attained through self-gratification, but through fidelity to a worthy purpose.
• Mae West ~ He who hesitates is last!
• Brian Tracy ~ Those who do not have goals are doomed forever to work for those who do.
• Napoleon Hill ~ Until you have learned to be tolerant with those who do not always agree with you, until you have cultivated the habit of saying some kind word of those whom you do not admire, until you have formed the habit of looking for the good instead of the bad there is in others, you will be neither successful nor happy.
• Anthony Robbins ~ It is in your moment of decision that your destiny is shaped.
• Werner Erhard ~ When you honor your commitments over your preference of the moment, when you choose to do what you said solely because you said so, in that moment you are expressing yourself as action, rather than as a collection of mere ideas, wishes or dreams. In such moments, you find yourself producing results that seem discontinuous and unpredictable from the spectator's point of view.
• . . . and many more!

Special Bonus: Each audio program contains a 46-page, pocket-sized "LifeWords for Success" booklet featuring all of the 333 quotes on these audio cassettes with author acknowledgement.

On one cassette you will hear the gentle sounds of the ocean as Larry James reads a quotation, gives you time to think about it, then reads another quotation. The second cassette has the sounds of the birds of spring in the background as you listen to more quotations selected to focus your attention on success. There are no subliminal messages and each cassette can safely be listened to as you drive to and from your office or in the privacy of your home.

"Some of the best pick-me-ups available are quotations. I love quotes! They motivate! They inspire! As a professional speaker, I have often developed a complete presentation around a single quote or used the wisdom of others to make a point. The quoted word makes you think (even when you would rather be doing something else). In quotations rests the wisdom of the ages. Many times they are what you need to hear when you need to hear them."
Larry James

There is something in this audio cassette program for everyone, whether you are in sales or management, network marketing, a mother, a father, in school, out of school, or a household executive. Everyone ocassionally needs that little "kick in the pants" to keep them up! "LifeWords for Success" will do just that!

This is a CLOSEOUT Special. Offer is good while supply lasts!

Each audio cassette album was $39.95.
CLOSEOUT Price: $20 plus $6.00 postage and handling.
Telephone orders only. Call our "toll-free" number! 800-725-9223

This audio cassette program is only offered on our website for our online friends! Order today!

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HealthyPlace.com is divided into various communities representing major psychological interests. The various sites within each community and extensive information on the issue are listed on the front page of the community or you can click on one of the links below and go directly to that site.

Caps Commas, and Other Things

If you are looking for a flexible program to teach writing skills to your child, this book is for you. Activities are appropriate for regular, remedial and ESL students in grades 3 through 12. While the material is arranged sequentially, you can begin wherever the needs of your child dictate. Concentration is on: Capitalization and Punctuation (6 levels) and Written Expressions (4 levels). An Overview section for each level gives specific suggestions for developing individual lessons.

Buy the Caps Commas and Other Thinks book, when you click here.

Cues and Comprehension (Reading)

This series of 4 workbooks aids in developing visual skills needed for increased fluency and reading comprehension. Adaptable for group or independent study, the tests promote visual recognition, memory for words and word sequence and attention to word variations and punctuation. The books increase in difficulty and begin at approximately third grade reading level.

Buy the Cues and Comprehension Workbooks when you click here.

Letter Tracking

This program serves a dual purpose effectively teaching the alphabet sequence and the visual discrimination of letters while correcting reversals and rotations and instilling the habit of left-to-right progression that is so essential to the skill of reading.

Buy the Letter Tracking Workbook when you click here.

Junior Phonics

• Has Children Reading as Early as Three Years Old.
• Starts with prereading skills and moves right on to full reading ability.
• It's Fun, Easy and Effective.
• Prepare your child to enter preschool, kindergarten or first grade ahead of the rest of the class! Give your children a head start in school with Junior Phonics. Studies and common sense show that children who develop early reading skills are often more successful in school and beyond! Plus they feel great about themselves! A delightful puppet character name "Ed" leads your child on a lively learning excursion through three entertaining videos that teach everything needed to be a superior reader. A colorful board game, cards, charts, reward stickers and more motivate your children to learn as they play.

