Bipolar Disorder in Children and Adolescents: Medications, ECT

The treatment of bipolar disorder in children and adolescents may include the use of mood stabilizers, hospitalization, and ECT (electroconvulsive therapy).

Medical Care: The treatment and management of bipolar disorder are complicated; hence, most children and adolescents with this diagnosis require referral to a psychiatrist specializing in this age group. In general, a team approach is used in the clinical setting because multiple factors need to be addressed, including medication, family issues, social and school functioning, and, when present, substance abuse. In general, the treatment of bipolar disorder may be thought of as a 4-phase process: (1) evaluation and diagnosis of presenting symptoms, (2) acute care and crisis stabilization for psychosis or suicidal or homicidal ideas or acts, (3) movement toward full recovery from a depressed or manic state, and (4) attainment and maintenance of euthymia.

The treatment of bipolar disorder in children and adolescents may include the use of mood stabilizers, hospitalization, and ECT (electroconvulsive therapy).The treatment of adolescent or juvenile patients with bipolar disorder is modeled after treatments provided to adult patients, since no good controlled studies of bipolar treatment modalities in this age group are available to provide evidence-based medical care. Nonetheless, bipolar disorders in adolescents and children often present to clinicians at times of family or youth despair or family crises surrounding the youth's behaviors. In such critical times, inpatient care often is indicated to assess the patient, diagnose the condition, and ensure the safety of the patient or others. Hospitalization is necessary for most patients in whom psychotic features are present and in almost all patients in whom suicidal or homicidal ideations or plans are present. Inpatient care always should be considered for young persons who have suicidal or homicidal ideation and have access to firearms in their homes or communities and for those who abuse substances, particularly alcohol.

Depressive episodes are not uncommonly the first presentation of bipolar disorders in youths. In these situations, the clinician is wise to recall that approximately 20% of adolescents who have a diagnosis of depression later reveal manic symptoms; thus, antidepressant therapy in a depressed youth should be initiated with a warning to the patient and family of the possibility of later development of mania symptoms. If history of a manic state is known or suggested in a currently depressed patient, then a mood stabilizer must be started first. Once a therapeutic level and response to the mood stabilizer are attained, an antidepressant may be considered as additional treatment needed for the current state of depression.

Inpatient treatment usually requires locked-unit care to assist in safety regulation. Rarely are young persons physically restrained in hospitals, but seclusion rooms remain available in the event of severely agitated states that may culminate in threats or overt expression of physical aggression to self or others.

Mood stabilizers, such as lithium carbonate, sodium divalproex, or carbamazepine, are the mainstays of treatment of patients with bipolar disorder. Additionally, an antipsychotic agent, such as risperidone or haloperidol, may be used if psychotic features or aggressive agitation is present. Lastly, benzodiazepines may be used to improve sleep and to modulate agitation during hospitalization. Once symptoms of psychosis, suicidality, or homicidality are absent or are sufficiently diminished to a safe and manageable level, the patient is discharged to outpatient care.

Although electroconvulsive therapy (ECT) is well documented as an effective and safe treatment option in patients with depressive or psychotic states, most clinicians do not consider this a first-line intervention in children or adolescents. ECT often is initially administered on an inpatient basis because it most frequently is used in severe or refractory cases, and these patients are likely to require hospitalization more often. Still, ECT may be initiated at any point in treatment because each ECT treatment can be performed in a day treatment setting, usually requiring at least a 4-hour visit for the pre-ECT preparations, delivery of the ECT therapy, and monitoring afterward during the recovery time from both the ECT session and anesthesia. All ECT treatments require the presence of an anesthesiologist or anesthetist throughout the administration of therapy.

ECT has been demonstrated to be both safe and therapeutic in adolescents and children. One favorable aspect of ECT is its more rapid onset of therapeutic response versus medications, specifically in days rather than weeks. One drawback to ECT is the associated memory loss surrounding the time just before and after treatments. An ECT treatment episode may involve 3-8 or more sessions, usually at a rate of 1 session every other day or 3 sessions per week. Despite the rapid effect of ECT on mood and psychotic symptoms, medications are still required in the maintenance phase of treatment.

Sources:

  • Kowatch RA, Bucci JP. Mood stabilizers and anticonvulsants. Pediatr Clin North Am. Oct 1998;45(5):1173-86, ix-x.
  • Kowatch RA, Fristad M, Birmaher B, et al. Treatment guidelines for children and adolescents with bipolar disorder. J Am Acad Child Adolesc Psychiatry. Mar 2005;44(3):213-35.

next: Bipolar Disorder in Children and Adolescents: Patient Evaluations
~ bipolar disorder library
~ all bipolar disorder articles

APA Reference
Staff, H. (2008, October 17). Bipolar Disorder in Children and Adolescents: Medications, ECT, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/bipolar-disorder/articles/bipolar-disorder-in-children-and-adolescents-medications-ect

Last Updated: April 3, 2017

You Can Do It, Can I?

A life letter from mother to daughter on the role of a mother in encouraging her daughter through the pain and uncertainty in life.

Life Letters

I still resent the assertion that childhood is without a doubt the best time of a person's life. Mine wasn't. It was often painful, frustrating, scary, and unfair. In spite of all the hype, I still say that being a kid is almost as hard as being a parent. Our children need our encouragement to make it safely through the tunnel of childhood.

I remember growing tearful as I read about a young woman who ran in a long and difficult marathon. She grew increasingly weary, and it began to look to those observing her, as though she might not make it. Just before the end of the race, an older lady jumped out of the crowd, took hold of the younger woman's hand, raised their joined arms in victory, and they stumbled down the last stretch. Daughter exhausted, mother determined - and they crossed the finish line together.

I can't run your races for you, but I can cheer you on, believe in you, push and pull you a little from time to time, and see you through. To encourage doesn't mean to flatter, give undeserved and thus meaningless praise, or to manipulate you into doing what you don't want to do - even if it's best for you. To encourage means to inspire, to provide reassurance and support, and to give courage to. How can I expect you to face the world with all of its' pain and uncertainty - without regular doses of it? I believe sweetheart with all of my heart that you can do what you need to do. But I have to do my part.

