12 December 2012

SANIDHYA PSYCHIATRIC HOSPITAL

SANIDHYA PSYCHIATRIC HOSPITAL:

Dr. NISHANT SAINI

         M.D. PSYCHIATRY

CONSULTANT PSYCHIATRIST
DEADDICTION SPECIALIST
PSYCHOSEXUAL SPECIALIST
CHILD PSYCHIATRIST


Avaialable Facilities:



Psychiatric Clinic : Treatment for Depression, Anxiety, Panic

Disorder, Obsessive Compulsive Disorder,

Somatisation Disorder, Somatoform Disorder

Hypocondriasis, Posttraumatic stress disorder,

Bipolar Mood Disorder(Mania),Schizophrenia

Psychosis, Schizoaffective Disorder, Hyesteria,

Delusional Disorder, Anorexia, Bulimia,

Agitation, Suicidal Tendency

Headache Clinic : Treatment For Headache, Tension Headache,

Cluster Headache, Vascular Headache,

Migraine, Functional Headache, Headache

Secondary to Other illness.



Sleep Disorder Clinic : Treatment for various Sleep Disorder like

Insomnia, Narcolepsy, Hypersomnia etc.



Deaddiction Clinic : Treatment of Deaddiction for Alcohol, Opioid,

Heroine, Canabinns(Bhang,Charas,Ganja) ,

Tobaco, Benzodiazepines(Sleeping pills) etc.

Recreation & Rehabilitation Facilities.



Psychosexual Clinic : Treatment, Psychotherapy-Councelling &

Guidance for various Sexual Disorder like

Erectile Dysfunction, Premature Ejaculation,

Dhaat Syndrome, Sexual Misconception,

Female Syxual Dysfunction.



Child Psychiatric Clinic : Treatment, Psychotherapy-Councelling &

Guidance for various Child Disorder like

Mental Retardation, Autisam, Attention

Deficit Hyperactive Disorder, Nocturnal

Enuresis, Thumb Sucking,Stuttering,

Speech Disorder, Learning Disorder,

Conduct Disorder etc.



Academic Guidance Clinic: Career Guidance,

Academic Guidance,

Scholatic Guidance.



Epilepsy Clinic : Daignosis & Treatment for Epilespy.



Dementia Clinic : Treatment and Guidance for Various type of

Dementia



Geriatric Psychiatric Clinic : Treatment and Guidance for Geriatric illness

Like Dementia,Headache, Depression, Anxiety

Psychosis etc.



Female Psychiatric Clinic : Treatment for Female Psychiatric illness

Like Depression, Headache,Anxiety,

Adjustment Problem, Stress,Psychosis,

Menstruation related Psychiatric problem,

Pragnency related Psychiatric problem,

Menopause related Psychiatric problems



Councelling Center : Psychotherapy, Group Therapy, Behaviour

Therapy, Marital Councelling,Couple Therapy

Family Therapy etc.



Psychiatric Guidance : Expert Advice & Psychiatric Awareness facility.



Obesity Clinic : Sannidhi Fitness Center provide Weight

Reduction, slimming, wellness programme.



Stress Management : Guidance & Advice for stress management





Emergency Care : Psychiatric Intensive Emergency Facilities.



Admission Facilities : Admission Facilities also available.

Special Room, Semi-special Room,

General Room, Observation Room,

Emergency Room, Recreation Room.

Hospital : : Sanidhya Psychiatric Hospital,


2nd Floor , Sai Complex,

Gobari Road,

Gathaman Gate,

Palanpur-385001

Banaskantha



Contact : Clinic-02742-257666

Mobile=09376214111

Mobile=09429922066





SANIDHY PSYCHIATRIC HOSPITAL PROVIDING ONE OF THE BEST PSYCHIATRIC HEALTHCARE SERVICES IN NORTH GUJARAT

23 June 2012

Climate change and mental health


Climate change and mental health


Introduction


The physical health impacts of climate change, especially infections, allergies and  respiratory and cardiovascular diseases are  now well recognized. However, the mental health impact of such change, especially in
Asian countries became topical after the  Asian tsunami. In this article, we attempt to look at the diverse aspects of climate and mental health: seasonal climate variation and its effect on mental health, extreme weather conditions and their psychological impact and specific climatic disasters and their
consequences.




Systematic Monitoring of Adverse events Related to Treatment

Systematic Monitoring of Adverse events Related to Treatment


Instructions:

We want to be sure that you are receiving the best treatment, and
would like to check whether you have any problems which may result
from taking your medications.

Please circle any of the following items that trouble you, so that your
doctor or nurse can discuss them with you.

Are you troubled by:


1. Difficulties in your movement such as shaking, stiffness or muscle aches?

2. Changes in your weight or appetite?

3. Problems with your sex life?

4. Changes in your periods or changes in your breasts?

5. Dizziness or light-headedness?

6. Tiredness or sleepiness?

7. Restlessness or feeling fidgety?

8. Constipation, diarrhoea, nausea, stomach problems or dry mouth?



9. Difficulty passing water or passing water very frequently?

10. Problems with your concentration or memory?

11. Feeling anxious or depressed?

12. Any other problems which you think may be related to your medication?

Please state   and consult your doctor for adverse events.

ELECTROCONVULSIVE THERAPY =ECT

E.C.T .


SINUSOIDAL WAVE ECT
An understanding of the electrical aspects of ECT is necessary for any psychiatrist who advises this treatment to his patients. A short series of articles will therefore examine important aspects of the role of electricity in ECT. A more detailed discussion is available elsewhere (Sackeim et al, 1994; Andrade, 2009).

Electrical currents differ in their fundamental waveform, and are prototypically sinusoidal wave or brief-pulse in nature. Each waveform may be monophasic (unidirectional) or biphasic (bidirectional) . Further modifications have also been described (Gordon, 1982). Sinusoidal wave stimuli are generally administered using constant voltage ECT devices, and brief-pulse stimuli using constant current devices.

Sinusoidal (sine) wave stimuli are similar to the electricity in the domestic mains, which is supplied at the constant voltage of 110 or 220 volts, depending on the country. The sinusoidal wave stimulus waxes and wanes in amplitude, and the distance between two adjacent points in the same phase comprises one cycle. Descriptors of a sinusoidal wave stimulus include the following:
1. Amplitude (measured in volts [v])
2. Frequency (measured in Hertz [Hz]; that is, cycles per second) 3. Duration (measured in seconds [s])
Sinusoidal wave stimuli administered during ECT are typically set at 110-160v in amplitude and 0.5-0.8s in duration. The frequency is 50-60 Hz, depending on the electrical mains frequency in the country.

Disadvantages of sinusoidal wave stimuli
Sinusoidal wave stimuli carry three important disadvantages. The first disadvantage is that, because the voltage remains constant, the quantity of current delivered to the brain (by Ohm's law) varies as an inverse function of the resistance in the circuit. Since this resistance (impedance) varies widely across patients, and also in the same patient across time (Sackeim et al, 1991), it follows that the same electrical stimulus may be associated with widely differing electrical currents, and therefore with widely different potential for efficacy and adverse effects.

From the preceding paragraph, it is obvious that, with sinusoidal wave ECT devices, the clinician cannot set and administer a planned electrical dose quantified in units of charge. Therefore, a second disadvantage with sinusoidal wave stimuli is that ECT stimulus dosimetry is not feasible.



The third disadvantage is that, with sinusoidal wave stimuli, current is constantly flowing (except momentarily, when the wave is at isoelectrical points); the brain therefore continues to receive electrical stimulation even after the stimulated neurons have fired and are in a refractory state. Unnecessary charge is thus delivered, and this may be the reason why sinusoidal wave ECT has been associated with an increased prevalence and magnitude of cognitive deficits.

ECT was originally administered using constant voltage, sinusoidal wave stimuli. In recent years, however, the use of the more efficient constant current, brief-pulse stimulus has become almost universal.



BRIEF-PULSE ECT
Brief-pulse stimuli comprise trains of rectangular- shaped pulses of electricity; descriptors include the following:
1. Pulse height (measured in milliamperes [mA])
2. Pulse width (measured in milliseconds [ms])
3. Pulse frequency (measured in pulses per second [pps])
4. Stimulus duration (measured in seconds)


Common values for these descriptors are 500-800 mA for pulse height, 0.75-1.5 ms for pulse width, 80-150 pps for pulse frequency and 0.4-4 s for stimulus duration.

Stimulus dose calculations
As already mentioned, the administration of a preset stimulus dose is feasible only with constant current, brief-pulse ECT devices. To calculate the ECT dose, the clinician must first summate the time for which current is flowing. Thus, when the stimulus settings are 1.5 ms pulse width, 125 pps frequency, and 0.4 s stimulus duration, it is apparent that 125*0.4 (that is, 50) pulses will be delivered, and that current will flow for 1.5*125*0.4 (that is, 75) ms.