The Phonics Game

• It's Fast, Fun and Effective!

• Children, Teens & Adults are up to or above grade level in no time!

• Perfect for Children and Teens with ADD or Learning Disabilities

The Phonics Game is an incredible learning tool. In a matter of hours, your children will be reading and spelling better than you ever imagined. Fun, yes! But The Phonics Game is also a complete, systematic, and explicit phonics teaching program for people of all ages! The card games cover all the rules of phonics and when to use them. In no time, your children will be sounding out words easily and fluently. In as little as 18 hours your child can be reading at or above grade level. Young children like it because it's a fun game. Older children and teenagers like it because it makes school easier! Excellent for children and teens with ADD or Learning Disabilities including Dyslexia.

The complete program includes:

• 6 Progressive Double Deck Card Games
• 3 Video Tapes
• Play Book
• 2 CD Rom: Fun Zone & Phonetic Readers
• Sounds & Spelling Audio CD

The Phonics Fun Zone

Turn your computer in a Phonics Game tutor! The Phonics Fun Zone CD-ROM is a learning breakthrough, because it allows your children to practice their Phonics Game skills independently. Just pop it in and watch with pride as your children become reading "MegaStars!" (This is only sold as a supplement to the Phonic Game. It is not a stand alone phonics program.)

Phonetic Readers

Our new Phonetic Readers work so well..it's almost like outfitting your child's first books with training wheels! The Phonetic Readers were written expressly to follow the progress a child makes playing The Phonics Game. All 10 Phonetic Readers are entertaining, beautifully illustrated and just the right length to guarantee success! Your child's face will light up as he or she travels on a big tan van, rides along with Mat's bike, eats out a Joe's and dances with Celia, the turtle.

Additional Resources Available From Our Associates

ADD Focus in association with amazon.com provides the following list of recommended books from their catalog. You can order any book on the list directly from amazon.com at 10% to 30% off the list price by clicking on the "Buy Now" button next to each selection. (A new page will open).

The Read Aloud Handbook (All Ages)

Since its initial publication in 1979, this highly acclaimed reference has informed parents and teachers across the nation and around the world of the importance of reading aloud to their children.

This updated edition features lists of more than 12,000 titles, from picture books to novels, that are great for reading aloud.

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Building Blocks for Teaching Preschoolers With Special Needs (All Ages)

This book is designed specifically to help students improve their Reading, Comprehension, and Vocabulary Skills. Students using this book will achieve higher scores on state and national competency tests. The Building Blocks for Reading Proficiency Level B is designed for elementary students that are in second through sixth grade BUT reading at the first, second, or third grade level. There are four instructional sections contained in this book: Vocabulary, Comprehension, Read A Book, and Story Frames. Each section contains: Pre tests, Instructional Lessons, Practice Lessons, Extra Practice Lessons, and Post Tests

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Princeton Review: Reading Smart Junior: Becoming a Star Reader (All Ages)

In READING SMART JUNIOR, our fearless young crew tries to outsmart an evil tycoon bent on ridding the world of books. Along the way, they are introduced to such literary fixtures as Huck Finn, Oliver Twist, and the March sisters from LITTLE WOMEN. The SMART JUNIOR series won the prestigious Parents' Choice Award in 1995 and again in 1997.

[Buy Now]

99 Ways to Get Kids to Love Writing: And 10 Easy Tips for Teaching Them Grammar (All Ages)

Strong writing skills are essential for success in school, college, and on the job. In 99 Ways to Get Kids to Love Writing, educator Mary Leonhardt provides parents with practical, easy-to-follow tips on how to teach their children the fundamentals of writing and make it fun for them at the same time.

[Buy Now]

Encourage Reading

Subscribe to Magazines of interest appropriate to kids' age

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