Love, Mom


continue story below

next: Life Letters: An Open letter to the Handless Maiden

APA Reference
Staff, H. (2008, October 17). You Can Do It, Can I?, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/alternative-mental-health/sageplace/you-can-do-it-can-i

Last Updated: July 18, 2014

Feldenkrais Method for Treating Psychological Conditions

Learn about the Feldenkrais Method and how the Feldenkrais Method can help treat depression, anxiety, eating disorders, and other mental health conditions.

Before engaging in any complementary medical technique, you should be aware that many of these techniques have not been evaluated in scientific studies. Often, only limited information is available about their safety and effectiveness. Each state and each discipline has its own rules about whether practitioners are required to be professionally licensed. If you plan to visit a practitioner, it is recommended that you choose one who is licensed by a recognized national organization and who abides by the organization's standards. It is always best to speak with your primary health care provider before starting any new therapeutic technique.

Background

The Feldenkrais Method was developed by Moshe Feldenkrais (1904 - 1984), a Russian-born Israeli physicist who was disabled from a knee injury. Dr. Feldenkrais called on his formal training in science and in the martial arts to develop an approach that aimed to help the body move in more natural and comfortable ways.

The technique involves stretching, reaching and changing posture in specific patterns. In some cases, it includes a form of massage. In general, the emphasis of the Feldenkrais Method is to provide supportive therapy or physical rehabilitation. The Feldenkrais Method has not historically been viewed as a curative approach to most diseases. Recently, the Feldenkrais Method has been studied as a means to improve muscle and joint pain, to improve quality of life in chronic conditions such as multiple sclerosis, and to reduce anxiety levels. Research is still early in these areas, without definitive answers.


 


The Feldenkrais Method can be offered only by practitioners who have trained in accredited programs. Practitioners are registered with Feldenkrais guilds worldwide. In the United States and Canada, practice of the Feldenkrais Method is not governmentally regulated.

Theory

The Feldenkrais Method is based on the concept that improving patterns of movement may enhance overall physical and psychological performance or recovery from disabling conditions. There are two basic components of the Feldenkrais Method: Awareness Through Movement and Functional Integration. These approaches may be used alone or in combination with each other.

Awareness Through Movement is an approach to body movement that is taught in group sessions by Feldenkrais practitioners. Practitioners verbally lead participants through a series of slow movement sequences that may involve everyday motions such as standing up, sitting down or reaching, but may also involve abstract movements. These sessions often last between 30 and 60 minutes and may be customized to the ability of individual participants. There are hundreds of Awareness Through Movement patterns, which vary in complexity and difficulty. The goals of Awareness Through Movement are to increase awareness of what types of movements work best for a participant, to find sequences of movement to replace uncomfortable or habitual patterns and to improve flexibility and coordination.

Functional Integration involves a hands-on private session with a Feldenkrais practitioner. Participants are fully clothed and may be in a lying, sitting or standing position. As with Awareness Through Movement, the emphasis is on helping participants develop patterns of movement that are efficient and comfortable. The practitioner may touch the participant and move muscles and joints gently within the normal range of motion. Movement sequences are customized to the individual, and through touch, the practitioner may demonstrate new movement patterns. An aim of these sessions is to help identify patterns of movements that are natural and comfortable. It is believed that by leading the body through more functional patterns of movement, the body may learn to move in beneficial ways, resulting in improvements in everyday activities or in symptoms related to medical conditions. Sessions generally last from 30 to 60 minutes.

Awareness Through Movement and Functional Integration are considered by Feldenkrais practitioners to be equivalent and complementary means of achieving improvements in movement patterns.


Evidence

Scientists have studied the Feldenkrais Method for the following health problems:

Physical rehabilitation
The Feldenkrais Method has been suggested as a possibly useful addition during rehabilitation or recovery after injury or surgery (in particular in patients with orthopedic injuries). Most studies have been low quality, and further research is necessary before a firm conclusion can be made.

Multiple sclerosis
Early evidence suggests that steadiness and comfort with daily movements, depression, anxiety, self-esteem and overall quality of life may improve in patients with multiple sclerosis who use Feldenkrais bodywork or participate in Awareness Through Movement sessions. Results are not overly compelling, and more research is necessary.

Anxiety, depression and mood
Early research suggests that participation in a single Awareness Through Movement session may reduce anxiety levels, with increased effects after six to eight sessions. These effects may last for up to one day after therapy. A study involving 147 female general curriculum and physical education teachers enrolled in a one-year enrichment program at a physical education college revealed improved mood after Feldenkrais. Bodywork seems to improve depression, anxiety and self-esteem in multiple sclerosis patients, but not to a significant extent. Additional studies are needed to make a clear conclusion.

Musculoskeletal disorders
In a small study of patients with nonspecific musculoskeletal disorders, Body Awareness Therapy and Feldenkrais seemed to improve health-related quality of life. It is not clear if Feldenkrais is superior or equal to other forms of body movement therapy for musculoskeletal disorders in general. Little research is available.

Dystonia
Among users of specific complementary alternative medicine methods, breathing therapy, Feldenkrais, massages and relaxation techniques appear to be the most effective for dystonia (according a survey of 180 members of the German Dystonia Society). Further data are necessary to form therapeutic recommendations.

Balance problems, unstable walking
It has been suggested that the Feldenkrais Method may help improve unstable equilibrium or function, but there is little available research.


 


Low back pain
A small amount of research suggests that Feldenkrais sessions may be helpful when added to other therapies for back pain and may have mild benefits when used alone.

Neck and shoulder pain
One study suggests that 16 weeks of Feldenkrais sessions may reduce neck and shoulder pain, although additional research is necessary before a firm conclusion can be drawn.

Eating disorders
Preliminary research suggests that Awareness Through Movement sessions may improve self-confidence in patients with eating disorders, although it is not clear if eating habits are affected. Further research is needed before a conclusion can be drawn about using Feldenkrais Method within a multimodal program for patients who have eating disorders.

Fibromyalgia
Early evidence suggests that the Feldenkrais Method may not be of benefit to patients with fibromyalgia.

Health improvement in the elderly
A study conducted in a retirement home analyzed the effect of Feldenkrais on height, weight, blood pressure, heart rate, balance, flexibility, morale, self-perceived health status, level of performance of activities of daily living, and the number of body parts difficult to move or giving rise to pain in the elderly. Results did not show statistically significant effects.