Multiplying duration of current flow by the strength of the current gives the delivered charge in units of millicoulombs (mC). Thus, if the pulse amplitude setting was 800 mA (that is, 0.8 amperes [A]) in the preceding example, the delivered charge would be 1.5*125*0.4* 0.8 (that is, 60) mC.

DOSE CALCULATIONS

Consider the following facts:
1. Brief-pulse ECT delivers a train of identical pulses of electricity.
2. Each pulse has a certain amplitude (pulse height). This is measured in units of current; that is, amperes (A) or milliamperes (mA).
3. Each pulse has a certain duration (pulse width). This is measured in milliseconds (ms).
4. There is a specific number of pulses delivered each second. This is computed from the stimulus frequency, which is measured in Hertz (Hz) or cycles per second (cps). If the stimulus is unidirectional, the number of pulses per second is the same as the stimulus frequency. If the stimulus is bidirectional, the number of pulses per second is double the stimulus frequency (this is because each cycle is made up of one positive and one negative pulse). Most constant current, brief-pulse ECT devices deliver bidirectional pulses.
5. The ECT stimulus is passed for a specific duration. This is known as the stimulus duration, or the duration of the stimulus train, and is measured in seconds (s).

Step 1:
To calculate the ECT dose, the first step is to determine the following:
1. Current, or pulse amplitude (A or mA)
2. Pulse width (ms)
3. Number of pulses per second (obtained from the stimulus frequency)
4. Stimulus duration (s).

Some ECT devices allow the clinician to choose all these settings. Some devices have certain of these settings fixed, and certain of these settings under the clinician's control. The manual of the device and its control panel usually provide the necessary information about the values of the settings that are fixed and the values of the settings that the clinician can manipulate.

In the event that the clinician is unable to determine any of the above values from the manual, the control panel, and the manufacturer, a visit to any electronics establishment which owns an oscilloscope can quickly and accurately determine not only the values of the fixed and variable parameters but also the nature of the stimulus delivered by the instrument, and the fidelity of the settings. Clinicians would be wise to check the fidelity of their instruments periodically, such as every 6-12 months, even if they know all the values.

Step 2
The second step is to calculate the number of pulses delivered. This is done as follows:
Number of pulses delivered = (number of pulses per second) x (stimulus duration in s).


Step 3
The third step is to calculate the total time for which current is flowing. This is done as follows:
Total time in ms = (Pulse width in ms) x (number of pulses delivered)

Step 4
The fourth and final step is to calculate the ECT dose that is set, measured in units of electrical charge; that is, millicoulombs (mC). The dose is calculated using the formula:
Charge = current x time.
Thus,
Dose in mC = (current in A) x (total time in ms).

Worked example
Calculating the ECT dose is actually far easier than it may appear from the preceding instructions. Here is a sample calculation for an ECT device which delivers bidirectional pulses with the following settings:
Pulse amplitude (current) = 800 mA (that is, 0.8 A)
Pulse width = 1.2 ms
Stimulus frequency = 60 Hz
Stimulus duration = 2 s

Since the apparatus delivers 60 bidirectional pulses a second, the total number of pulses per second is 60 x 2 = 120.

The number of pulses delivered during the 2 second stimulus is 120 x 2 = 240.

The total time for which current flowed is 240 x 1.2 = 288 ms.

The charge delivered is 0.8 x 288 = 230.4 mC.

Some practical recommendations for brief-pulse ECT are:
1. Set pulse width at 0.5-1.0 ms
2. Set pulse frequency at 100-200 pulses per second
3. Set pulse amplitude at 0.5-1.0 A
4. Set stimulus duration at whatever length is necessary to create the charge that is desired. The stimulus duration can be as long as even 4-6 seconds.

What dose should a clinician choose?
Most patients have an initial seizure threshold of about 50-100 mC. Clinicians should choose stimulus settings in this range for the initial stimulus if they wish to administer threshold ECT, and stimulus settings at higher values if they wish to administer suprathreshold ECT. When increasing the ECT dose, an increase in stimulus duration is usually the best way to increase the charge of the stimulus.

Here are two exercises for practice.
1. An instrument delivers bidirectional pulses. Current is set at 800 mA. Pulse width is set at 0.75 ms. Stimulus frequency is set at 70 Hz. Stimulus duration is set at 0.75 s. What is the electrical charge delivered?
(Answer, 63 mC).

2. An instrument delivers unidirectional pulses. Current is set at 500 mA. Pulse width is set at 1 ms. Stimulus frequency is set at 80 Hz. Stimulus duration is set at 4 s. What is the electrical dose delivered?
(Answer, 160 mC).


CLINICAL ISSUES
It was believed for long that the electrical dose administered during ECT was immaterial to therapeusis as long as a seizure developed; this was because the seizure was erroneously considered to be an all or none phenomenon. Therefore, attempts were made to administer ECT with the smallest possible electrical doses in order to contain dose-related cognitive impairment.

Today, it is recognized that ECT seizure characteristics vary as a function of the electrical dose, and that the clinical and biological effects of ECT are likewise dose-dependent. Stimulus dosimetry with ECT has therefore assumed importance much as it has in psychopharmacology. Research during recent decades has established the following (Andrade, 2009):

1. Quantification of the ECT stimulus is biologically most appropriate with units of electrical charge (mC) as opposed to units of energy (joules) or power (watts). One reason is that energy and power computations are both confounded by the electrical impedance in the circuit during ECT; this impedance varies widely across subjects and, in the same subject, across time. Another reason is that the electrical charge delivered describes a greater variance in the seizure threshold across subjects and across time than the energy or power during ECT.

2. Brief-pulse stimuli are as effective as but cognitively less toxic than sinusoidal wave stimuli. A likely explanation is that the electrical charge in brief-pulse ECT is delivered in packets called pulses; there is therefore an economy of stimulation. In contrast, current is always flowing during sinusoidal wave ECT, even during the refractory period of the stimulated neurons; there is therefore an excessive stimulation of brain structures.

3. The lowest electrical dose for seizure induction (seizure threshold) varies several fold across subjects and, in the same subject, across time; while the threshold commonly lies within the 60-300 mC band, it may be as low as 30 mC in some patients, and as high as over 1000 mC in very rare cases. Several factors which influence the seizure threshold have been identified; these will be discussed in the next article.

4. The seizure threshold is the biological baseline with reference to which stimulus dosing is based (see below). This is best established with unilateral ECT, but may be true for bilateral treatments as well.

5. The likelihood of response to ECT (efficacy) is proportionate to the degree to which the ECT stimulus dose exceeds the seizure threshold; this is however true only with unilateral ECT.

6. The speed of response to ECT (efficiency) is proportionate to the degree to which the ECT stimulus dose exceeds the seizure threshold; this is true with both unilateral and bilateral ECT.

7. Cognitive adverse effects with ECT are proportionate to the degree to which the ECT stimulus dose exceeds the seizure threshold; this is true with both unilateral and bilateral ECT.

8. The ECT seizure is not an all or none phenomenon; several dose-dependent seizure characteristics have been described, most importantly in the EEG.


FACTORS INFLUENCING THE SEIZURE THRESHOLD
The seizure threshold is defined as the lowest electrical dose which elicits an adequate seizure. In this context, an adequate seizure is defined as one which is associated with a motor seizure duration of at least 15 s, or an EEG seizure duration of at least 20-25 s.

Factors which influence the seizure threshold are (Andrade, 2009):
Age:
Seizure threshold increases with increasing age because of the increasing resistance offered by a thickened bony cranium.

Gender:
Seizure threshold is greater in males than females because the bony cranium is thicker.

Head size:
Seizure threshold increases with increasing head size because of the greater interelectrode distance.



Diagnosis:
Seizure threshold may be lower in manic patients.

Electrode placement:
Seizure threshold is greater with bilateral relative to unilateral electrode placement because of the greater interelectrode distance.

Anesthesia:
Seizure threshold increases with higher doses of barbiturate or propofol anesthesia in the ECT premedication. However, agents such as ketamine or etomidate do not affect the threshold.

Stimulus variables:
For a set charge, the seizure threshold is lower when the stimulus duration is longer.

Concurrent medication:
Seizure threshold can be lowered by certain antidepressants (e.g. clomipramine) , neuroleptics (e.g. chlorpromazine) , xanthine alkaloids (e.g. aminophylline and caffeine), and other drugs. Seizure threshold is elevated by benzodiazepines and anticonvulsant drugs.

Previous ECT:
ECT has an anticonvulsant effect, and the seizure threshold therefore commonly rises across the ECT course, particularly in those who respond to the treatment.


PRACTICAL ISSUES
The seizure threshold varies widely, and so different patients require different electrical doses at different times. It is common for most patients to convulse with a dose that is around 50-100 mC at the first ECT; towards the end of the course, however, a dose of 180-300 mC may be required to elicit a seizure. This is because ECT has an anticonvulsant effect, and the seizure threshold rises as the ECT course progresses.

