Women and Sex Homepage

women and sex

I know it says "women and sex." This area, though, is really for women who want to know more about men and sex. This is our little insight into how you guys work.

If you're a man and you want to know how we women work, go to men and sex. I'm happy to clue you in.

Now that "they're" gone ladies, here are a few truths about men. Many of us "older" ladies have probably already figured this out, but for you younger ones...

First, let's get to men and why they always have trouble figuring us out.

 


 


next: Men, Sex, and Emotional Connection or the Women and Sex table of contents for all articles in this section

APA Reference
Staff, H. (2008, December 30). Women and Sex Homepage, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/sex/psychology-of-sex/women-and-sex-homepage

Last Updated: April 9, 2016

ADHD Teens: School Issues, Career Choices

Information to help ADHD teens with school issues and/or preparing for work after graduating high school.

Information to help ADHD teens with school issues and/or preparing for work after graduating high school.

ADHD and learning

Teenagers with ADHD are more likely to have specific learning difficulties than their peers.

They are also likely to have problems with written expression, including poor handwriting and an inability to get their thoughts on to paper in a logical way.

Getting help in school for your ADHD child

Someone with ADHD may warrant extra help for tests or exams.

This can be anything from doing the exam in a quiet room away from the rest of his peers, through to extra time to do the exam.

Ask your teen's teacher to set up a meeting with you, your teen and the SENCO, so you can find out what help is available.

Revision help

Listed below are some ideas that can help your teen revise for exams at any level.

Working on revision notes

  • Assignment sheets, daily schedules and 'to do' lists help organise revision.
  • Label, highlight, underline, and add colour to important parts of tasks and notes.
  • Writing notes out again can help commit them to memory - as can reviewing and listening to them by reading the notes aloud and recording them on tape.
  • Word association, images or drawing diagrams or pictures can help to memorise concepts.
    Use mnemonics as often as possible. For example, if a list of items needs memorising, use the first letter of each item and string the letters together.
  • Break up the material into smaller sections, and give each section a title.
  • Turn facts into bullet lists: remember first there are seven ways to improve revision and three to practise exams, then move on to the detail of remembering each item.

Exam practice

  • When taking notes in class, make a note of the questions your teacher asks - they may be the kind of questions that appear in the test.
  • Make use of past papers - going through old questions is often the basis of class preparation for SATs, GCSE and AS/A-level exams. Try as many different practice tests as possible.
  • For essay-based exams, go through revision notes and see if you can answer previous essay questions. Write a short mini-plan that outlines the main points you would write about.

Exam tip

It's good to get used to drawing up mini-plans for essay questions. In the exam itself marks can be given for the plan if there isn't time to finish the essay.

On the day of the exam

  • Get a good night's sleep before the exam, and eat a healthy breakfast that morning.
  • Read the test instructions - it sounds simple, but answering the wrong number of questions or too many/few from one section can be the undoing of years of work.
  • Circle or underline words that will help you to follow the directions precisely, such as summarise, explain or compare.
  • Don't be panicked into starting prematurely by those who pick up their pens and begin to scribble away frantically.
  • Allow 10 minutes to read the paper, 10 minutes to read through answers at the end, and split the rest of the time between the questions.
  • Go through the test and answer the questions you know first. Put a mark next to the questions you don't answer.
  • Once you've answered the ones you know, go back to the ones you haven't - the marks mean you won't miss any.
  • For essay-based exams, start with the question you like most.
  • If you're stuck on a question, leave it and move on. You can go back when you've finished the ones you can answer - this way you won't waste any time or marks.

Further education Further education (FE): post-16 education that is below degree level, eg NVQs, BTEC, Access courses, AS-levels and A-levels.

If your ADHD teenager has a statement of special educational needs, this should be reviewed every year.

Your LEA will write to you when your teen is 14 (Year 9) to draw up a transition plan. The transition plan should set out what steps will be taken to meet your teen's needs after the age of 16. This could be:

  • staying at school
  • going to a sixth form or FE college
  • starting an apprenticeship or other training course
  • going straight into employment

The plan should be drawn up with the involvement of all the local services involved in your teen's care, including a personal adviser (PA) from the government-run Connexion Services.

The transition plan is updated at the annual reviews in Years 10 and 11.




Choosing a course

Your teenager is more likely to do well if he chooses a course in a subject he enjoys.

Local schools and colleges will have course information and open days that can help answer the following questions.

  • How is the course structured? Will it be assessed by coursework and end-of-year exams - or both?
  • How is the course taught? Is it through lectures, classroom discussions or practical workshops?
  • How much onus is on the student? Is work expected to be done to tight deadlines without chasing?
  • Where will the course lead? Will it help entry to a certain career or degree course? If your teenager doesn't know what he wants to do in the long term, the best thing is to choose a course that keeps his options open.

Statements after 16

Statements continue to be legal documents if your ADHD teen stays at school to study. This means extra support for learning difficulties should carry on per usual.

If your teenager chooses to go to college, he is still entitled to support, but the statement no longer gives him a legal right to it.

Colleges do receive money to pay for additional support for students with learning disabilities. Your teen will need to discuss what arrangements are available with the college's disability or learning support co-ordinator.

The college should draw up a learning agreement that sets out:

  • what they expect from your teen
  • what they are going to do to help

ADHD and an unstructured environment

At college, your teen is likely to attend fewer classes and spend more time studying on his own. If he has organisation problems, he may fall behind.

Encourage him to use tools such as schedules and 'to do' lists to help him organise his studies and meet assignment deadlines.

Getting help for college students with ADHD

Most colleges give each student a personal tutor - someone they can ask for help if they get stuck. The tutor can help if your teenager:

  • has a problem with studies
  • needs extra time to complete an assignment
  • needs accommodations in exams, eg arranging for answers to be typed to overcome handwriting difficulties.

Careers and jobs for people with ADHD

Your teenager should think about the following when looking at future careers.

  • His interests and skills: what would he do without being paid? Is there a career that uses those skills?
  • His qualifications: does he need to get more qualifications for a job he'd enjoy?
  • His particular pattern with ADHD. If he's disorganised or a slow reader he'll hate a career that involves a lot of paper-pushing. If he has a high level of activity and gets restless easily, he'll be better off in a job where he moves about a lot and can burn off the energy.
  • Careers offices at schools and colleges have different questionnaires that can help your teen match his interests and likes to certain careers.