 


Unproven Uses

The Feldenkrais Method has been suggested for many other uses, based on tradition or on scientific theories. However, these uses have not been thoroughly studied in humans, and there is limited scientific evidence about safety or effectiveness. Some of these suggested uses are for conditions that are potentially life-threatening. Consult with a health care provider before using the Feldenkrais Method for any use.

Chronic pain
Enhanced athletic performance
Improved coordination
Improved health in the elderly
Improved reaching
Increased range of motion in the neck
Language learning
Lengthening hamstrings
Motor performance
Musical instrument learning
Rehabilitation after stroke
Rehabilitation for neurologic disorders
Rheumatoid arthritis
Supportive care for cerebral palsy
Temporomandibular joint disorder
Voice disturbances

Potential Dangers

There are no reliable scientific studies or reports of safety of the Feldenkrais Method. However, both Awareness Through Movement and Functional Integration appear to work within the body's own range of motion. These techniques are adjusted for the physical capabilities of the participant. Therefore, the Feldenkrais Method is likely to be safe in most individuals. People with muscle or bone injuries or chronic conditions such as heart disease should speak with a health care provider before starting any new therapeutic program. If considering the Feldenkrais Method during rehabilitation from an injury or surgery, speak with your primary health care provider or surgeon ahead of time. The Feldenkrais practitioner should be informed of any health condition before starting a session.

Early studies have found no differences in muscle or tendon length, blood pressure or heart rate in patients who participate in Feldenkrais sessions, although there are no high-quality studies in this area.


 


Summary

The Feldenkrais Method aims to improve patterns of movement to enhance quality of life and comfort. Feldenkrais sessions may play a role in the treatment of musculoskeletal pain, anxiety and physical rehabilitation. However, little scientific research exists in this area, and more studies are needed to provide answers that are more definitive. Although studies of safety have not been conducted, Feldenkrais sessions are likely safe for most people. Individuals with chronic conditions, with recent injuries or recovering from surgery should speak with their health care provider before starting any therapy program.

The information in this monograph was prepared by the professional staff at Natural Standard, based on thorough systematic review of scientific evidence. The material was reviewed by the Faculty of the Harvard Medical School with final editing approved by Natural Standard.

Resources

  1. Natural Standard: An organization that produces scientifically based reviews of complementary and alternative medicine (CAM) topics
  2. National Center for Complementary and Alternative Medicine (NCCAM): A division of the U.S. Department of Health & Human Services dedicated to research

Selected Scientific Studies: Feldenkrais Method

Natural Standard reviewed more than 75 articles to prepare the professional monograph from which this version was created.

Some of the more recent studies are listed below:

  1. Buchanan PA, Ulrich BD. The Feldenkrais Method: a dynamic approach to changing motor behavior. Res Q Exerc Sport 2003;74(2):116-123; discussion, 124-126.
  2. Emerich KA. Nontraditional tools helpful in the treatment of certain types of voice disturbances. Curr Opin Otolaryngol Head Neck Surg 2003;11(3);149-153.
  3. Huntley A, Ernst E. Complementary and alternative therapies for treating multiple sclerosis symptoms: a systematic review. Complement Ther Med 2000;8(2)97-105.
  4. Ives JC. Comment on: the Feldenkrais Method: a dynamic approach to changing motor behavior. Res Q Exerc Sport 2001;72(2):116-123.
  5. Comment on: Res Q Exerc Sport 2001;72(4)315-323. Johnson SK, Frederick J, Kaufman M, Mountjoy B. A controlled investigation in multiple sclerosis. J Altern Complement Med 1999;5(3);237-243.
  6. Junker J, Oberwittler C, Jackson D, Berger K. Utilization and perceived effectiveness of complementary and alternative medicine in patients with dystonia. Mov Disord 2004;19(2):158-161.
  7. Kendall SA, Ekselius L, Gerdle B, et al. Feldenkrais intervention in fibromyalgia patients: a pilot study. J Musculoskel Pain 2001;9(4):25-35.
  8. Kerr GA, Kotynia F, Kolt G. Feldenkrais awareness through movement and state anxiety. J Bodywork Mov Ther 2002;6(2):102-107.
  9. Kolt GS, McConville JC. The effects of Feldenkrais (TM) awareness through movement program on state anxiety. J Bodywork Mov Ther 2000;4(3):216-220.
  10. Laumer U, Bauer M, Fichter M, et al. [Therapeutic effects of the Feldenkrais method "awareness through movement" in patients with eating disorders]. Psychother Psychosom Med Psychol 1997;47(5):170-180.
  11. Lundblad I, Elert J, Gerdle B. Randomized controlled trial of physiotherapy and Feldenkrais interventions in female workers with neck-shoulder complaints. J Occupational Rehab 1999;9(3):179-194.
  12. Malmgren-Olsson EB, Branholm IB. A comparison between three physiotherapy approaches with regard to health-related factors in patients with non-specific musculoskeletal disorders. Disabil Rehabil 2002;24(6):308-317.
  13. Netz Y, Lidor R. Mood Alterations in mindful versus aerobic exercise modes. J Psychol 2003;137(5):405-419.
  14. Smith AL, Kolt GS, McConville JC. The effect of the Feldenkrais Method on pain and anxiety in people experiencing chronic low back pain. NZ J Physiother 2001;29(1):6-14.
  15. Stephens J, Call S, Glass M, et al. Responses to ten Feldenkrais awareness through movement lessons by four women with multiple sclerosis: improved quality of life. Phys Ther Case Rep 1999;2(2):58-69.

back to: Alternative Medicine Home ~ Alternative Medicine Treatments

APA Reference
Staff, H. (2008, October 17). Feldenkrais Method for Treating Psychological Conditions, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/alternative-mental-health/treatments/feldenkrais-method-for-treating-psychological-conditions

Last Updated: February 8, 2016

Cognitive Therapy for Bipolar Affective Disorder

Study shows cognitive therapy for bipolar affective disorder helps prevent bipolar relapse.

A Randomised Controlled Study

D. Lam, E. Watkins, P. Hayward, J Bright, P. Sham Institute of Psychiatry, London, U.K.

Study shows cognitive therapy for bipolar affective disorder helps prevent bipolar relapse.One hundred and three patients suffering from bipolar 1 affective disorder were recruited in a randomised controlled trial of cognitive therapy (CT) specifically designed for bipolar affective disorder.