In view of the research demonstrating greater efficacy and efficiency of ECT associated with higher electrical doses, many clinicians identify the ECT threshold by trial and error at the first treatment, starting at very low doses which prove subconvulsive and increasing until a convulsion is at last elicited; this is known as stimulus dose titration. At subsequent treatments, suprathreshold electrical doses are administered. Up to six times suprathreshold ECT may be desirable when unilateral electrode positioning is employed; at these doses, unilateral ECT may be as effective as bilateral ECT while yet retaining its cognitive advantage. With bilateral ECT, a 1.5 times suprathreshold dose is probably sufficient.

A particular electrical dose can be composed from different combinations of pulse height, pulse width, pulse frequency, and stimulus train duration. Research suggests that increasing stimulus dose delivery through an increase in the stimulus train duration identifies the lowest seizure threshold; the latter indicates that even if the seizure threshold is an important biological marker, it is not a fixed value (Andrade et al, 2002). Research also suggests that pulses wider than 1.0 to 1.5 mC are probably inefficient (Sudha et al, 2003). Currently, studies are examining the utility of ultra-brief pulse ECT where the pulse width is set at below 0.5 ms.

Resistance at the electrode-skin interface should be minimized during the ECT procedure. If the resistance is high, too low a dose is delivered with constant voltage ECT devices, and too high a voltage is developed with constant current ECT devices. In the former instance, the ECT may be subtherapeutic, and in the latter instance, skin burns may result.



ECT AND SUCCINYLCHOLINE- RELATED ASYSTOLE
The ECT stimulus results in an initial parasympathetic activation followed quickly by a more dominant and sustained sympathetic activation; changes in cardiovascular parameters (such as heart rate and blood pressure) during ECT correspond to these autonomic effects. The parasympathetic activation may dominate in certain circumstances:
1. Idiosyncratically.

2. When the patient is receiving sympatholytic medication (e.g. drugs which block alpha or beta adrenergic receptors).

3. When subconvulsive stimuli are administered (e.g. when titrating the stimulus dose to identify the seizure threshold; or when the seizure threshold is high and the administered stimulus fails to elicit a seizure).

When the parasympathetic activation dominates, the patient may experience hypotension, bradycardia, and even asystole.

Asystole during an ECT session may rarely occur even before the ECT stimulus is administered. In such instances, succinylcholine, the muscle relaxant used during the ECT procedure, is usually responsible through one or both of two possible mechanisms:

1. Hyperkalemia (this is more likely in patients with burns, paralysis, prolonged bed rest, etc.).

2. Direct cholinergic effect (because succinylcholine is essentially made up of two acetylcholine molecules).



Succinylcholine- related asystole before ECT was first reported by McCall (1996).



Recently, Arias et al (2009) described the occurrence of succinylcholine- related asystole in a 62-year-old woman who was receiving her 13th ECT for a major depressive episode. The asystole developed despite the administration of glycopyrrolate 0.1 mg i.v. 30 min prior to ECT. The asystole lasted 3-4 s and was immediately recognized and treated with i.v. atropine (0.4 mg). ECT was afterwards administered uneventfully.

Hyperkalemia as the cause of the asystole was ruled out by the presence of a normal serum potassium level. The subsequent course of ECT in this patient was also uneventful; the later treatments were administered under parenteral atropine cover.

Conclusions
Asystole in connection with ECT may rarely occur, as a consequence of succinylcholine administration, even before the ECT stimulus is administered.

Comments
1. Nondepolarizing muscle relaxants can be administered in lieu of succinylcholine, but these are far longer-acting and therefore require more intensive anesthesiological management.
2. Asystole due to hyperkalemia will not respond to parenteral atropine. Measures to treat the hyperkalemia need to be instituted.





OVERVIEW PERSONALITY

OVERVIEW PERSONALITY=


People tend to throw around the term "Personality" without really knowing what it means. Get an overview of the components of a person's personality

Your Personality is Consistent Through Life=Personality is a person's consistent thoughts, feelings, and behaviors that do not change throughout their life. That is their personality.

Your personality makes you unique. In all the world there is no one else with your personality and your particular nuances.

Components of Personality=

One of the components we look at in personality is consistency. There are different schools of thought but the majority believe that personality does not change throughout the entire life of the person.

Another component we look at in personality is nature/nurture.
 Nature is when we believe that people are born with a particular personality. They come into the world a certain way. Maybe they're an introvert or an extrovert. This is something that we can't control. Then, there's also the influence of nurture. That is how we're raised, the environment in which we are raised and the people around us, and the programming we receive from those people. Both have an influence on how we are and who we are and how we deal with and look at the world.

The Three Ways of "Being" in the World=

There are three ways of being in the world. There are those people who, if they are cold, they'll get up and put on a sweater. They'll change themselves.

Then there are those people who will get up and change the thermostat. They'll ask a change of the environment or the people around them.

And then there's the third way of being, which is the highest way, and the wisest way. That is to be able to do both, and to know which to do when. Make a change in yourself or ask for a change from those around you.

Exploring and Coming to Love Your Personality

When you're looking at your personality you may find things you don't like. I invite you to learn to love those aspects of yourself. Some philosophers call them your dark side. Learn to love them, because when you hate them and try to drive them out, they have a tendency to go underground and run you unconsciously. So learn to love every aspect of yourself and then your personality will come out more beautifully.



20 June 2012

10 Ways Psychology Can Improve Your Life

10 Ways Psychology Can Improve Your Life


Do you think that psychology is just for students, academics and therapists? Then think again. Because psychology is both an applied and a theoretical subject, it can be utilized in a number of ways. While research studies aren't exactly light reading material for the average person, the results of these experiments and studies can have important applications in daily life. The following are some of the top 10 practical uses for psychology in everyday life.

1. Get Motivated

Photo courtesy Sanja Gjenero

Whether your goal is to quit smoking, lose weight or learn a new language, some lessons from psychology offer tips for getting motivated. In order to increase your motivational levels when approaching a task, utilize some of the following tips derived from research in cognitive and educational psychology:

• Introduce new or novel elements to keep your interest high.

• Vary the sequence to help stave off boredom.

• Learn new things that build on your existing knowledge.

• Set clear goals that are directly related to the task.

• Reward yourself for a job well done.

2. Improve Your Leadership Skills

Photo courtesy Sanja Gjenero

It doesn’t matter if you’re an office manager or a volunteer at a local youth group, having good leadership skills will probably be essential at some point in your life. Not everyone is a born leader, but a few simple tips gleaned from psychological research can help your improve your leadership skills. One of the most famous studies on this topic looked at three distinct leadership styles. Based on the findings of this study and subsequent research, practice some of the following when you are in a leadership position:

• Offer clear guidance, but allow group members to voice opinions.

• Talk about possible solutions to probelms with members of the group.

• Focus on stimulating ideas and be willing to reward creativity.

3. Become a Better Communicator

Photo courtesy John Evans

Communication involves much more than how you speak or write. Research suggests that nonverbal signals make up a huge portion of our interpersonal communications. In order to communicate your message effectively, you need to learn how to express yourself nonverbally and to read the nonverbal cues of those around you. A few key strategies include the following:

• Use good eye contact.

• Start noticing nonverbal signals in others.

• Learn to use your tone of voice to reinforce your message.

Learn more about how to utilize and interpret these signals in these top 10 nonverbal communication tips.

4. Learn to Better Understand Others

Much like nonverbal communication, your ability to understand your emotions and the emotions of those around you plays an important role in your relationships and professional life. The term emotional intelligence refers to your ability to understand both your own emotions as well as those of other people. Your emotional intelligence quotient is a measure of this ability. According to psychologist Daniel Goleman, your EQ may actually be more important than your IQ (1995).



What can you do to become more emotionally intelligent? Consider some of the following strategies:

• Carefully assess your own emotional reactions.

• Record your experience and emotions in a journal.

• Try to see situations from the perspective of another person.

5. Make More Accurate Decisions

Rodin's "The Thinker" courtesy of Karora

Research in cognitive psychology has provided a wealth of information about decision making. By applying these strategies to your own life, you can learn to make wiser choices. The next time you need to make a big decision, try using some of the following techniques:

• Try using the “six thinking hats” approach by looking at the situation from multiple points of view, including rational, emotional, intuitive, creative, positive and negative perspectives.

• Consider the potential costs and benefits of a decision.

• Employ a grid analysis technique that gives a score for how a particular decision will satisfy specific requirements you may have.

6. Improve Your Memory

Photo courtesy Courtney Icenhour

Have you ever wondered why you can remember exact details from childhood events yet forget the name of the new client you met yesterday? Research on how we form new memories as well as how and why we forget has led to a number of findings that can be applied directly in your daily life. What are some ways you can increase your memory power?

• Focus on the information.

• Rehearse what you have learned.

• Eliminate distractions.

Learn some more strategies in these top 10 tips for improving your memory.

7. Make Wiser Financial Decisions

Photo courtesy Otaviano Chignolli

Nobel Prize winning psychologists Daniel Kahneman and Amos Tversky conducted a series of studies that looked at how people manage uncertainty and risk when making decisions. Subsequent research in this area known as behavior economics has yielded some key findings that you can use to make wiser money management choices. One study (2004) found that workers could more than triple their savings by utilizing some of the following strategies:

• Don’t procrastinate! Start investing in savings now.