Disclosure of ADHD on application forms

If the application form asks about your ADHD teenager's medical history, the best thing is to be honest and say he has ADHD.

Employers are not allowed to discriminate against your teen because of his condition. It also gives him the chance to put a positive spin on it by saying how he's managing the condition.

Interview tips

  • Research the company before the interview.
  • Prepare questions in advance - what does he want to know about the job and the company?
  • Prepare answers for common questions such as: 'Tell me about yourself. What are your best/worst traits? Why do you want this job?'
  • Dress the part: find out the company's dress code. If in doubt, smart is always best.
  • Be on time.
  • Tell the truth - a common interview technique is to ask the same question again in a different way. This can trip people up if they haven't answered truthfully the first time or can't remember what's been said.

 


 

APA Reference
Staff, H. (2008, December 30). ADHD Teens: School Issues, Career Choices, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/adhd/articles/adhd-teens-school-issues-career-choices

Last Updated: May 7, 2019

Types of ADD/ADHD in the form of the characters from Winnie the Pooh!

Taken from a Criteria compiled by ADHD Library

I have included this explanation for ADD/ADHD because I personally love things to do with Winnie the Pooh and Friends, also over the years since our son has been diagnosed we have often commented on the similarities of some of the characters from these stories and some of the people we know who have been diagnosed with ADD/ADHD.

Over the years Simon has made various screen savers and games based on all of these characters - for no reason other than we kept finding the similarities and therefore these were quite often topics of conversation when he was working on these games and screensavers. Coincidence - or What??

Then while browsing the Internet I came across a website, ADHD Information Library, that appeared to have similar views as we did on this subject. However they had taken it a bit further than we ever had and written a type of diagnostic criteria based on the characters with one added bonus character of Taz the Tasmanian Devil which again is another comparison we have often used. Please check out their site by clicking on the link below to see more of their explanations.

Research literature, recent books, and common sense, all point to the fact that there are different types, or styles, of ADHD. In the past people would have referred to Attention Deficit Disorder: Inattentive Type, or Impulsive/Hyperactive Type, or a Combined Type. Today the diagnostic differences are a bit less clear, but the reality doesn't change.

Dr. Daniel Amen, from the Amen Clinic has written a great book on the subject, titled "Healing ADHD:The Breakthrough Program That Allows You to See and Heal the 6 Types of ADD" where he uses his SPECT scans of patient's brain activity to help in making his six classifications. His classifications include these "Types" ...

The Different Types of ADHD: in Detail...

Classic ADD - Inattentive, distractible, disorganized. Perhaps hyperactive, restless and impulsive.

Inattentive ADD - Inattentive, and disorganized.

Over-focused ADD - Trouble shifting attention, frequently stuck in loops of negative thoughts, obsessive, excessive worry, inflexible, oppositional and argumentative.

Temporal Lobe ADD - Inattentive and irritable, aggressive, dark thoughts, mood instability, very impulsive. May break rules, fight, be defiant, and very disobedient. Poor handwriting and trouble learning are common.

Limbic System ADD - Inattentive, chronic low-grade depression, negative, low energy, feelings of hopelessness and worthlessness.

Ring of Fire ADD - Inattentive, extremely distractible, angry, irritable, overly sensitive to the environment, hyperverbal, extremely oppositional, possible cyclic moodiness.

Classifications from the ADHD Information Library whose Clinical Director is Dr. Doug Cowan, are a bit different, and are based more on their clinical observation and experiences. They are based on the classic children's stories of Winnie the Pooh and his friends in the Hundred Acre Wood.

Different Types, or Styles, of ADHD

ad-poohnfriends.gifWinnie the Pooh Type ADD - Inattentive, distractible, disorganized. Nice, but lives in a cloud.

Tigger Type ADD - Inattentive, impulsive, hyperactive, restless, bouncy. Tiggers like to bounce...

Eeyore Type ADD - Inattentive, with chronic low-grade depression. Eeyore says "Thanks for noticing me..."

Piglet Type ADD - Trouble shifting attention, excessive worry, easily startled, Piglet is nervous and worries...

Rabbit Type ADD - Trouble shifting attention, inflexible, argumentative. Rabbit tends his garden

Troubled Type ADD (slight difference but this is Taz) - Irritable, aggressive, impulsive, defiant, disobedient. Learning problems.

Tiggers Like to Bounce... Bouncin' is What Tiggers Do Best!

ad-tigger.gifThey call this type of ADHD "Tigger Type." Classic ADHD is characterized by Inattention, Impulsivity, Hyperactivity, Restlessness, and Disorganization. This type of ADHD reminds us of Tigger from the Winnie the Pooh stories.

Dr. Daniel Amen refers to this type of ADHD as "Classic ADHD" for good reasons. When you think about someone who has Attention Deficit Hyperactivity Disorder, this is the classic picture that you think of.

Those with this type of ADHD are often seen as:

Being easily distracted
Has a LOT of energy, and is perhaps Hyperactive
Can't sit still very long
Is fidgety
Talks a LOT, and can be LOUD
Is very impulsive, does not think before he acts
Has trouble waiting his turn in line, or in games
and more...

Tigger Type ADHD results from UNDERACTIVITY in the Prefrontal Cortex, both when at rest, and when performing concentration tasks.

This type of ADHD is most often seen in males.




Inattentive ADD: Just Like Winnie the Poohad-pooh.gif

Winnie the Pooh is the classic picture of Inattentive ADHD.

In other works people would have called this "Space Cadet" style ADHD.

Dr. Daniel Amen refers to this as "Inattentive ADD". These are people that suffer from "brain fog" as they go through their day.

Although Pooh is very lovable and kind, he is also inattentive, sluggish, slow-moving, unmotivated. He is a classic daydreamer.