The study targeted bipolar patients who are vulnerable to relapses. They had to have had at least two episodes in the last three years or three episodes in the last five years despite the prescription of mood stabilisers.

All subjects had to be taking a mood stabiliser on recruitment.

The control group received minimal psychiatric input, i.e. mood stabilisers and outpatients follow-up. The therapy group received up to twenty sessions of CT plus minimal psychiatric input. There were no significant differences between the two groups in terms of demographics or the number of previous bipolar episodes.

At the end of therapy, intention to treat analysis revealed that the therapy group had significantly fewer bipolar episodes, number of days when subjects were in bipolar episodes and better medication compliance.

Moreover, subjects in the therapy group had fewer episodes of bipolar depression and number of days hospitalised. The therapy group also had significantly less fluctuation according to the Activation subscale of the Internal State Scale that subjects returned monthly.

The therapy group had significantly reduction in BDI scores over the six months. When the therapy dropouts (fewer than six sessions) were excluded, the therapy group also had significantly fewer hospital admissions and fewer hypomanic episodes.

This study replicated our earlier pilot study.

next: Choosing a Doctor to Treat Bipolar Disorder
~ bipolar disorder library
~ all bipolar disorder articles

APA Reference
Tracy, N. (2008, October 17). Cognitive Therapy for Bipolar Affective Disorder, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/bipolar-disorder/articles/cognitive-therapy-for-bipolar-affective-disorder

Last Updated: April 6, 2017

Natural Alternative Treatments for Anxiety and Stress

Specific natural anxiety treatments and stress management techniques that can bring relief from anxiety and stress.

Specific natural anxiety treatments and stress management techniques that can bring relief from anxiety and stress.

In today's quick-fix environment, one visits the doctor for an anxiety disorder, panic attacks, or stress and they are quickly given an antidepressant or anti-anxiety medication. But many doctors often overlook elements of natural healing, including nutrition, herbal and mind-body therapies for the treatment of anxiety and stress. Adding natural alternative treatments, including anxiety and stress management techniques, can make a big difference in your life.

Dr. Richard Podell is one of the nation's leading experts on the scientific integration of complementary and alternative therapies with conventional medicine. He says "these add holistic support for the body's natural healing systems, which help resist and overcome a broad range of both physical and mental health problems-- including but not limited to depression, anxiety, and stress."

The unstated assumption of most conventional strategies, according to Dr. Podnell, is that mind and body function separately. Each organ of the body is largely on its own. However, current science shows that just the opposite is true. The multiple systems of mind and body communicate and interact with each other in a complex holistic web of biochemical, hormonal and metabolic relationships.

Natural Anxiety Treatments

Anxiety, feeling tense or nervous, is not the same thing as depression, although they often occur together. Many, but not all of the alternative treatments for depression, also improve anxiety, but others do not. Podnell, a Clinical Professor at New Jersey's Robert Wood Johnson Medical School, suggests the following natural anxiety treatments that have some scientific studies supporting their use:


 


  • Magnesium
  • Inositol
  • Valerian Root
  • Kava Herb
  • Rhodiola Herb
  • Appropriate Exercise (not too much, not too little)
  • Hypoglycemia Diet
  • "Food Allergy" Elimination Diet
  • Candida Yeast Theory (speculative)

Stress Management Techniques and Treatments

Specific natural anxiety treatments and stress management techniques that can bring relief from anxiety and stress.The body's ability to withstand stress improves with the mastery of a few basic stress management relaxation techniques that calm and regularize the body's natural rhythms. For example, most people with chronic stress or anxiety fall into a pattern of shallow, relatively rapid chest breathing. For the most part, we don't even realize when we do this, since the pattern is fairly subtle. However, even at modest levels, this breathing habit tends to make people feel tense. In contrast, even a few minutes of slow, deep diaphragmatic breathing can usually be counted on to have calming effects.

To manage your anxiety or stress, Podnell suggests a broad selection of physiologically based stress management techniques and treatments. Behavioral medicine relaxation skills can quickly calm the mind and body once a stress reaction has occurred; or better yet prevent it. Brief training in diaphragmatic breathing, visual imagery, muscle relaxation and other methods often have great rewards. For preventing and reversing crises, Podnell is especially impressed with a technique that employs the natural biorhythms of the heart to trigger the "relaxation response" within just about one minute. Most stress management techniques can be learned in just one or two training sessions.

Cognitive-behavioral therapy (CBT) is another highly effective practical stress management technique than can be learned very quickly. It often does wonders. CBT is very different from standard psychotherapies, emphasizing practical skills for handling stresses and not over-reacting. Most people who are ill tend to fall into frustration's mental traps—making mountains out of molehills, seeing the glass half-empty; feeling helpless and losing hope. Fortunately, says Podnell, "once we realize how this happens, we can quickly master simple mental tricks that quickly put our thoughts and feelings into a more constructive mode."

CBT stress management techniques are not a substitute for standard psychotherapy. CBT techniques are different. However, CBT stress management techniques can make standard therapy more effective. Indeed, even people who don't require therapy but are struggling to cope with an illness, often find benefit from even a few sessions of training in CBT stress management techniques.

Ed. Note: Richard N. Podell, M.D., M.P.H., Medical Director and Clinical Professor, Department of Family Medicine, UMDNJ-Robert Wood Johnson Medical School. Dr. Podnell is board-certified in Internal Medicine.

next: Alternative Treatments for Anxiety and Panic Attacks

APA Reference
Staff, H. (2008, October 17). Natural Alternative Treatments for Anxiety and Stress, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/alternative-mental-health/anxiety-alternative/natural-alternative-treatments-for-anxiety-and-stress

Last Updated: July 11, 2016

Giving Your Child 'Voice': The 3 Rules of Parenting

If I asked you what children need in order to be psychologically healthy, you would probably answer: love and attention. Of course, you would be right--love and attention are essential for every child. But, there is a third psychological need critical to the emotional well-being of children: "voice."

What is "voice"? It is the sense of agency that makes a child confident that he or she will be heard, and that he or she will positively impact his or her environment. With this sense of agency comes the implicit belief that one's core has value. Exceptional parents grant a child a voice equal to theirs the day that child is born. And they respect that voice as much as they respect their own. How does a parent provide this gift? By following three "rules:"

  1. Assume that what your child has to say about the world is just as important as what you have to say.
  2. Assume that you can learn as much from them as they can from you.
  3. Enter their world through play, activities, discussions: don't require them to enter yours in order to make contact.