• Commit in advance to devote portions of your future earnings to your retirement savings.

• Try to be aware of personal biases that may lead to poor money choices.

8. Get Better Grades

Image courtesy Kendra Van Wagner

The next time you're tempted to complain about pop quizzes, midterms or final exams, consider this - research has demonstrated that taking tests actually helps you better remember what you've learned, even if it wasn't covered on the test (Chan et al., 2006).



Another study found that repeated test-taking may be a better memory aid than studying (Roediger & Karpicke, 2006). Students who were tested repeatedly were able to recall 61 percent of the material while those in the study group recalled only 40 percent. How can you apply these findings to your own life? When trying to learn new information, self-test frequently in order to cement what you have learned into your memory.

9. Become More Productive

Sometimes it seems like there are thousands of books, blogs and magazine articles telling us how to get more done in a day, but how much of this advice is founded on actual research? For example, think about the number of times have you heard that multitasking can help you become more productive. In reality, research has found that trying to perform more than one task at the same time seriously impairs speed, accuracy and productivity. So what lessons from psychology can you use to increase your productivity? Consider some of the following:

• Avoid multitasking when working on complex or dangerous tasks.

• Focus on the task at hand.

• Eliminate distractions.

10. Be Healthier

Photo courtesy Cheryl Empey

Psychology can also be a useful tool for improving your overall health. From ways to encourage exercise and better nutrition to new treatments for depression, the field of health psychology offers a wealth of beneficial strategies that can help you to be healthier and happier. Some examples that you can apply directly to your own life:

• Studies have shown that both sunlight and artificial light can reduce the symptoms of seasonal affective disorder.

• Research has demonstrated that exercise can be an effective treatment for depression as well as other mental disorders.

• Studies have found that helping people understand the risks of unhealthy behaviors can lead to healthier choices.



ANXIETY DISORDERS IN CHILDREN

Anxiety Disorders In Children


People tend to assume that children are carefree and living in the best times of their lives. They have no worries, no reason to fret, nothing to be concerned about other than where to hang out after school. As our kids get older they have to think about getting into university and getting the right high school job that will give them valuable job experience in the future. Anxiety disorder in children is no longer uncommon and parents don’t know how to help because they are often unfamiliar with it. It is treatable and there are many options to consider and choose from. Medication is probably the first thing that is thought of but there are many natural remedies for treating anxiety disorder in children that should be considered as well.




As parents, guardians and rational adults, we have a responsibility to ensure that these youngsters are not affected by the stress of the modern day world as much as possible. Children being subjected to unusual stress at an early age can have disastrous effects in their adolescent and adult years with ailments such as heart disease, kidney disease, and hormonal imbalances apart from psychological limitations.



Children anxiety disorders are frequent, but the correct number of sufferers is unknown, a lot of likely because the condition is often under-diagnosed, undiagnosed or unreported. While it is very treatable with good, persistent health care, health experts agree that anxiety problems during childhood will likely to persist as an adult psychological disorder. In other words, earlier manifestations of anxiety through anxiety attacks through childhood must be addressed as early on as possible hence, reducing the chances of growing into an adult variation.



» Separation anxiety is very frequent among children when they reach school age. They show unreasoned fear and panic at being separated from their parents or their household during parents. Alternately, a child will indicate a demeanor when at home or during the company of parents.



» Sociable phobia can force children to stay away from friends as they feel that they are different from other kids or that they have clothes or hair style that are apart from the interest of other kids. A child with social phobia may select to read a book than to go to summer camp or any activity that involves mingling with others.



» Efficiency anxiety can be closely linked to social anxiety. A child who does not play great sports may show signs of fear during physical education class. A child with poor reading skills or cannot perform simple mathematical equation might panic and turn into ill when called to recite for the class or solve a difficulty on the panel.



» Generalized Anxiety Disorder is diagnosed when the child worries excessively about a broad range of things including things they have said and done upcoming events, family and school. They worry to such an extent that they become restless, are irritable, tired and have difficulty concentrating. They may be unable to sleep.



» Panic Disorder is present when the child has recurring panic attacks and is anxious and fearful about having them.



» Obsessive Compulsive Disorder occurs when obsessions or intrusive thoughts and compulsions or repetitive behaviors interfere with daily activities. Compulsions are usually the result of the child trying to drown out unacceptable thoughts with rituals like washing their hands repeatedly.



» Post Traumatic Stress Disorder forms as the result of trauma such as the death of a loved one, an accident or divorce. The child becomes over-anxious at the lack of control they had over events and worries about future occurrences.



It may be caused due to



- A child develops anxiety disorder after an awful experience – ridiculed by classmates, victim of bullies in school, or making an error in front of the class.



- Separation of parents, abuse, death of a loved one or any traumatic experiences can lead to anxiety disorder as well.



Anxiety disorders do react well to treatment but the difficulty with children is that they do not know themselves that what they feel is not felt by all children. Therefore, it is up to the caregivers to recognize the problem and seek treatment for the child. Behaviors during anxiety attacks and signs of anxiety disorders are similar to other psychological, physical and behavioral condition. It is crucial, therefore, to seek professional help to be able to rule out other causes and give the right therapy to the patient.



ANXIETY MANAGEMENT

ANXIETY MANAGEMENT


Everyone will experience anxiety in their life at times, but for some it occurs more frequently than for others. Many will allow their anxiety to prevent them from living their lives.



Many people try to reduce anxiety by avoiding situations that make them stressed. This works in the short term, but it's impossible to avoid stressful situations for the rest of your life. The best tactic is to take steps to manage your anxiety and develop strategies to reduce your stress. These tips can help you approach stress in new ways and reduce the effects of stress so you can manage your anxiety. For treating anxiety better, here are a few helpful suggestions that hopefully will get you anxiety relief:



» Practice relaxation - Once you have some free time, try to calm yourself, clear your mind and think positive. This way, every time an anxiety attack is about to happen, you will be capable to enter more easily into a tranquil mental state that will assist you overcoming anxiety effectively.



» Deep breathing - Slowly, take deep long breaths through your nose at a steady pace, again and again. Whenever a panic attack arises, this will make you feel calmer.



» Talk to yourself - This is another useful way for coping with anxiety. Talk to yourself consistently, encourage yourself. Say to yourself statements such as these: "There is no need to feel concerned, the attack will completely disappear in no time", "Yes, it doesn't feel very good, but I am certain I can handle it" or "I am going to overcome this attack no matter what!"



» Eliminate the negative - Reduce the negative thoughts going on in your mind. While it's virtually impossible to eliminate stressful situations in your life, you can take steps to change the way you approach these situations. When you use negative self-talk, you may blame yourself for things that you have absolutely no control over. Blaming yourself or thinking negatively about the situation will only make things worse. Whenever you encounter a stressful situation, realize that it is just part of life and that you are capable of handling it.



» Give a break - Anxiety can creep up on you when you are pushing yourself too hard. Mental and physical rest is very important when you are in high-stress situations. If you are working on a stressful project, make sure that you take lots of breaks away from your workspace to reduce your stress. If you have a stressful job, make time for recreational activities during the weekend and try not to take your work home with you.



» Exercise - Moderate exercise has been clinically proven to help reduce stress and manage anxiety. Make it a habit to take a short walk during your lunch break or incorporate another form of exercise into your daily routine to stave off anxiety attacks. Light aerobic exercise or stretching done each day can do a lot for your mood.



» Meditate - Spending time in a quiet spot and focusing on your thoughts is a terrific way to reduce your anxiety and change your mind set. You can pray, listen to meditative music or just focus on your breathing pattern to get into a meditative state. From this state of mind, you'll be able to see your anxiety in a new light.



Anxiety management is a very easy process.
At first, a good physical workout, even steady walking, helps to manage anxiety, as exercises produce endorphins that help to calm you.
One of the most effective methods of anxiety management is cognitive redirection. This simply means to change your way of thinking.
People who suffer from anxiety often have anxious thoughts purely out of habit. The anxious thoughts become a thinking pattern that has developed over time. In order to change your anxious thoughts, you must catch yourself mid-thought and replace negative thoughts with more positive ones.



CAN ANXIETY BE PREVENTED ??????

CAN ANXIETY BE PREVENTED ??????


Imagine you are sitting at home on the couch, and you are suddenly gripped by anxiety. There is an intense fear that you are going crazy or that you are having a heart attack. Your heart beats faster and you feel as if you can't breathe. You may also have chest pain, heart palpitations, nausea and sweating. These are just some of the symptoms that can signal that you are suffering an anxiety attack. Once medical causes for these symptoms have been ruled out, there are many things that you can do to prevent an anxiety attack. You may not be able to prevent general anxiety disorder, but you can prevent it from ruining your life. It is difficult to specify clear prevention strategies for general anxiety disorder because there is no single dominant theory about what causes it.