People with this type of ADHD are often seen as being:

Easily distracted
Having short attention spans to a task that is not interesting, or is hard
Daydreams when others are talking to him/her
A person who cannot find anything that they have just put down somewhere...
A person who is always late
Is easily bored

This type of ADHD is caused by the prefrontal cortex of the brain actually slowing down (instead of speeding up activity) when placed under a work load, like reading or doing homework. This part of the brain looks normal when "at rest" but actually looks like it is starting to fall asleep when asked to "go to work." This makes it very hard to pay attention to school work, get homework done, listen to the teacher, clean your room, and so on.

They have actually observed this hundreds of times with subjects on an EEG. When at rest, the brainwave activity is pretty normal. But once the subject is asked to read, or to do a math worksheet, the subject's brainwave activity begins to look like the subject is falling asleep. This sure makes school hard for these students!

Winnie the Pooh style inattention is seen mostly in girls. It responds well to stimulants, such as Ritalin and Adderall, but other interventions work well also.

Over-Focused ADHD: Rabbit Tends to His Garden... and don't bother him.

ad-rabbit.gifThe least flexible character in all of the stories of Winnie the Pooh and Christopher Robin has got to be Rabbit. Oh, he can get a lot of things done, and he's the one character who will be prepared when winter comes, but he has a very hard time shifting from one activity to another. He is absolutely "task oriented" and is focused to whatever that task might be.

The person with "Over-Focused ADHD" is much the same. He has trouble shifting attention from one activity to another, and he frequently "gets stuck" in loops of negative thoughts. He can be obsessive, and very inflexible. He can also be oppositional and argumentative to parents.

He may be like a "bull dog" and not give up until he gets his way, or until his worn-out parents finally say, "yes," to his 100th request for something. His parents are often worn-out, worn-down, fed-up, and ready to break. Parenting a child like this is hard.

Someone with "Over-Focused ADHD" is like Rabbit, in that he:

May worry a LOT, even over things that don't really matter much
Can be very oppositional to parents
May like to argue
May be somewhat compulsive about the way things ought to be done
Will have a very hard time shifting from one activity to another
Always wants to have his way

The cause of this type of ADHD is an over-active Anterior Cingulate Gyrus. This part of the brain is over-active all of the time.

And, to make things worse, when a "work load" is put on the brain, such as school work or a chore to be completed, there is the common ADHD symptom of decreased activity level in the Pre-Frontal Cortex.

In this type of ADHD some stimulants, and too much use of L-Tyrosine to increase dopamine production can actually make the problem of over-focus worse. So be careful.

Piglet is a great friend, but sure scares easily...ad-piglet.gif

Piglet is that small, almost frail character from the Hundred Acre Wood. He is a great friend, and very loyal. But he is always worried, nervous, and easily startles. Sometimes he is so nervous that he stutters. So it is with some kids with ADHD.

This style of ADHD is very similar to the Rabbit style, except that with "Piglet style" the child's mid-brain is so over-aroused that the child is hypervigilant and very easily startled. He may be talking all of the time, and is probably touching everything in the room. And, this child is nervous or worried, or anxious. He has trouble shifting attention from one activity to another, and he frequently "gets stuck" in loops of negative thoughts. He can be obsessive, and very inflexible.

In this type of ADHD some stimulants, and too much use of L-Tyrosine to increase dopamine production can actually make the problem of over-focus worse. So be careful.




"Thanks for Noticin' Me" says Eeyore...

ad-eeyore.gifHe walks slowly. He looks sad. He doesn't accomplish much. He's just glad to be noticed. This is Eeyore, the stuffed donkey who is so often in need of his tail being pinned back on.

Those with this type, or style of ADHD are often:

Inattentive;
Have a chronic sadness or low-grade depression;
The seem to be negative, or apathetic;
They have low energy levels;
They just do not seem to care. They often feel worthless, or helpless, or hopeless.

This type of ADHD is called "Limbic System ADHD" by Daniel Amen. And for good reason. SPECT scans show that when the brain is at rest, there is increased activity deep in the limbic system, in parts of the brain called the thalamus and hypothalamus. There is also a decreased level of activity in the underside of the pre-frontal cortex.

When the brain is placed under a work load, as during a homework assignment, nothing changes. The over-active limbic system remains over-active, and the under-active pre-frontal cortex remains under-active.

This type of ADHD looks very much like a combination of ADHD and Depression. Some have suggested that up to 25% of children with ADHD are also depressed or suffer from a mild depression called Dysthymic disorder.

Other, More Difficult Kinds of ADHD

There are two other kinds, or types, of ADHD that you should be aware of. There are no Winne the Pooh characters for these two types, as the creator of these children's stories would never have created a character with these challenging, difficult traits.

These two distinct types of ADHD can be very severe. They require significant treatment, and great patience on the part of the parents.

The Temporal Lobes and ADHDad-taz.gif

Some people with ADHD can be very hard to live with. They can have gigantic mood swings, get very angry for almost no reason, and be nearly impossible to live with on a daily basis. The key to look for with this type of ADHD is anger outbursts for little or no reason...

People with decreased activity in the left temporal lobes can especially have problems with temper outbursts, aggressive behaviours, and even violence toward animals or other people.

Temporal Lobe ADHD is characterized by:

Inattention, just like in other kinds of ADHD because during concentration there is a decrease in activity in the pre-frontal cortex;
Being easily irritated or frustrated;
Aggressive behaviours;
Dark moods, big mood swings;
Impulsivity;
Breaking rules, in trouble a lot, in fights a lot;
Defiant toward authority, disobedient toward parents and others;
Can't get along with others, can be anti-social or just in trouble a lot;
Often has terrible handwriting and problems learning;
You expect him to be arrested at any time...


 


next: Tyrosine for Treatment of ADHD
~ back to adders.org homepage
~ adhd library articles
~ all add/adhd articles

APA Reference
Staff, H. (2008, December 30). Types of ADD/ADHD in the form of the characters from Winnie the Pooh!, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/adhd/articles/types-of-addadhd-in-the-form-of-the-characters-from-winnie-the-pooh

Last Updated: February 13, 2016

Where Have All the Frogs Gone?

"When we heal the earth, we heal ourselves." David Orr frog

My mother and I were reminiscing as we sat outside on the deck yesterday, admiring the Cosmos' and Zinnia's blooming in my modest little garden. We sipped coffee and nibbled on pumpkin muffins while exchanging favorite stories from our shared treasure of memories.