I'm afraid this is not as easy as it sounds, and many parents do not do it naturally. Essentially, a whole new style of listening is required. Every time a young child says something, he or she is opening a door to their experience of the world--about which they are the world's foremost expert. You can either keep the door open and learn something of value by asking more and more questions, or you can close it by assuming you have heard everything worth hearing. If you keep the door open, you are in for a surprise--your children's worlds are as rich and complex as your own, even at age two.

If you value your children's experience, of course they will too. They will feel: "Other people are interested in me. There is something of value inside me. I must be pretty good." There is no better anti-anxiety, anti-depressant, anti-narcissism inoculation than this implicit sense of worth. Children with voice have a sense of identity that belies their years. They stand up for themselves when necessary. They speak their mind and are not easily intimidated. They accept the inevitable frustrations and defeats of life with grace and keep moving forward. They are not afraid to try new things, to take appropriate risks. People of all ages find them a joy to talk with. Their relationships are honest and deep.


 


Many well-intentioned parents think that they can create the same effect by saying positive things to their children: "I think you're very smart/pretty/special etc. But without entering the child's world, these compliments are seen as false. "If you really felt that way, you would want to know me better," the child thinks. Other parents feel that their role is to give advice or educate their children--they must teach them how to be worthwhile human beings. Sadly, these parents reject the child's experience of the world entirely and do great psychological damage--usually the same damage that was done to them.

Children who are not given "voice" often feel defective and worthless, even if they have received love and attention. Many of their behaviors represent an effort to counter these feelings. Depending on temperament and other factors, they may build protective walls, take drugs to escape, starve and purge themselves to "look better," bully other children, or simply succumb to crippling depression and anxiety.

The psychological problems do not end with childhood. Many of the essays on this web site are devoted to the adult consequences of childhood "voicelessness." These include narcissism, depression, and chronic relationship problems. Much of the therapeutic work I do involves the exploration and repair of voice lost or unrealized in childhood.

But these problems are avoidable. Apply the "rules" from the moment of birth. Work hard at keeping the door to your child's inner life open. Learn. Discover the richness of your child's experience. There is no more valuable gift you can give your child--or yourself.

About the author: Dr. Grossman is a clinical psychologist and author of the Voicelessness and Emotional Survival web site.

next: The Dance

APA Reference
Staff, H. (2008, October 17). Giving Your Child 'Voice': The 3 Rules of Parenting, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/self-help/essays-on-psychology-and-life/giving-your-child-voice-the-3-rules-of-parenting

Last Updated: March 29, 2016

Thoughtical Illusions

From a future book by Adam Khan, author of Self-Help Stuff That Works

YOU'VE SEEN OPTICAL ILLUSIONS. They always show up in psychology textbooks. There's a famous one that looks like an old witch or a young lady, depending on how you look at it. There's the simple three dimensional box - look at it one way and it seems you're looking up at it; look at it another way and it seems you're looking down on it. There is a new kind of optical illusion, generated by computers, that give you the impression you're looking into a three dimensional object when your eyes refocus, even though at first it looks like a flat, random pattern.

Psychology students are often introduced to optical illusions, not because most psychology students become eye surgeons, but because the illusions aren't created by our eyes; they're created by our brains. It has nothing to do with your childhood or your personality. Everyone with a normal brain sees the same illusion because it's caused by the way our brains are designed. The specific design of the human brain is very good for some things, and not very good for other things. It is by no means perfect. For example, you've probably seen the optical illusion of the two lines next to each other, one with the arrows pointing out, one with the arrows pointing in.

The lines are the same length, but it doesn't look that way. Even when you know they're the same length - even when you go get a ruler and measure them - they still look like different lengths. What you're experiencing is a flaw in the way your brain perceives.

Our brains are not designed perfectly. We don't perceive perfectly and we don't think with perfect reason. We can call our mistakes in thinking thoughtical illusions.

All human brains tend to make certain mistakes in the same way. In this chapter, we'll explore some of these common mistakes. There is no technique in this chapter. I'm simply trying to show you why it's in your best interest to be sceptical of your own mind. That may seem like a sadistic goal, but it isn't. The feeling of certainty has caused more problems for people than skepticism ever did.


 


When you're arguing with your spouse, the thing that keeps the anger intense is: you're both certain you're right. If each of you had a little more skepticism about your own ability to remember and reason, it would be easier to work out your differences.

The scientific method has made so much progress because the theories are provisional - good until something better comes along. When a scientist comes up with an idea of how things work, she doesn't call it a Law or a Fact, she calls it a theory. And she fully expects other scientists who come after her to test it and improve it (or trash it if it turns out to be wrong). That attitude allows progress. And it's extremely hard to do. A scientist has to impose the discipline on herself, just as you and I would be wise to do, to prevent herself from thinking of something as a truth.

We have a tendency to come to a conclusion and then close our minds on the matter. Probably for most of our evolutionary history this tendency served us well. Now we are rarely in a life-or-death, you-must-make- a-decision-now situation, and it's usually best to hold off from drawing a conclusion. This has to be done deliberately, however, because your brain just naturally clamps down on the theories you come up with (or get from others) and labels them Facts.

Blind Spots

Cover your left eye and hold your face close to the screen (or the paper if you've printed this out, and look at the X. As you slowly pull away from the screen, at some point the 0 will disappear. Or cover your right eye and look at the 0, and pull away, and the X will disappear.

X  

O

YOU HAVE A blind spot in each eye where the bundles of nerve fibers go back into your brain. But I want you to notice something: you don't see the blind spot. It doesn't show up like a dark, empty spot. Your brain fills in the emptiness.

In the same way, when there are things you don't know, your brain fills it in, giving you the feeling that nothing is missing. In other words, when you feel certain, it doesn't really mean anything. Your feeling of certainty often doesn't necessarily have any relationship to your actual correctness or knowledge. Your brain produces that feeling of certainty at the drop of a hat because it's wired up to do so.

This tendency to come to a conclusion quickly and to feel certain about it even when we're wrong is compounded by some other thoughtical illusions. For example, in numerous experiments, researchers have found that our brains automatically seek evidence to confirm (rather than disconfirm) an already existing conclusion - whether we have any personal stake in it or not.