Preventing anxiety attacks is the single most important thing that an anxiety sufferer dreams of. Because of how severe these attacks are, people will try almost anything to not have to go through these feelings anymore. The bad part about that is the fact that nearly 30% of Americans are on some form of anti-depressant/anxiety medication. Preventing anxiety attacks does not require medication at all, because medication doesn't actually prevent it or cure it. As a matter of fact, statistically, medication only works on 50% of the people who take it. What it does do is give everyone that uses them side effects that range from dry mouth and dizziness, to hallucinations, increased feelings of depression and suicide and a complete dependence to the drug itself.



When you have an anxiety disorder, sweating is a very common symptom. If the condition is mild, a good way to cut down on the number of attacks and ultimately prevent anxiety sweating altogether is to learn to relax through holistic methods like meditation, so that the stress level is reduced naturally. The nervous tension can be minimized which will cause the anxiety symptoms to abate. Removal from the stressful situation, if possible, is an excellent remedy in many cases.



Several treatment approaches have been shown to be effective in reducing and managing the effects of general anxiety disorder.



» Establish positive routines to maintain a calm, relaxed outlook on life if you believe you may be at risk for general anxiety disorder due to genetics, environment or family history.



» Engage in routines such as a daily walk, yoga or meditation.



» Focus on your own thought processes and place an emphasis on staying with interpretations, beliefs and assumptions that tend to be helpful in brightening your mood and inspiring you to engage in positive behaviors and activities.



» Seek a formal diagnosis of general anxiety disorder from your primary care physician or psychiatrist as a prerequisite to insurance coverage of treatment and the possible prescription of medications for the disorder.



» Find a therapist with whom you are comfortable discussing issues that come up in your daily life and how you interpret the things that others say and do. Getting another's perspective can help you interpret other people's behaviors so that they do not contribute to your anxiety and symptoms.



» Get the treatment that is right for you and is most likely to prevent anxiety disorder symptoms from making you dysfunctional.



» Certain foods can worsen anxiety. Avoid alcohol, caffeine and sugar. Increase the amount of vegetables and fruits which can help to stabilize your energy and mood levels.



» Find things in your life to laugh about. Watch movies that are comedies, visit a comedy club or read a joke book. Laughter can help you become healthier. It can reduce your stress levels, improve your mood and lower your blood pressure.



» Quality sleep is very important. Please try to go to sleep and wake up at the same times each night. Use valerian root and chamomile at night, and sleep in a very dark and quiet bedroom. This will help to repair our system.



Although anxiety attacks are terrifying, know that you can overcome them. Seek help and explore your treatment options. There is no need to suffer through anxiety. Your physician may prescribe medications that can help control anxiety such as benzodiazprines (alprazolam, lorazepam and klonopin) which are mild sedatives. Anti-depressant medication that includes selective serotonin reuptake inhibitors can help manage depression and symptoms of anxiety.



Learning how to prevent anxiety attacks naturally is something that can have you on your way to enjoying any social setting you thought you would never be a part of. It is an actual cure. If you don't have a natural anxiety solution, and are currently on medication for it, take the time to research this method because once you learn it, it can help you get off of the medications you are currently on.



CHILD TALKS ALONE

CHILD TALKS ALONE=

The creation of an imaginary world is a defense mechanism triggered by your brain when this one is in a situation too emotionally complex to cope on its own. You could compare this to an airtight sealed lid of a hard boiling pot of water. The pressure created by the steam could become a deadly weapon; so in order to avoid a disaster, you open a vent on the lid to let the steam escape. Your brain is that pot and all the emotions, frustrations, unsatisfied feelings and so on, is the steam; now that imaginary world is your vent.




Some people would tell you that you could talk to your surrounding instead of making imaginary friends, but there are so many good reasons why it is so much easier to opt for the imaginary friend. Here some reasons:



Imaginary friends...



... see you exactly as how you wished to be seen;

... always available when you need them;

... help you in your thinking process when making decision;

... can handle anything and as much as you need to share;

... help you compensate for what is essential to you that your surrounding cannot provide you;

... make you feel less lonely;

... and the list goes on.



There is nothing wrong with having an imaginary world as long as it does not stop you from doing what you need to do in your day and as long as you are well aware that they are not real. However, keep in mind that this world is the reaction of some others sort of mental problems which need to be resolve. An imaginary world should be a temporary solution, but you should never feel bad about going through, in and out of these imaginary worlds during your life span. You have to ask yourself a few questions. What is the period of the day you are more at risk? Or what is that you talk about when talking to your imaginary friends? try to figure out the reason why you need to talk to them. Once you get all your answers, the next step is to find another solution than your imaginary world. You might still need that world to keep up some fantasies, why not? There's nothing wrong with that.



For example, if you realize that you often imagine talking to a friend of yours, telling him/her that he/she is not treating you the right way. Stand up, pick up the phone and go see him/her and tell him/her. If they get mad, and dump you, well good riddance! That will be one less real and imaginary friend to deal with.



Other solutions can be found according to each situations. Bottom line, always try to find your solution in the real world, but use your imaginary world to help you understand what is that you need to "fix". Some might have to meet with a psychologist, a social worker or some other professional. And, p.l.e.a.s.e. don't give up if you feel judged by them or if you feel that they are completely off track. None of them has the same approach. There are good and bad apples in every profession.



As your needs get truly fulfilled, your imaginary world will slowly shrink, but will reappear when a new need will come along. That is just the natural way of coping.



Depending on how much you need to compensate for this will determine how important your imaginary world will be. Some try to make it sounds better by calling that... fantasies.



How many of us have, one in their lifetime, pretend to be giving a piece of our mind to either our boss, teacher a parent? If we would have done it for real, we would have got ourselves in deep trouble, right? So to let the steam out, we pretended. We created a small and brief imaginary world.



These type of worlds are becoming more and more popular. It is therapeutic. For example, some therapy group even ask you to live out your frustration by pretending to live it. It reliefs.



So, the more you will feel bad about having an imaginary world, the stronger this one will be and the longer it will last. Do not shout it on roofs, but no one should feel as if they were crazy. Actually, that is a sign of great intelligent. You let the steam out to avoid further damages. Isn't that wise. But keep in mind, too much of something is like not enough, your day should mostly be spent out of that imaginary world, but you can keep the door/window open in case you need to reach to it... BRIEFLY.



So to conclude, 1. it's ok as long as it's controlled and acknowledged; 2. it's not an addiction, it's a coping mechanism developed by the brain when it's overwhelmed; 3. the percentage rate of people experiencing this type of behavior is very high (most of us has on and off similar experience at various ranges, sometime called fantasies or day dreams); 4. people from all social ranks and age ranges can experience this type of imaginary world; and 5. Imagination is a temporary solution, seek for the real one (as much as possible), but don't feel bad about keeping your imaginary world handy

Psychology of GUILT=

Psychology of GUILT=


Guilt is the state of being responsible for the commission of an offense.It is also a cognitive or an emotional experience that occurs when a person realizes or believes—accurately or not—that he or she has violated a moral standard, and bears significant responsibility for that violation. It is closely related to the concept of remorse.

Both in specialised and in ordinary language, guilt is an affective state in which one experiences conflict at having done something that one believes one should not have done (or conversely, having not done something one believes one should have done). It gives rise to a feeling which does not go away easily, driven by 'conscience'.



Sigmund Freud described this as the result of a struggle between the ego and the superego parental imprinting. Freud rejected the role of God as punisher in times of illness or rewarder in time of wellness. While removing one source of guilt from patients, he described another. This was the unconscious force within the individual that contributed to illness. Freud came to consider 'the obstacle of an unconscious sense of guilt...as the most powerful of all obstacles to recovery'



Alice Miller claims that 'many people suffer all their lives from this oppressive feeling of guilt, the sense of not having lived up to their parents' expectations....stronger than any intellectual insight, no argument can overcome these guilt feelings, for they have their beginnings in life's earliest period, and from that they derive their intensity and obduracy'.



This may be linked to what has been called 'the disease of false guilt....At the root of false guilt is the idea that what you feel must be true', if you feel guilty, you must be guilty!

MIRROR NEURON=

MIRROR NEURON=


A mirror neuron is a neuron that fires both when an animal acts and when the animal observes the same action performed by another.Thus, the neuron "mirrors" the behaviour of the other, as though the observer were itself acting. Such neurons have been directly observed in primate and other species including birds.

In humans, brain activity consistent with that of mirror neurons has been found in the premotor cortex, the supplementary motor area, the primary somatosensory cortex and the inferior parietal cortex.

Mirror neurons were first described in 1992. Some scientists consider this to be one of the most important recent discoveries in neuroscience. Among them is V.S. Ramachandran, who believes they might be very important in imitation and language acquisition.However, despite the excitement generated by these findings, to date no widely accepted neural or computational models have been put forward to describe how mirror neuron activity supports cognitive functions such as imitation.