"Do you remember all those frogs that we found in the basement?" my mother asked. "They were everywhere! On the stairs, on the furniture, in boxes, it took us forever to get rid of them," she recalled, shuddering. The memory was still a decidedly unpleasant one for her. I felt my lips twitch as I tried not to smile. All of the sudden, I felt very much like I suspect my daughter feels when I've caught her in the act.

When I was a little girl, I used to ride on the lawnmower with my father. One day I noticed the frogs jumping in front of the mower. I asked him what happened to the frogs when we mowed the lawn. He told me that most of them probably jumped out of the way. But what about the ones who're sleeping, or who aren't fast enough to get out of the way? I wanted to know. He answered that they probably got run over. I was horrified! The poor frogs!

That summer I was far less of a bother to my mother. I entertained myself from morning till dinnertime, coming in from outside only when she called me. I also slept well at night, exhausted by my outdoor adventure. Mom was pleased that I was playing outside in the sunshine, instead of cooped up indoors with a book.

And that was also the summer that the frogs took over our basement. You see, what mom didn't know, was that I had not only discovered a way to amuse myself, I'd become an activist! My mission - to save the frogs! I filled an old wash pail over and over, day after day, with the little furless creatures. Then, I dumped them in the basement. No lawnmower was gonna chew these guys up!


 


What occurred to me as I remembered the summer the frogs took over the basement, was that there didn't seem to be nearly as many frogs around as there used to be.

An article in the New York Times, published in 1992, confirmed my suspicion. It noted that the number of frogs in the world are diminishing at an alarming rate. They're not only dying, many of their eggs aren't hatching, and according to an article in the Washington Post, a significant number of frogs in the Great Lakes region have been spotted with severe deformities and mutations.

"Why is this so alarming? They're only frogs," you may very well respond. "They don't make good pets, and don't build, buy, or vote."

But I am alarmed. I'm afraid more than anything else of what the very possible message of the frogs may mean for my child and for yours.

It's as a mother most of all that my stomach muscles clench when I read an article in Scientific America which advises that the diminishing amphibian population is cause for concern because they, "may serve as indicators of the overall condition of the environment." The authors point out that a species now in rapid decline, one which has managed to survive for hundreds of millions of years, and prevailed during periods of mass extinction when many species (including the dinosaurs) did not, takes with it more than most of us recognize. Frogs who feed on mosquitoes (among other tiny creatures), provide food for fish, mammals, aquatic insects, and birds. When we go to the local drug store to fill a prescription, few of us stop to consider the source from which many of our medicines are derived. Frogs and other amphibians contribute significantly to the storehouse of pharmaceutical products upon which humans depend. Scientific America warns that, "As amphibians disappear, potential cures for a number of maladies go with them."

Do you remember hearing about how miners used to take canaries with them down into the mines? When the canary died, it served to warn the miners that their lives too were in danger. Gary W. Harding in, "Human Population Growth and the Accelerating Rate of Species Extinction," points out that the frog very well may be to us, what the canary was to the miner.

Frog's are extremely vulnerable to ultraviolet light, as well as sensitive to water, air, and soil pollutants. If the hypothesis that the concentration of worldwide pollutants has reached a lethal level for a species that's survived for approximately 300 million years proves to be true, what does that mean for us? Harding speculates that, "if frogs go, can we be far behind?"

Ecologist, Wendy Roberts warns, "Since frogs and other amphibians are sensitive to environmental changes, their well-being and very existence carry a message about the state of their surroundings...I think it really is time to be worried about this."

An article in the Sierra begins, "Unprecedented biological collapse has begun worldwide according to a Worldwatch Institute report...Furthermore, climate change from carbon dioxide emissions is likely to accelerate the massive wave of extinctions."


I suspect that you may not want to read any more of this. You've heard it all before. I don't blame you. I was raised on doom and gloom, and frankly I'm sick and tired of it. I have no desire to surrender to despair and hopelessness. I've done that, been there, don't ever want to go back. Instead, I want to focus on hope and possibility.

My husband and I have tried very hard to be good parents. We've attempted to provide our daughter with love and security. We've made certain that she has her shots, physical and dental exams, and does her homework. Each night we tuck her into bed with hugs, kisses and at least one, "I love you." We've drawn up a will, and long ago began making provisions for college. But how does a person of my generation be a good parent if he or she ignores the fact that if we don't begin to take action now, there may not be much of a future for our children and grandchildren to grow into?

Kristen is eleven. According to a report by the Millennium Institute entitled, "State of our World Indicators," by the time she is thirteen, half of the worlds supply of crude oil will be gone. When she is eighteen, if we continue our current patterns of eating, there will be insufficient agricultural land to feed us all. By the time she is nineteen, one third of the world's species will have vanished forever (along with their contributions via food, medicine, etc.). Our beautiful blue planet consists of 70% water. However, what most of us don't recognize is that less than 3% of this precious liquid is fresh. If the Green Cross projections are correct, conflicts over diminishing water supplies "...will lead to significant global-scale problems..." by the time she reaches her thirty- second birthday. By the time she is thirty- three, 80% of the world's crude oil supply will be lost.

When my daughter was born, the earth's resources were already stretched thin, and yet based on the projections of Paul Erlich, an international expert on population trends, by the time she reaches her fortieth birthday, the population will be double what it was the year she entered this troubled but still beautiful world.


 


Today we are confronted with the painful fact (if we allow ourselves to feel it) that we live in a world in which 40,000 infants die of hunger each day. It's frightening to imagine what may confront my child the year she turns forty, when in all likelihood, she will share a world with far fewer natural resources, and twice as many people.

Many of us dream about secure futures for our children, and our own "golden" retirement years. The fact is, our children face a profoundly unstable future, and our later years may very well be far, far from golden, if we don't begin to act now.

"But what can just a few people do?" "Most people ignore what's going on, how can I really make a difference?" are common responses to frightening future projections. I said those very words for years. As a mother however, I recognize that my child can't afford for me to surrender to denial, helplessness, and passivity. The needs of our children are greater than they have ever been before. They not only must depend upon us to feed, love, educate and clothe them, we may very well be the only thing that stands between them and a dying world haunted by wars, famine, chaos, desperation, and despair of greater magnitude than ever experienced in the history of the planet.