When you allow yourself to come to the conclusion that you aren't very organized, for example, you'll see and remember everything you do that confirms your conclusion even if you don't want it to be true (and ignore the times you were well-organized - because they don't confirm anything; they disconfirm). When you decide your spouse is a slob, you'll notice and remember (clearly) all the times when your spouse acted like a slob, and you'll ignore or explain away all the times when your spouse acts neatly.

Premature conclusions - especially negative conclusions - alter your perception and your reason along those lines. And telling other people makes it even worse.


In one experiment, people were asked to determine the length of a line. One group was told to decide it in their heads; another group was told to write it on a Magic Pad (those pads for children that erase when you lift up the sheet) and then erase it before anyone saw it; and a third group was told to write their conclusions on a piece of paper, sign it, and give it to the researcher. Then the subjects were given information indicating their first conclusion was wrong, and they were given an opportunity to change their conclusions. Those who decided in their heads changed their conclusions the easiest; those who wrote it on the Magic Pad were more reluctant to change their minds; and those who declared their conclusion publicly were convinced their first conclusion was correct and were unwilling to change their minds.

Their feeling of certainty was an illusion; it wasn't related to the correctness of their conclusions. It was being influenced by another factor, in this case, how public they had made their conclusions.

Thoughtical illusions are flaws in your brain. You can't get rid of them, but you can work around them - if you know they exist. If you know you tend to come to a conclusion too quickly, then you can slow yourself down when you find yourself concluding something. Just the fact that you know your feeling of certainty might not mean anything - just that understanding - will allow you to place less confidence in your conclusions. When your conclusion is making you unhappy, your skepticism can make you feel better and act more sanely.

Another aspect of the tendency to come to a conclusion too quickly is our tendency to generalize from too little information. One of the greatest things about your mind is its ability to generalize: to see a pattern from only a few examples. Little Johnny sees the flames in the gas heater and touches it. Ouch! From only one or two such experiences even a child can generalize: ""Every time I touch that heater, I will burn my hand."


 


Your ability to generalize allows you to make your actions more effective because it allows you to predict what will happen. But our tendency to generalize is so pervasive that we sometimes overgeneralize, and this gives us unnecessary limitations and unnecessary misery. Little Johnny may avoid touching the heater even when it's off on and there is no danger of being burned. He has overgeneralized and it limits him unnecessarily.

Have you ever heard these (or made statements like these yourself?):

It doesn't do any good to try.
Women are too sensitive.
People can't change.
Men are pigs.
Politicians are all crooked.
Our situation is hopeless.
I'm not that kind of person.
It's a crazy world.
Human beings are a violent species.

ANY OF THESE generalizations, with enough qualifications, might have some validity. But as they stand, every one of the statements is an overgeneralization. The ones that'll really make a difference to you in your daily life, though, are the ones you make when you're experiencing dysphoria. I'll tell you why in a few minutes.

Thoughtical illusion number three is that some things are more noticeable than others, so they register in your memory more clearly and strongly. For example, let's say your child is goofing around and breaks a vase. All the memories of similar times when he goofed around and broke something come easily to mind. All the times he was careful and didn't break anything don't come to mind, because when he doesn't break anything, what is there to notice?

Another thoughtical illusion is our human tendency to think in all-or-nothing, black-or-white, one-extreme- or-the-other terms. It shows up in hundreds of different ways, and it will be especially apparent (if you're looking out for it) when you're experiencing dysphoria.

Sometimes one-extreme-or-the-other thinking causes dysphoria. For example, Jeff thinks if he isn't a millionaire, he's a failure. It'll make him feel bad if he isn't already a millionaire. If Becky thinks she must be either her ideal weight or she's a fat slob, the extremist thinking will cause her misery when she's not at her ideal weight.

Not many issues are truly cut-and-dried. But thinking in an all-or-nothing way makes it easier to think about things. You can separate issues cleanly, and then simply position yourself on one side or the other. It's a way to simplify an issue. But reality is full of shades of gray, so although you've made your task easier, you've increased your chances of being wrong. It's like what the congressman said on the issue of whiskey:

If you mean the demon drink that poisons the mind, pollutes the body, desecrates family life, and inflames sinners, then I am against it. But if you mean the elixir of Christmas cheer, the shield against winter chill, the taxable potion that puts needed funds into public coffers to comfort little crippled children, then I'm for it. This is my position and I will not compromise.

THERE'S HARDLY AN issue that isn't like that. But the way our brains are designed keeps pulling us to one side or the other. Our brains polarize issues. It would be in our best interest to avoid getting pulled to one side of an issue, although this is admittedly very difficult to do. But if you aren't perfect at doing it, the effort is still worth your while. Just because you aren't perfect at it doesn't mean it's a complete waste of time.


The last thoughtical illusion is that dysphoria itself warps your perception. Research shows that when someone is in a bad mood, he's more likely to believe negative statements about himself, he remembers more times he was punished for failure and remembers fewer times of being rewarded for succeeding, and when you flash two pictures at the same time (one to each eye with a divider between the eyes), he'll see the negative picture but not the positive picture more often when he's feeling bad than when he feels good.

In other words, feelings affect your perception in a way that reinforces the already existing mood.

And each emotion warps your perception in its own way. When you feel angry, you tend to see the world in terms of enemies and allies, and you're more sensitive to trespasses - or what could be remotely construed as trespasses.

When you're experiencing anxiety or worry, you tend to see the world in terms of threat and danger. You're more likely to notice potential dangers; more likely to see what might go wrong, and more likely to interpret what you see as dangerous, even when it isn't.

In depression, you're attuned to loss. You see what you had once and is now gone. You're more likely to doubt your abilities and your chances of success. You feel helpless, and you notice all the things about the world that seem against you, and you don't notice your own strengths or the circumstances that might work in your favor.

An emotion affects what you see and exaggerates what you see in the direction of the emotion. When you're angry, for instance, you're likely to take an innocent remark someone made and read into it an insult or a threat. When you're anxious, you see what might go wrong and consider it quite possible even when the chances of it going wrong are extremely remote. When you feel depressed, you remember all the things in your life you've lost, and you remember them easily, and you forget all you've gained.