The function of the mirror system is a subject of much speculation. Many researchers in cognitive neuroscience and cognitive psychology consider that this system provides the physiological mechanism for the perception action coupling. These mirror neurons may be important for understanding the actions of other people, and for learning new skills by imitation. Some researchers also speculate that mirror systems may simulate observed actions, and thus contribute to theory of mind skills,while others relate mirror neurons to language abilities.It has also been proposed that problems with the mirror system may underlie cognitive disorders, particularly autism.However the connection between mirror neuron dysfunction and autism is tentative and it remains to be seen how mirror neurons may be related to many of the important characteristics of autism.



Discovery In the 1980s and 1990s, Giacomo Rizzolatti was working with Giuseppe Di Pellegrino, Luciano Fadiga, Leonardo Fogassi, and Vittorio Gallese at the University of Parma, Italy. These neurophysiologists had placed electrodes in the ventral premotor cortex of the macaque monkey to study neurons specialized for the control of hand and mouth actions; for example, taking hold of an object and manipulating it. During each experiment, they recorded from a single neuron in the monkey's brain while the monkey was allowed to reach for pieces of food, so the researchers could measure the neuron's response to certain movements.They found that some of the neurons they recorded from would respond when the monkey saw a person pick up a piece of food as well as when the monkey picked up the food. The discovery was initially sent to Nature but was rejected for its “lack of general interest”.

A few years later, the same group published another empirical paper and discussed the role of the mirror neuron system in action recognition, and proposed that the human Broca’s region was the homologue region of the monkey ventral premotor cortex.

Further experiments confirmed that about 10% of neurons in the monkey inferior frontal and inferior parietal cortex have 'mirror' properties and give similar responses to performed hand actions and observed actions. More recently Christian Keysers and colleagues have shown that, in both humans and monkeys, the mirror system also responds to the sound of actions.

Reports on mirror neurons have been widely published and confirmed with mirror neurons found in both inferior frontal and inferior parietal regions of the brain. Recently, evidence from functional neuroimaging strongly suggests that humans have similar mirror neurons systems: researchers have identified brain regions which respond during both action and observation of action. Not surprisingly, these brain regions include those found in the macaque monkey. However, functional magnetic resonance imaging (fMRI) can examine the entire brain at once and suggests that a much wider network of brain areas shows mirror properties in humans than previously thought. These additional areas include the somatosensory cortex and are thought to make the observer feel what it feels like to move in the observed way.



The first animal in which mirror neurons have been studied individually is the macaque monkey. In these monkeys, mirror neurons are found in the inferior frontal gyrus (region F5) and the inferior parietal lobule.



Mirror neurons are believed to mediate the understanding of other animals' behaviour. For example, a mirror neuron which fires when the monkey rips a piece of paper would also fire when the monkey sees a person rip paper, or hears paper ripping (without visual cues). These properties have led researchers to believe that mirror neurons encode abstract concepts of actions like 'ripping paper', whether the action is performed by the monkey or another animal.



The function of mirror neurons in macaques is not known. Adult macaques do not seem to learn by imitation. Recent experiments suggest that infant macaqes can imitate a human's face movements, though only as neonates and during a limited temporal window.However, it is not known if mirror neurons underlie this behaviour.

In adult monkeys, mirror neurons may enable the monkey to understand what another monkey is doing, or to recognise the other monkey's action.

In humans it is not normally possible to study single neurons in the human brain, so most evidence for mirror neurons in humans is indirect. Brain imaging experiments using functional magnetic resonance imaging (fMRI) have shown that the human inferior frontal cortex and superior parietal lobe is active when the person performs an action and also when the person sees another individual performing an action. It has been suggested that these brain regions contain mirror neurons, and they have been defined as the human mirror neuron system.More recent experiments have shown that even at the level of single participants, scanned using fMRI, large areas containing multiple fMRI voxels increase their activity both during the observation and execution of actions.



Neuropsychological studies looking at lesion areas that cause action knowledge, pantomime interpretation, and biological motion perception deficits have pointed to a causal link between the integrity of the inferior frontal gyrus and these behaviours. Transcranial magnetic stimulation studies have confirmed this as well. These results indicate the activation in mirror neuron related areas are unlikely to be just epiphenomenal.



A study published in April 2010 reports recordings from single neurons with mirror properties in the human brain.Mukamel et al (Current Biology, 2010) recorded from the brains of 21 patients who were being treated at Ronald Reagan UCLA Medical Center for intractable epilepsy. The patients had been implanted with intracranial depth electrodes to identify seizure foci for potential surgical treatment. Electrode location was based solely on clinical criteria; the researchers, with the patients' consent, used the same electrodes to "piggyback" their research. The experiment included three parts: facial expressions, grasping and a control experiment. Activity from a total of 1,177 neurons in the 21 patients was recorded as the patients both observed and performed grasping actions and facial gestures. In the observation phase, the patients observed various actions presented on a laptop computer. In the activity phase, the subjects were asked to perform an action based on a visually presented word. In the control task, the same words were presented and the patients were instructed not to execute the action. The researchers found a small number of neurons that fired or showed their greatest activity both when the individual performed a task and when they observed a task. Other neurons had anti-mirror properties, that is, they responded when the participant saw an action but were inhibited when the participant performed that action. The mirror neurons found were located in the supplementary motor area and medial temporal cortex (other brain regions were not sampled). For purely practical reasons, these regions are not the same as those in which mirror neurons had been recorded from in the monkey: researchers in Parma were studying the ventral premotor cortex and the associated inferior parietal lobe, two regions in which epilepsy rarely occurs, and hence, single cell recordings in these regions are not usually done in humans. On the other hand, no one has to date looked for mirror neurons in the supplementary motor area or the medial temporal lobe in the monkey. Together, this therefore does not suggest that humans and monkeys have mirror neurons in different locations, but rather than they may have mirror neurons both in the ventral premotor cortex and inferior parietal lobe, where they have been recorded in the monkey, and in the supplementary motor areas and medial temporal lobe, where they have been recorded from in human – especially because detailed human fMRI analyses suggest activity compatible with the presence of mirror neurons in all these regions.



One recent review argued that the original analyses were unconvincing because they were based on qualitative descriptions of individual cell properties, and did not take into account the small number of strongly mirror-selective neurons in motor areas.Other reviews argued that the measurements of neuron fire delay seem not to be compatible with standard reaction timesand pointed out that nobody has reported that an interruption of the motor areas in F5 would produce a decrement in action recognition,although it appears these authors have missed human neuropsychological and TMS studies reporting disruption of these areas do indeed cause action deficits without affecting other kinds of perception. It is not clear, according to these reviews, whether mirror neurons really form a distinct class of cells (as opposed to an occasional phenomenon seen in cells that have other functions) and whether mirror activity is a distinct type of response or simply an artifact of an overall facilitation of the motor system.Indeed, there is limited understanding of the degree to which monkeys show imitative behaviour in the first place.



DevelopmentHuman infant data using eye-tracking measures suggest that the mirror neuron system develops before 12 months of age, and that this system may help human infants understand other people's actions.A critical question concerns how mirror neurons acquire mirror properties. Two closely related models postulate that mirror neurons are trained through Hebbian or Associative learning.However, if premotor neurons need to be trained by action in order to acquire mirror properties, it is unclear how newborn babies are able to mimic the facial gestures of another person (imitation of unseen actions), as suggested by the work of Meltzoff and Moore. One possibility is that the sight of tongue protrusion recruits an innate releasing mechanism in neonates. Careful analysis suggests that 'imitation' of this single gesture may account for almost all reports of facial mimicry by new-born infants.



Many studies link mirror neurons to understanding goals and intentions. Fogassi et al. (2005) recorded the activity of 41 mirror neurons in the inferior parietal lobe (IPL) of two rhesus macaques. The IPL has long been recognized as an association cortex that integrates sensory information. The monkeys watched an experimenter either grasp an apple and bring it to his mouth or grasp an object and place it in a cup.

In total, 15 mirror neurons fired vigorously when the monkey observed the "grasp-to-eat" motion, but registered no activity while exposed to the "grasp-to-place" condition.

For 4 other mirror neurons, the reverse held true: they activated in response to the experimenter eventually placing the apple in the cup but not to eating it.

Only the type of action, and not the kinematic force with which models manipulated objects, determined neuron activity. It was also significant that neurons fired before the monkey observed the human model starting the second motor act (bringing the object to the mouth or placing it in a cup). Therefore, IPL neurons "code the same act (grasping) in a different way according to the final goal of the action in which the act is embedded".They may furnish a neural basis for predicting another individual’s subsequent actions and inferring intention.



Empathy Stephanie Preston and Frans de Waal,Jean Decetyand Vittorio Gallese have independently argued that the mirror neuron system is involved in empathy. A large number of experiments using functional MRI, electroencephalography (EEG) and magnetoencephalography (MEG) have shown that certain brain regions (in particular the anterior insula, anterior cingulate cortex, and inferior frontal cortex) are active when people experience an emotion (disgust, happiness, pain, etc.) and when they see another person experiencing an emotion.However, these brain regions are not quite the same as the ones which mirror hand actions, and mirror neurons for emotional states or empathy have not yet been described in monkeys.