I'm not as optimistic as I am hopeful. I believe in the tremendous power of natural processes, in the incredible resourcefulness of humankind, and above all, the love of parents for their children in every part of the world. More than a growing awareness, hard work, sacrifice, technological advances, or fear, I'm counting on our love to motivate us to do what must be done.

Looking back on the history of the United States alone, how many people believed that slavery would never be abolished? When my grandmother was a child, women weren't allowed to vote. How many people believed back then that the suffragette movement (one which took seventy long years to succeed,) was futile? At what about recent global events? Within a few remarkable years the world has witnessed the end of the cold war, the dissolution of the Soviet Union, the end of Apartheid in South Africa, as well as the end of the Iron Curtain and the Berlin Wall. How many truly believed that so much could possibly change as rapidly as it did in such a short time?

Before any major transformation, there are those who say, "it's always been this way, it's not going to change, it's hopeless" And yet it has changed again and again.

According to Duane Elgin author of "Voluntary Simplicity," it's been conservatively estimated that in the United States alone, 25 million Americans are consciously exploring new and more responsible ways of living. While that translates into only 10% of the US population, and many would say that that's not nearly enough, I maintain that it's a powerful beginning. Major societal change has always began with a small ripple. Anthropologist, Margaret Mead, once said, "never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it's the only thing that ever has." For the sake of our children, we can no longer afford to wait for government or God to save us. It's critical that we join the group of "thoughtful committed citizens" who are leading the way. Godspeed.

"If the people will lead, the leaders will follow."

next: Books That I Have Valued

APA Reference
Staff, H. (2008, December 30). Where Have All the Frogs Gone?, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/alternative-mental-health/sageplace/where-have-all-frogs-gone

Last Updated: November 22, 2016

Natural Alternatives: Calm Focus, Calmplex 2000

Calm Focus

Robin Mott sent us the following...
Calm Focus is a nutritional supplement for the treatment of A.D.H.D. from Better Way, Inc.
"After my daughter was diagnosed with A.D.H.D., I did extensive research on seeking natural alternatives to some of the more common medications usually prescribed. Together with nationally known Naturmost Laboratories in Middletown Connecticut, we formulated this unique all natural supplement for the treatment of A.D.H.D."

Sandra wrote.......
A couple of years ago we tried our son on Calm Focus for a while but unfortunately with very little improvement. We have also tried (and continue to use) the elimination diets based on the Feingold diet and the Failsafe one from Australia, as well as omega 3 FAs , evening primrose oil, vitamin B group, zinc and magnesium etc with various successes. My latest find is a natural supplement called 'Attend' by Vaxa international - vaxa.com Vaxa make all sorts of supplements, not only for adhd, but as a family, we have been using 'attend' for a few months now with very good, positive results. Check out the web site for more information and I'll let you know how we get on with it. Thanks for the brilliant web site,
Regards
Sandra

Calmplex 2000

Mark sent us the following information about this......

"I am and Independent Business Owner with Rexall. I wanted to inform you of a few products that I have found very helpful with children, especially ADD/ADHD. One of my business partners is a pediatrician and has found these products to be very helpful in about 30% of his patients who then do not need other drugs.

The products are:
Nutri-Kids School Aid - a breakfast nutrient drink mix to improve brain function.
Calmplex 2000 - A homeopathic medicine for stress - helps children focus.
Defend-OL - A homeopathic remedy that has been outstanding for allergies.

I have 4 boys and one had a terrible time in school - just not being able to concentrate. I am thankful that he was not diagnosed with ADD or ADHD, but his grades suffered. After trying the Calmplex 2000 and School Aid, he greatly improved. Even though he does not need it regularly now, on days of tests or upcoming stress, he always asks for Calmplex 2000 as do my other boys.

You can find out more on my webpage when you logon and check out the product catalogue. There are research briefs you can read. www.rexall.com/.

Unfortunately these products are only available in the U.S. and Canada, but should be coming to Europe in the next couple of years.

I hope this helps."



 

APA Reference
Staff, H. (2008, December 30). Natural Alternatives: Calm Focus, Calmplex 2000, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/adhd/articles/calm-focus-calmplex-2000-for-the-treatment-of-adhd

Last Updated: May 7, 2019

Woman's Belly is Soulful, Not Shameful

Eating disorder therapists relish gutsy new approach to building body confidence

Eating disorder therapists relish gutsy new approach to building body confidence.So often the diets that target "trimming the tummy" lead to additional weight gain and disordered eating. Eating disorder professionals are now hailing a gutsy new approach to building body confidence that honors the belly as the site of our soul-power. Yoga and bodywork therapist Lisa Sarasohn, author of The Woman's Belly Book: Finding Your Treasure Within, reveals how to recharge the "energy battery," the core life force, abiding in the body's center. Power-centering yoga moves and breathing patterns nourish the soul, fulfilling the spiritual hunger that eating disorders vainly attempt to satisfy.

Two sobering facts accompany all those New Year's resolutions to lose weight: Most diets fail - actually resulting in additional weight gain. And dieting can lead to life-threatening eating disorders.

Regardless of the season, more than half of all American women are on a weight-loss regime; four out of five girls are dieting by the age of ten. Why? Typically, they're trying to "trim the tummy." The belly has become the focus of women's shame and self-hate.

But a recent conference on eating disorders,"Hungers, Health and Healing" hosted by the Renfrew Center Foundation in Philadelphia, revealed a gutsy new approach to building body confidence: Honoring the body's center as the site of our soul-power. Reclaiming the belly as sacred, not shameful.

"Starving or stuffing our bellies cannot satisfy what's truly a spiritual hunger," says Sarasohn. "Eating disorders represent our hunger for a soulful sense of self in intimate connection with a nurturing universe. When we try to satisfy this hunger with food, the belly becomes the container for a futile struggle."

Eating disorder therapists relish gutsy new approach to building body confidence.Sarasohn introduced conference participants to dynamic yoga moves and breathing patterns that recharge the "energy battery," the core life force, abiding in the body's center. "Cultures around the world know the body's center to be the source of our physical and spiritual vitality," says Ms. Sarasohn. "When we energize our bellies with movement and breath, we nourish our souls."