When you feel bad, things aren't as bad as they seem. It's just a thoughtical illusion.


 


When you know how your brain makes mistakes, you can watch out for it. You can't fix it, but you can learn to work around it. Like someone who is blind in one eye, you can learn to compensate for it. I urge you to go through a mental checklist - especially when you feel dysphoric:

  • Have I jumped to a conclusion too quickly?

  • Have I placed too much confidence in a mere theory?

  • Am I thinking it's one-extreme-or-the-other?

  • Have I overgeneralized?

  • How is my dysphoria coloring my perception?

ANY TIME YOU ask those questions when you're feeling bad, you're probably going to find two or three thoughtical illusions messing up your thinking. Suddenly becoming aware of them can return you to sanity and evaporate the bad feeling. And your improved mood won't be any illusion!

Here's another chapter on how to change your thoughts in a way that makes a difference:
Positive Thinking: The Next Generation

An extremely important thing to keep in mind is that judging people will harm you. Learn here how to prevent yourself from making this all-too-human mistake:
Here Comes the Judge

The art of controlling the meanings you're making is an important skill to master. It will literally determine the quality of your life. Read more about it in:
Master the Art of Making Meaning

Here's a profound and life-changing way to gain the respect and the trust of others:
As Good As Gold

What if you already knew you ought to change and in what way? And what if that insight has made no difference so far? Here's how to make your insights make a difference:
From Hope to Change

next: Interpretations

APA Reference
Staff, H. (2008, October 17). Thoughtical Illusions, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/self-help/self-help-stuff-that-works/thoughtical-illusions

Last Updated: March 31, 2016

Think Positively Positively

Chapter 16 of the book Self-Help Stuff That Works

by Adam Khan

WHEN A PERSON THINKS a negative thought and tries to get rid of it, that person is thinking positively negatively. Daniel M. Wegner of Trinity University in San Antonio, Texas, has conducted a long string of experiments that show the futility and actual danger of trying to get rid of thoughts.

In some of the experiments, Wegner told his subjects, "Try not to think about a white bear." The subjects were then asked to say aloud everything that came to mind. Of course, thoughts of white bears showed up quite a bit. Trying not to think of a white bear produced a thought of a white bear between six and fifteen times in a five-minute period.

Trying not to think a negative thought will result in thinking it more.

Thinking is like breathing: It goes on night and day and you can't stop it. But you can change it. You can breathe slowly and deeply or shallowly and quickly. You can breathe any way you want. But you can't stop.

The same is true about thinking. You can say something stupid or depressing to yourself; you can say something intelligent or inspiring to yourself; but you can't stop thinking entirely.

So when you find yourself disliking the content of your thoughts, instead of trying to stop yourself from thinking a thought, try to direct your thoughts.

And the way to direct your thinking is by asking yourself a question. A question gets your mind going in a new direction without suppressing what you're already thinking. Ask yourself a question.

Of course, the kind of question you ask makes a big difference. If you ask "Why is this happening to poor me?" your answers won't help you any.

The idea is to direct your mind by asking questions that put your attention on practical things, on accomplishment, on the future. If you find yourself worrying, for example, ask yourself something like this: "How can I make myself stronger and better able to deal with this?" Or "Can I get busy right now working on my goal - so busy I forget all about my worries? And if not, is there some planning I can do now that will save me time later?" Or even simply "What is my goal?"


 


When you find yourself thinking negatively about something "bad" that happened, ask yourself "What's good about this?" Or "How can I turn this to my advantage?" Or "What assumption have I made that I can argue with?" Ask a good question.

When you decide on a question to ask yourself, ask the question and keep asking. Ponder it. Wonder about it. Let it run through your mind whenever your mind isn't otherwise engaged. It will turn the tide of your thoughts and bring you into a new state of mind because you're thinking positively positively.

Direct your mind by asking yourself a good question.

Here's another, completely different and less difficult way to change the way you feel right away:
Brighter Future? Sounds Good!

Is there someone in your family, maybe an in-law or relative, that consistently makes you feel upset or angry or depressed? There's something you can do about it. Check out:
Attitudes and Kin

An extremely important thing to keep in mind is that judging people will harm you. Learn here how to prevent yourself from making this all-too-human mistake:
Here Comes the Judge

The art of controlling the meanings you're making is an important skill to master. It will literally determine the quality of your life. Read more about it in:
Master the Art of Making Meaning

Here's a profound and life-changing way to gain the respect and the trust of others:
As Good As Gold

What if you already knew you ought to change and in what way? And what if that insight has made no difference so far? Here's how to make your insights make a difference:
From Hope to Change

next: The Uncertainty Principle

APA Reference
Staff, H. (2008, October 17). Think Positively Positively, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/self-help/self-help-stuff-that-works/think-positively-positively

Last Updated: March 31, 2016

Voicelessness: The Depressed Teenager

A recent Boston Globe article ("Data on suicides set off alarm," March 1,2001) reported that 10 percent of high school students in Massachusetts made some kind of suicide attempt in the past year, and 24 per cent had thought about it. These are stunning figures. While many of these self-reported "attempts" could best be characterized as gestures (e.g. swallowing six aspirin), unquestionably, alienation and despair is widespread among our children.

Why is this? If the subtext of life is survival (for this is the ultimate outcome of natural selection), and our emotions are supposed to facilitate this process, how can so many young people, a quarter of the teen population, be contemplating their own demise?

While hormonal changes certainly play a role, this is not likely the full explanation: biology and environment do an intricate dance, and it is often difficult to separate the two partners. Furthermore, there seems to be no genetic rationale for suicidal teenagers (the genes of those who succeeded would be quickly weeded from the population)—with such a large percentage affected, the explanation must be far more complicated.

In a sense, the teenage years are no different than any others: every period of our life involves a quest for emotional survival. But the teen years are particularly difficult. For the first time, children are asked to define and prove themselves in the outside world, and competition is intense. This can and does lead to inordinate cruelty—gay and "nerd" bashing are notorious examples. But even in the absence of overt cruelty, the teen is often on the defensive as classmates try to aggressively assert their place in the world. The community reflects this pressure with close-knit alliances and concomitant exclusion, the rapid and often unexpected switching of friends to maintain position and status, and the constant comparison between self and others. It is, perhaps, a wonder that any of us survive our teen years without considerable distress.