More recently, Christian Keysers at the Social Brain Lab and colleagues have shown that people who are more empathic according to self-report questionnaires have stronger activations both in the mirror system for hand actions and the mirror system for emotions roviding more direct support for the idea that the mirror system is linked to empathy.



Functional MRI studies have reported finding areas homologous to the monkey mirror neuron system in the inferior frontal cortex, close to Broca's area, one of the hypothesized language regions of the brain. This has led to suggestions that human language evolved from a gesture performance/understanding system implemented in mirror neurons. Mirror neurons have been said to have the potential to provide a mechanism for action-understanding, imitation-learning, and the simulation of other people's behaviour.This hypothesis is supported by some cytoarchitectonic homologies between monkey premotor area F5 and human Broca's area. Rates of vocabulary expansion link to the ability of children to vocally mirror non-words and so to acquire the new word pronunciations. Such speech repetition occurs automatically, fast and separately in the brain to speech perception. Moreover such vocal imitation can occur without comprehension such as in speech shadowing and echolalia.



Further evidence for this link comes from a recent study in which the brain activity of two participants was measured using fMRI while they were gesturing words to each other using hand gestures with a game of charades – a modality that some have suggested might represent the evolutionary precursor of human language. Analysis of the data using Granger Causality revealed that the mirror-neuron system of the observer indeed reflects the pattern of activity of the activity in the motor system of the sender, supporting the idea that the motor concept associated with the words is indeed transmitted from one brain to another using the mirror system



It must be noticed that the mirror neuron system seems to be inherently inadequate to play any role in syntax, given that this definitory property of human languages which is implemented in hierarchical recursive structure is flattened into linear sequences of phonemes making the recursive structure not accessible to sensory detection

Autism Some researchers claim there is a link between mirror neuron deficiency and autism. EEG recordings from motor areas are suppressed when someone watches another person move, a signal that may relate to mirror neuron system. This suppression was less in children with autism Although these findings have been replicated by several groups, other studies have not found evidence of a dysfunctional mirror neuron system in autism.Finally, anatomical differences have been found in the mirror neuron related brain areas in adults with autism spectrum disorders, compared to non-autistic adults. All these cortical areas were thinner and the degree of thinning was correlated with autism symptom severity, a correlation nearly restricted to these brain regions.Based on these results, some researchers claim that autism is caused by impairments in the mirror neuron system, leading to disabilities in social skills, imitation, empathy and theory of mind.



Many researchers have pointed out that the "broken mirrors" theory of autism is overly simplistic, and mirror neurons alone cannot explain the deficits found in individuals with autism. First of all, as noted above, none of these studies were direct measures of mirror neuron activity - in other words fMRI activity or EEG rhythm suppression do not unequivocally index mirror neurons. Dinstein and colleagues found normal mirror neuron activity in people with autism using fMRI . In individuals with autism, deficits in intention understanding, action understanding and biological motion perception (the key functions of mirror neurons) are not always found , or are task dependent . Today, very few people believe an all-or-nothing problem with the mirror system can underlie autism. Instead, "additional research needs to be done, and more caution should be used when reaching out to the media".



Theory of mind=

In Philosophy of mind, mirror neurons have become the primary rallying call of simulation theorists concerning our 'theory of mind.' 'Theory of mind' refers to our ability to infer another person's mental state (i.e., beliefs and desires) from experiences or their behaviour. For example, if you see a girl reaching into a jar labeled 'cookies,' you might assume that she wants a cookie and believes that there are cookies in the jar (even if you know the jar is empty).



There are several competing models which attempt to account for our theory of mind; the most notable in relation to mirror neurons is simulation theory. According to simulation theory, theory of mind is available because we subconsciously empathize with the person we're observing and, accounting for relevant differences, imagine what we would desire and believe in that scenario.Mirror neurons have been interpreted as the mechanism by which we simulate others in order to better understand them, and therefore their discovery has been taken by some as a validation of simulation theory (which appeared a decade before the discovery of mirror neurons).More recently, Theory of Mind and Simulation have been seen as complementary systems, with different developmental time courses.



Gender differences=

The issue of gender differences in empathy is quite controversial and subject to social desirability and stereotypes. However, a series of recent studies conducted by Yawei Cheng, using a variety of neurophysiological measures, including MEG,spinal reflex excitability,electroencephalography,have documented the presence of a gender difference in the human mirror neuron system, with female participants exhibiting stronger motor resonance than male participants.



Criticism=Although many in the scientific community have been excited about the discovery of mirror neurons, there are some researchers who express skepticism in regards to the claims that mirror neurons can explain empathy, theory of mind, etc. Greg Hickok, a cognitive neuroscientist at UC Irvine, has claimed that "there is little or no evidence to support the 'mirror neuron = action understanding' hypothesis.





Cell Phone Addiction Causes And Treatments For Teenagers

Cell Phone Addiction Causes And Treatments For Teenagers


As we all know there has been great development in technology. This has resulted in invention of many gadgets and cell phone is one of them. Despite its usefulness, excessive use of this device has various negative impacts. A person suffering from such a phenomenon is referred to as a cell phone addict. He relies over his cell phone for all the various day to day activities not concentrating on anyone else near him. A person is suffering from this form of addiction can be predicted by the cell phone bills and the abrupt behavior in case the cell phone is missing.

Nearly one third of the students in china have shown signs of addiction as they felt uneasy and displayed abnormal behavior in case their cell phone went missing. The rest two third also consider their cell phone to be a very essential item for them. The teenagers suffering this addiction become really obsessed with the device and the usefulness it provides. They tend to ignore other important activities such as studies and sports. This leads to poor performance and depletion in their health. They take unnecessary risks by using their cell phones at the time of driving leading to many accidents. Excessive cell phone usage also increases problems on an interpersonal level.

In order to overcome this problem of cell phone addiction there is need to regularly monitor its usage, keep a track of the time that you spend talking and messaging. Note it down for reference later. Try using other things to serve your needs such as notepad to jot down anything and a watch for monitoring time. After finding the time spent over cell phone it is now required to reduce your dependence over it by slowly decreasing the time spent, this can be done by choosing the activity of less importance on the cell phone and reducing your dependence over phone for that particular activity.



The major reason for cell phone usage is to be with any other person. The usage can be reduced if you be with that person instead of conversing over the cell phone. Focusing on the person conversing to you is also very important and in order to do this you should keep your cell phone away when carrying out one on one conversation, this is essential for retaining people's respect. There is a need to believe that exchanging messages continuously on your cell phone is not the only way to enhance and make your social contacts instead it unnecessarily increases your level of anxiety. Even checking your email every 10 min is not necessary except for certain important people with corporate links. Another thing that can be done is to turn off the cell phone at night as it is not necessary to be used while sleeping

It is believed than the number of people suffering from this form of addiction is bound to increase greatly in future. Hence, there is a need for greater focus in this area by both the government and the people alike.



Mobile phones becoming a major addiction

Mobile phones becoming a major addiction
Emma would be just another Spanish teenager, if it were not for her mobile phones. She has nine of them, and develops a severe anxiety if she has to enter a place where they have no coverage.


She has forsaken her friends for the sake of unknown chat partners to whom she sometimes sends more than 200 messages in one night. Her mother says she has not slept sufficiently for three years, runs up huge phone bills, and has become irritable and prone to lying.

Psychiatrists say mobile phone addiction is an obsessive-compulsive disorder which looks set to become one of the biggest non-drug addictions in the 21st century.

Mobile phone addiction can totally isolate its victims, ruin them economically and even turn them into criminals.

In Spain, a country of 41 million people which has nearly 35 million cell phones, users are estimated to spend more than €500 million ($A824.33 million) on unnecessary mobile phone costs annually.

The majority of the addicts are teenagers, whose shyness and low self-esteem make them succumb to aggressive publicity marketing a means to get in touch with people without having to meet them.

"I liked to chat on the mobile phone, because the chat partners told me nice things that I did not hear in real life, as I am a bit fat," one female former addict told the daily El Pais.

"Mobile phones give young people prestige," Barcelona psychologist Andres Gonzalez explains. "The person who gets the most messages is the most valued."

Many Spanish teenagers get their first cell phone at the age of 13.

Young addicts may spend so much time making calls, receiving messages and logging into the internet that they fail at school and drop out.

Addicts can easily run up phone bills of €800 ($A1320) a month, and some turn to crime to pay them.

One Spanish psychologists' association, for instance, has received hundreds of queries about mobile phone addictions, the daily La Vanguardia reported.

Gonzalez estimates that up to 15 per cent of Spanish teenagers sleep with their mobile phones at hand to be able to answer messages at night.

Addiction should be suspected if a person feels an irresistible need to use the cell phone for more than half an hour daily.

Mobile phone addiction is not that different from any other type of addiction, ranging from drugs to compulsive shopping, according to El Pais.