The Woman's Belly Book has received enthusiastic response from eating disorder professionals and their clients. Dr. Margo Maine, a leader in the field and author of The Body Myth: Adult Women and the Pressure to be Perfect maintains that the pressure on women to be perfect, hails it as a "soulful antidote to the cultural indoctrination into body hatred experienced by contemporary women of all ages. Many other books inspire us to 'talk the talk' of making peace with our bodies, but The Woman's Belly Book shows us how to 'walk the walk.'"

Dr. Sheila M. Reindl, author of Sensing the Self: Women's Recovery Rrom Bulimia, adds: "This book is a rich resource for women recovering from eating disorders, especially as they dare to open themselves to a fuller relationship to their body...and their womanhood."

Among many appreciative readers, one woman exclaims: "What a glorious book! I have decided to end my eating disorder after thirty years of spectacular binge eating and starving and this book is a marvelous resource and support for me!"

next: Body Dysmorphic Disorder
~ eating disorders library
~ all articles on eating disorders

APA Reference
Tracy, N. (2008, December 30). Woman's Belly is Soulful, Not Shameful, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/eating-disorders/articles/womans-belly-is-soulful-not-shameful

Last Updated: January 14, 2014

Denial - of Reality and of Freedom - in Addiction Research and Treatment

Bulletin of the Society of Psychologists in Addictive Behaviors, 5(4): 149-166, 1986

Afterword added 1996

Morristown, New Jersey

addiction-articles-94-healthyplace

Abstract

Drug and alcohol use are emotional topics, particularly in the United States today. Those who study and treat substance abuse must navigate extremely tricky waters. Among the most dangerous areas for psychologists are controlled drinking by former alcohol abusers and controlled use of illicit drugs such as cocaine and narcotics. Popular beliefs in this country, which strongly oppose these conceptions and the data that underlie them, have had a major impact on professional attitudes and policies. While it is risky to discuss such outcomes or to accept that clients may be capable of them, there are extreme dangers in denying their existence. The inability to air these issues is a mark of our society's failure to stem substance abuse.

Personal and Historical Background

I arrived at the study of addictive behaviors by an unusual route. I didn't study addiction in an academic or clinical program. In fact, I came to addiction as a social psychologist and not as a clinician, and my ideas often diverge from those of other psychologists who study and treat addiction. The impetus for my entrance into the field was my observations about the compulsive love relationships many young people of my era (the sixties) formed and about the ways in which drug use by my peers and others often did not conform with popular stereotypes about these substances. These observations forged the basis for a book, Love and Addiction, which drew me into the substance abuse field and its clinical concerns and emphases.

I began lecturing at addiction workshops and conferences, first at a local level and in continuing education programs, then at national (and some international) conferences. My appeal at these conferences was, I believe, my ability to translate social scientific research into experiential terms that clinicians could utilize, along with my very broad view of the nature and sources of addiction. At the same time, I quickly realized that these new settings in which I found myself differed very substantially from my staid academic background. For example, very shortly into the first extension course I taught, one woman rose and said she had to leave or otherwise she would have to kill either herself or me. Although the class ("Social and Psychological Aspects of Addiction") was part of a certificate program in alcoholism counseling, I discovered that many in the class were former alcoholics without any psychological training who differed markedly in their approach to learning from ordinary students or therapists in training.

Because most of these people were wedded to a particular view of alcoholism and addiction (indeed, they felt their sobriety depended on this view), open discussions about many topics were not possible. The chief of these restrictions was against questioning the validity of the disease theory of alcoholism and its hallmark, the necessity of complete abstinence for alcoholics. Thus the typical counselor emerges from such programs completely innocent of any other point of view than the disease perspective. In this way, major institutions of higher education lend their imprimatur to programs that do not meet the fundamental requirements of an open educational process. If social-scientific researchers with opposing viewpoints appear at such programs (and generally they do not), they learn, as I did, to censor unpopular views that their audiences might choke on.

The views I expressed in the mid-1970s that were must controversial to the general public were not about alcoholism but rather concerned about the nonaddicted use of narcotics. Since I understood addiction to be the result of a complex interaction of culture, immediate environment, individual disposition, and substance, data on the controlled use of narcotics made good sense to me. At the time I wrote Love and Addiction, the data about Vietnam veterans' narcotics use was becoming evident—data disconfirming all conventional pharmacological notions of narcotic addiction. Conducted under a team headed by Lee Robins, this research discovered that fewer than 10% of the veterans who used narcotics stateside became addicted. Among those soldiers who had been addicted in Vietnam, 61% of whom used a narcotic and 43% of whom used heroin stateside (including quite a few regular users), only 12% became readdicted in the United States (Robins et al., 1980).

Perhaps the most startling aspect of these data was how little impact they had on popular, clinical, and even research-oriented conceptions. Although these data were based on an unusually thorough investigation of a highly publicized subject group about which great concern was demonstrated, their implications were for the most part ignored. These implications concerned, first, the extent of nonaddicted heroin and other street narcotics use, and, second, the likelihood of recovery from addiction without abstinence. Furthermore, unless one accepted that alcoholism was essentially different in nature from narcotic addiction (which I did not), these data seemed also to reflect on the possibility of alcoholics' return to controlled drinking.

During the same period when the Robins group published its findings on Vietnam veterans, two sociologists and a psychologist at the Rand Corporation published their findings on outcomes at National Institute on Alcohol Abuse and Alcoholism treatment centers. The first of the two Rand studies (Armor et al., 1978) reported that those in remission at 18 months were as likely to drink without problems as to maintain stable abstinence. The reaction to this study when it appeared in 1976 was stunning. The June 12, 1976 issue of the Los Angeles Times carried a front-page story reporting that the California Alcoholism Advisory Board had declared the Rand study "methodologically unsound and clinically unsubstantiated" and indicated that "the lives of many persons with this disease are now endangered" (Nelson, 1976). On June 23 Ernest Noble, the Director of the NIAAA, released a bulletin expressing distress at the report's findings since they had "the potential for affecting so many lives in a negative manner." The National Council on Alcoholism presented a press release and convened a press conference in Washington on July 1 condemning in brutal terms the value and impact of the study (see Armor et al., 1978, Appendix B).