Listen to the voices of depressed teens: "I am worthless, ugly, a failure. No one listens to me. No one sees me. Everyone is selfish. You'd be happier if I were not alive. Everyone would be happier if I were dead. You don't care. Nobody cares." Often, these feelings accurately reflect the subtext of messages they are receiving from peers, resulting from the sometimes brutal competition for resources in the teen community. Yet, some teens are deeply affected by these messages and others are not. Why do the messages stick to some teens and not others? In my experience, it is the "voiceless" teenager who is most affected.


 


In "Giving Your Child Voice," I suggested that "voice" is a critical component of self-esteem and the emotional well being of children. Because it is different from love and attention, voice must be defined clearly:

"What is 'voice'? It is the sense of agency that makes a child confident that he or she will be heard, and that he or she will impact his or her environment. Exceptional parents grant a child a voice equal to theirs the day that child is born. And they respect that voice as much as they respect their own. How does a parent provide this gift? By following three "rules:"

  1. Assume that what your child has to say about the world is just as important as what you have to say.
  2. Assume that you can learn as much from them as they can from you.
  3. Enter their world through play, activities, and discussions: don't require them to enter yours in order to make contact.

I'm afraid this is not as easy as it sounds, and many parents do not do it naturally. Essentially, a whole new style of listening is required. Every time a young child says something, he or she is opening a door to their experience of the world--about which they are the world's foremost expert. You can either keep the door open and learn something of value by asking more and more questions, or you can close it by assuming you have heard everything worth hearing. If you keep the door open, you are in for a surprise--your children's worlds are as rich and complex as your own, even at age two.

If you value your children's experience, of course they will too. They will feel: "Other people are interested in me. There is something of value inside me. I must be pretty good." There is no better anti-anxiety, anti-depressant, anti-narcissism inoculation than this implicit sense of worth. Children with voice have a sense of identity that belies their years. They stand up for themselves when necessary. They speak their mind and are not easily intimidated. They accept the inevitable frustrations and defeats of life with grace and keep moving forward. They are not afraid to try new things, to take appropriate risks. People of all ages find them a joy to talk with. Their relationships are honest and deep.

Many well-intentioned parents think that they can create the same effect by saying positive things to their children: "I think you're very smart/pretty/special etc. But without entering the child's world, these compliments are seen as false. "If you really felt that way, you would want to know me better," the child thinks. Other parents feel that their role is to give advice or educate their children--they must teach them how to be worthwhile human beings. Sadly, these parents reject the child's experience of the world entirely and do great psychological damage--usually the same damage that was done to them." (From "Giving Your Child Voice")

Children who receive "voice" from their earliest years are less susceptible to the damaging subtext of teen competition and cruelty. They have a genuine, deep-rooted sense of value and place, and they are not easily shaken from this. While they experience the pain of rejection and exclusion, it does not penetrate to their core. Therefore, they are well protected from despair and alienation.

But what if your teen did not receive "voice" as a young child? Unfortunately, teens (and especially "voiceless" teens) are hesitant to share their thoughts and feelings with parents. As a result, parents often feel helpless. Luckily, a good therapist can earn the trust of a depressed teen and counter the sense of voicelessness. Medication may also help. Treatment is available and may be life saving.

About the author: Dr. Grossman is a clinical psychologist and author of the Voicelessness and Emotional Survival web site.

next: The Four Questions

APA Reference
Staff, H. (2008, October 17). Voicelessness: The Depressed Teenager, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/self-help/essays-on-psychology-and-life/voicelessness-the-depressed-teenager

Last Updated: March 29, 2016

Fear or Phobia of Consuming any Medication

When you're afraid, phobic of consuming any medication

Do you have fear or phobia of consuming any medications? Discover how to overcome your fear of taking medication or difficulty swallowing pillsFor some people, concern about taking medication becomes a fear or even a phobia (avoidance) of taking medication. Such a fear not only involves medication for anxiety disorders but also all other medication, whether it's aspirin or antibiotics. Sometimes the fear causes the person to have difficulty swallowing pills.

If you have a fear of taking medication, then you should be open about your fear with your doctor. Discuss every possible reason why you might be afraid. If you haven't thought about it, then take a half an hour or so to write down how you feel. Much of your fear probably has to do with a lack of knowledge about medication. So, as with other concerns mentioned in this article, you need to start researching medication and understanding why it is used in anxiety disorders treatment. You should also start Cognitive-Behavioral Therapy right away, and discuss your concerns about medication with the therapist. Tell the therapist that this is a major fear for you and you think it is a priority to work on it. Of course, you'll want to find a therapist who isn't anti-medication. Often, your psychiatrist (doctor) will have some recommendations for you.

A fear of medication is not unusual, particularly among people with anxiety disorders. Your doctor, if an anxiety disorders specialist, should not be surprised by your fear and should be patient and willing to work with you. If not, it might be time to find a doctor who is patient. What do you have to lose?

When you have difficulty swallowing pills:

There are a number of reasons why some people have difficulty swallowing pills:

  • Fear of taking medication
  • Fear of choking
  • Underlying health problem
  • No major underlying reason -- just have always had difficulty

I've already talked about the medication fear above. Again, if this has become such a problem that you can't swallow any pills, you'll probably have to work on it directly with a therapist (just as someone would work on the fear of driving or public speaking). A fear of choking would involve similar work.

If you are having difficulty swallowing pills, you should make sure you have a complete physical, telling your doctor about the difficulty. Be sure there is not a physical cause.

Finally, there are people (with and without anxiety disorders) who simply have a hard time swallowing pills. Discuss your problem with your doctor, emphasizing that this has always been a problem for you. It's not unusual! Ask about options for taking your medication. There might be a liquid form of the medication. Or you might be able to crush up a pill and put it in other liquid or food (be sure to ask your doctor about this first!!). These options might also help the person who fears choking when taking medication. Do not feel badly about having to use one of these options.

next: Self-Help Stress Management
~ all articles on patti's panic place
~ anxiety-panic library articles
~ all anxiety disorders articles

APA Reference
Staff, H. (2008, October 17). Fear or Phobia of Consuming any Medication, HealthyPlace. Retrieved on 2024, June 2 from https://www.healthyplace.com/anxiety-panic/articles/fear-or-phobia-of-consuming-any-medication

Last Updated: July 2, 2016