A person's vulnerability to addictions "depends largely on a small number of genes", addiction specialist Carlos Alvarez-Vara said. "If a parent is obsessive-compulsive, the children have a 30 per cent chance of developing similar characteristics."

The modern addictions to mobile phones and the internet are, however, paradoxical in that their victims use communication technologies to become isolated.

In societies where family ties have loosened and urban solitude has increased, people become addicted to "long-distance communication because they no longer find human relations through traditional means," psychologist Jaume Almenara said.

Adolescents get access to technologies, but little advice about how to use them, Gonzalez said.

Spanish specialists treat mobile phone addictions with three-month therapies. Experts stress that addictions can sometimes be pre-empted, if parents or teachers spot them early.

SELF MEDICATION IS DNGEROUS TO HEALTH

SELF MEDICATION IS DNGEROUS TO HEALTH




Not-so-vital vitamins



A multi-vitamin in the morning. A couple of vitamin C tablets to ward off the cold that's going around. A fish oil supplement before going to bed. Countless urban Indians are picking up vitamins sold over the counter like they would purchase almonds or flax seeds as a health-fix. What many don't realise is that they may be doing themselves more harm than good. Sheebani Banga isn't ill, but she pops a multi-vitamin pill without fail every morning. "When I am not taking the pill, my legs ache and I feel weak. I think everyone needs a multi-vitamin after 40, " says the 50-year-old homemaker, adding that her kitty circle and building friends take supplements, too. While post-menopausal women like Banga do need calcium daily, do they need any of the 23 other vitamins and minerals, be it copper or magnesium, that the pill contains? Not unless there is a deficiency, say doctors. But most people don't bother consulting a doctor or going through any tests.



SO CONSULT YOUR DOCTOR AND FOLLOW HIS ADVICE.



SELF MEDICATION IS DNGEROUS TO HEALTH



(http://www.timescrest.com/life/notsovital-vitamins-7089)

Experts have said that millions of consumers might be wasting their money on multi-vitamin supplements, as they do nothing for health.


Researchers spent more than six years following 8,000 people and found that those taking supplements were just as likely to have developed cancer or heart disease as those who took an identical-looking dummy pill.

And when they were questioned on how healthy they felt, there was hardly any difference between the two groups.

Many users fall into the category of the 'worried well' - healthy adults who believe the pills will insure them against deadly illnesses - according to Catherine Collins, chief dietician at St George's Hospital in London.

"It's the worried well who are taking these pills to try and protect themselves against Alzheimer's disease, heart attacks and strokes," the Daily Mail quoted her as saying.

"But they are wasting their money. This was a large study following people up for a long period of time assessing everything from their mobility and blood pressure to whether they were happy or felt pain," she stated.

Multi-vitamin supplements have become increasingly popular as a quick and easy way of topping up the body's nutrient levels.

But a series of studies have indicated that, for some people, they could actually be harmful.

While the evidence that vitamins can do harm is still limited, the latest study seems to confirm that many people are at the very least taking them unnecessarily.

A team of French researchers, led by experts at Nancy University, tracked 8,112 volunteers who took either a placebo capsule, or one containing vitamin C, vitamin E, beta-carotene, selenium and zinc, every day for just over six years.

They assessed the state of their health at the beginning and end of the trial, taking a quality of life survey designed to measure everything from mobility and pain to vitality and mental health.

When researchers analysed how many in each group had gone on to develop serious illnesses over the years, they found little difference.

In the supplement group, 30.5 per cent of patients had suffered a major health 'event', such as cancer or heart disease. In the placebo group, the rate was 30.4 per cent.

There were 120 cases of cancer in those taking vitamins, compared to 139 in the placebo group, and 65 heart disease cases, against 57 among the dummy pill users

Am I Depressed???????

Am I Depressed?

Everyone has experienced a period of sadness during his or her lifetime. Sometimes these feelings of sadness are in response to something that has happened such as the loss of a loved one or a difficult time at home. But, there is a difference between feeling sad in response to a life event and experiencing a clinical depression. Depression is not just “feeling blue” or feeling grief after a loss. Depression is a feeling of sadness that lasts for many weeks and does not go away. Depression interferes with your daily activities and often includes changes in sleep, changes in appetite, and a general loss of energy.

Depression is a common illness that affects millions of Americans each year, but it is a treatable illness. Depression is not a personal weakness. You cannot develop depression from reading sad stories or catch it from someone else. Depression is caused by an imbalance in brain chemicals called neurotransmitters. Men and women of all ages, genders, races, ethnic groups, and economic status can experience depression. Famous people including actors, successful business people, and politicians have spoken out about their experiences with late-life depression.

The symptoms of depression in older persons differ from those experienced by young persons or those in midlife. The signs that an older person may be suffering from depression include the inability to sleep, memory problems, confusion, withdrawal from social situations, and irritability. People in their later years are less likely to appear sad or talk about a depressed mood. This is partly because depression feels different to a person in late life and also partly because an older depressed person will often not talk about symptoms of sadness. Sometimes the most common symptom of depression in an older adult is persistent complaints about vague aches and pains along with frequent demanding behavior.

There is evidence that depression can run in families and that the risk of depression can be passed from parents to children. However, it is not known yet how genetic factors work or how important they are. Other risk factors for late-life depression include gender (women are more likely to suffer from late-life depression than men), being single (especially widowed), and lack of friends (living alone at home with few outside contacts with other people).

As we age, there are life events that can trigger a clinical depression. Physical health conditions such as heart attack, stroke, hip fracture, bypass surgery, and macular degeneration are often associated with the development of depression. Hormonal changes in women have been shown to trigger depression. Increased alcohol or drug use (including over-the-counter medications) may lead to a clinical depression. Certain medications prescribed by your physician or a combination of medications can cause a clinical depression. Medicines prescribed for pain, high blood pressure, and arthritis; hormonal treatments; and tranquilizers can result in a change in brain chemicals to trigger a clinical depression.
The loss of a loved one may lead to a depression. Most individuals grieve when a loved one dies, but if that grief becomes profound and lasts a long period of time, it can evolve into a clinical depression that requires treatment.

Symptoms of Depression
Symptoms of depression usually last over two weeks.
• Disturbed sleep (sleeping too much or too little)
• Changes in appetite (weight loss or gain)
• Physical aches and pains
• Lack of energy or motivation
• Irritability and intolerance
• Loss of interest or pleasure
• Feelings of worthlessness or guilt
• Difficulties with concentration or decision making
• Noticeable restlessness or slow movement
• Recurring thoughts of death or suicide
• Changed sex drive

Risk Factors for Late-Life Depression
• Changes in medications or newly prescribed medications for other illnesses
• Recent loss of a loved one
• Presence of another illness or after a stroke, bypass operation, or hip fracture
• Severe and chronic pain
• Living alone and feeling socially isolated
• Hormonal changes
• Family history of depression
• Alcohol or drug abuse or misuse

If you have become worried that you feel “low” or your changes in sleep patterns are disrupting your normal activities, you should seek help. Some of your friends may have told you that your feelings are normal for someone your age, or that depression is expected as you experience physical limitations in life. This is not true. Depression is not a normal function of aging. When you feel depressed over a period of time, it is time to seek treatment.
You don’t have to experience all of the symptoms of depression to have depression—people experience depression differently. One person may lack energy or motivation, sleep excessively, and gain wait. Another person may become anxious and lose sleep. Older adults usually experience more problems with sleep and are less likely to have a depressed mood or guilty preoccupation (that is common in younger persons with depression).
If you have thoughts of suicide or death, contact someone immediately, whether it be a medical professional, a spiritual advisor or a loved one. The most important thing to remember about suicidal thoughts is that they are symptoms due to the chemistry of your brain—they are not signs of personal weakness nor will they go away by themselves. Don’t let embarrassment stand in the way of communicating how you feel.
Geriatric Depression Scale (Short Form)
The Geriatric Depression Scale (GDS) is a screening tool designed specifically for older adults who may need further evaluation for depression. It is a valuable and reliable measurement tool used in clinical practice and research programs. If you suspect you are suffering from depression, you can answer the questions yourself. If you have a score of five or more points, you should contact your health care provider for further evaluation.
Instructions: Choose the best answer for how you have felt over the past week.
YES NO
1. Are you basically satisfied with your life?
2 Have you dropped many of your activities and interests?
3 Do you feel that your life is empty?
4 Do you often get bored?
5 Are you in good spirits most of the time?
6 Are you afraid that something bad is going to happen to you?
7 Do you feel happy most of the time?
8 Do you often feel helpless?
9 Do you prefer to stay at home, rather than going out and doing things?
10 Do you feel that you have more problems with memory than most?
11 Do you think it is wonderful to be alive now?
12 Do you feel worthless the way you are now?
13 Do you feel full of energy?
14 Do you feel that your situation is hopeless?
15 Do you think that most people are better off than you are?

Scoring: Score one point if you answered NO to Questions 1, 5 7, 11, 13. Score one point if you answered YES to Questions 2, 3, 4, 6, 8, 9, 10, 12, 14, 15. Total your points.
TOTAL