The modern alcoholism movement in the United States is directly descended from the temperance movement. As embodied by Alcoholics Anonymous and the National Council on Alcoholism, it is built on unquestioning dedication to abstinence. In no other country in the world do recovering alcoholics, AA, and abstinence dominate treatment for alcoholism the way they do in the United States (Miller, 1986). An indication that different climates of opinion on these questions exist in other countries comes from the British National Council on Alcoholism, which declared that "controlling one's drinking pattern and thereby one's behavior may be an alternative which many people prefer, and are able to achieve and sustain, and for this reason they deserve our support and guidance" (Boffey, 1993, p. C7). Fanny Duckert, a Norwegian researcher, described her approach to therapy: "It might be easier to agree upon a goal that states 'we want to reduce alcohol consumption, and we want to reduce problems connected with drinking.' But one can have this reduction in different ways ... For me it's not a dramatic difference between not drinking altogether, or reducing alcohol consumption to a level that's not going to create problems" (Marlatt et al., 1985, p. 132).


Of course, diversity on this question has existed in the U.S. as well. This diversity was apparent in the reaction to the Rand report itself. While NCA critics were blasting the report, NIAAA Director Ernest Noble solicited three reviews of the report from distinguished researchers; Lenin Baler, Professor of Community Mental Health at the University of Michigan, declared "The Rand report is the most exciting ... [NIAAA research report] I have seen. This is because it deals comprehensively, boldly, yet objectively with critical issues ... in the alcoholism field." Samuel Guze, Chairman of the Washington University Department of Psychiatry, found the results "offer encouragement to patients, to their families, and to relevant professionals." Gerald Klerman, Professor of Psychiatry at Harvard Medical School, found the report's "conclusions are highly justified" and urged the NIAAA "to stand firm" in the face of "great political pressure" (Armor et al., 1978, Appendix B ).

As these evaluations indicate, at the time the first Rand report was published important clinicians and others could still unselfconsciously welcome controlled-drinking outcomes in alcoholism treatment. These quotes serve now only to show how much such ideas have been rejected, paradoxically as a result in many ways of the Rand report itself. For the report galvanized the opposition of the dominant treatment community and began a largely successful campaign to attack any therapy that accepted moderation of drinking problems as an outcome. This was clear when Noble responded to the reviews he solicited by insisting that "abstinence must continue as the appropriate goal in the treatment of alcoholism." Really, the Rand report showed that the basic premises of such therapy could not be questioned by research or contrary data.

The second Rand report (Polich et al., 1981) responded systematically to criticisms of the original report; again, the investigators found substantial numbers of what they termed "nonproblem" drinkers. Criticism by the NCA and related groups was somewhat muted this time around, while a large number of social scientific reviews in the Journal of Studies on Alcohol and the British Journal of Addiction were almost uniformly positive. The most remarkable consequence of the second report was that the Director of the NIAAA, John DeLuca, and his executive assistant, Loran Archer (neither of whom had a research background), offered their own summary of its results. This summary emphasized that abstinence ought to be the goal of all alcoholism treatment and that AA attendance offered the best prognosis for recovery, statements the report explicitly rejected (Brody, 1980).

The NIAAA executives' summary of the second Rand report made clear that the treatment community had already rejected the report's findings by consensus, and that it would have no noticeable impact on treatment or on attitudes toward alcoholism in this country. In the early 1970s, several teams of behavioral psychologists had reported good results in training alcoholics to drink moderately. By the time the second Rand report appeared in 1980, however, behavioral psychologists had already decided these techniques should be restricted to problem drinkers—those with less severe drinking problems. In this sense, the major potential constituency for the Rand study had already rejected the Rand finding that nonproblem drinking was possible in a severely alcoholic sample (nearly all Rand subjects reported signs of alcohol dependence, such as withdrawal, and the median level of alcohol consumption on intake was 17 drinks daily).

The most frequently cited research on the benefits of moderation therapy for alcoholics had been conducted by Mark Sobell and Linda Sobell in 1970-71 at Patton State Hospital in Southern California. These researchers had reported that a group of 20 alcoholics who were taught moderate-drinking techniques had fewer days of alcoholic drinking after two and three years than did alcoholics receiving standard abstinence treatment at the hospital. In 1982, the prestigious journal Science published a refutation of the Sobells' study by two psychologists, Mary Pendery and Irving Maltzman, and a psychiatrist, L. Jolyon West. The Science article reported numerous instances of relapse by controlled-drinking subjects in the Sobells' experiment.

An earlier version of the Science article (which the journal had rejected on the grounds it was libelous) had been widely disseminated to the media. In several interviews, at least one of the article's authors repeated his claim that the Sobells had committed fraud. The Addiction Research Foundation of Ontario (where the Sobells now work) convened a panel to investigate the charges raised in both the rejected and published forms of the article. This panel comprised a law professor, a retired medical professor, a professor of psychology and head of a school of criminology, and a former university president. The panel report cleared the Sobells of accusations of fraud. It indicated that the Sobells had reported all the relapse episodes uncovered by Pendery et al. and others besides. Moreover, the panel expressed grave reservations about the way the authors of the Science article had proceeded. They concluded: "Ultimately, the goal of the scientific study of alcoholism is not well served by disputes such as this one." (See reviews of this dispute in Cook, 1985; Marlatt, 1983; and Peele, 1984.)

At the time the Science article appeared, I had been writing a monthly column in the U.S. Journal of Drug and Alcohol Dependence, a trade publication in the field. Initially, I was reluctant to become involved in the dispute. Although I knew people with severe drinking problems who had reduced their drinking over the years, I hadn't trained any alcoholics to drink moderately. Especially since behavioral psychologists themselves were now downplaying the possibility of moderate drinking by alcoholics, it seemed foolhardy for me to defend a 10-year-old piece of research. Nonetheless, when the ARF panel issued its report, I felt compelled to summarize the dispute in my column. I followed this with an article in Psychology Today (Peele, 1983) that, coincidentally, appeared in the first issue published under the masthead of the American Psychological Association (APA) after it purchased the magazine.

Shortly after my Journal column on this matter, my editor concluded we should end my monthly contributions to that publication. Following the appearance of my Psychology Today article, this editor told me he couldn't accept anything I wrote, and my name hasn't appeared in that publication to my knowledge (except for a report on Mary Pendery's attack on me at the 1983 NCA conference) in the intervening years. Meanwhile, prior to my PT article, I had been scheduled to present a keynote speech at the Texas Commission on Alcoholism's well-known summer school, held on the campus of the University of Texas in Austin. My invitation was retracted after my article appeared. I protested both on grounds of academic freedom and legal grounds and was finally reinstated. Since 1983, however, the number of invitations I have received from conferences like that in Texas has dropped dramatically.

My experience with this alcoholism dispute has given me a strong idea of the political power of the alcoholism movement to suppress discordant views. What astounded me most was how academic, professional, and government associates recommended that I drop the matter with the Texas Commission, saying simply that these events were typical. Apparently, those in the field had given up expecting freedom of speech or that a range of views should be represented at conferences receiving government funding and conducted at major universities. What I had uncovered was a matter-of-fact acceptance that those who do not hold the dominant point of view will not be given a fair hearing; that even to mention that there is doubt about accepted wisdom in the field endangers one's ability to function as a professional; and that government agencies reinterpret results of which they disapprove from research they themselves have commissioned.


The Implications for Alcoholism Treatment and Research of Smear Tactics and Trial by Media

NCA and other critics of the Rand reports justified lurid accusations and resulting headlines on the grounds that simply learning of results like those reported by the Rand investigators could lead alcoholics to relapse and to death. As Dr. Luther A. Cloud, having "learned that some alcoholics have resumed drinking as a result of...the Rand study," felt compelled to indicate, "this could mean death or brain damage for these individuals" (Armor et al., 1978, p. 232). Thus, these critics believe there are good grounds to suppress such information. Several efforts were made to prevent the release of the first Rand report. The L.A. Times reported that Rand board member Thomas Pike "had tried unsuccessfully to get the Rand report killed" (Nelson, 1976, p, 17). Mary Pendery, chair of the California Advisory Board, announced at the NCA press conference that she had called the head of domestic programs at Rand in a last-minute attempt to delay the report so that it could be reanalyzed in line with the opinions of "top scientists" (NCA Press Conference, 1976 , p. 5).

Of course, the impact of different treatment strategies and goals is an empirical question, one which the Rand research was intended to investigate. Both of the Rand reports analyzed the results of patients' moderated drinking or abstinence for later relapse. Neither discovered one approach to be inherently superior for preventing relapse. The primary goal of the Sobells' study was to compare the success of controlled-drinking versus conventional abstinence treatment on patient outcomes. Its conclusion was that although relapse was not uncommon for either group, controlled-drinking therapy yielded significantly less relapse. The primary criticism of the Pendery et al. study by the ARF panel and others was its failure to present any comparative follow-up data for the hospital abstinence group in the Sobells' study, which meant it was never able to refute the Sobells' claim that controlled-drinking therapy led to better outcomes.

Pendery et al. reported that four controlled-drinking subjects had died in the ten years following treatment. In response to the ARF investigation, the Sobells discovered (simply by writing to California authorities) that six of the abstinence subjects had died in the period covered by the Pendery et al. report. Moreover, Sobell and Sobell (1984) found the first of the controlled-drinking deaths occurred more than six years after treatment and the last two ten years or more after. The latter two subjects, who died while intoxicated, had both recently been released from traditional abstinence programs. Overall, Sobell and Sobell (1984) noted, the death rate for controlled-drinking subjects in this study was less than that reported in typical studies of alcoholic patients.

Why then was such a fuss made about the tragic outcomes of controlled drinking treatment? Of course, any death is horrible, the more so when brought on by self-destructive behavior. Yet the Pendery et al. data could not cast light on the risks of controlled-drinking versus abstinence treatment. Nonetheless, deaths in the experimental treatment group were highlighted in media accounts of the case. The CBS Evening News, in its report on the Science article, showed a lake where one controlled-drinking subject drowned. 60 Minutes, in a segment strongly supporting the Pendery et al. argument (screened in March, 1983), filmed Harry Reasoner walking alongside the grave of one subject. Such scenes are, after all, how television dramatizes the news. Naturally, they pack a tremendous emotional punch. We might compare these circumstances to those in which David McClelland (1977) reported on results of a nonabstinence socialized power approach to treating alcoholism. McClelland noted with academic caution that five in the standard hospital treatment program used as a comparison died while none died in the socialized power treatment. Imagine the potential consequences if this finding had been reversed!

At the time of the 60 Minutes program on the Sobells' case, the ARF panel's report was already available. Mary Pendery and Irving Maltzman had declined to cooperate with the ARF investigation, they said, because it lacked subpoena powers (Maltby, 1983). This made it easy for 60 Minutes to ignore the report (which ran 124 pages in length). Reasoner's reason for discounting the report was that the panel had not interviewed the patients in the study. A later investigation conducted by the Alcohol, Drug Abuse, and Mental Health Administration (ADAMHA) likewise exonerated the Sobells of intentional or serious wrongdoing. This investigation solicited materials from a subject, Raymond Miller, who had been central to the Pendery et al. and 60 Minutes investigations. The report found nothing inconsistent in this man's evidence with the Sobells' published data.

The ADAMHA report ("Report of the Steering Group," 1984) described how several times, Pendery and or Maltzman either volunteered or agreed to send additional materials to support their assertions (p. 11). "However, despite repeated requests from the investigators, neither Pendery nor Maltzman submitted any documents ... in support of their allegations" (p. 2). In two other cases, investigators were stymied in efforts to enlist the cooperation of the Science article authors. James Jensen, an investigator for the Subcommittee on Investigations and Oversights of the United States Congressional Committee on Science and Technology, also found no basis for any claims of fraud against the Sobells. Jensen mentioned that "in several conversations" he had been unable to convince Pendery to present her evidence (Maltby, 1983, p. 1). Lastly, two psychologists interested in alcoholism treatment and controlled drinking and known for their balanced positions had arranged with Pendery and Maltzman to examine the latters' evidence against the Sobells. Based on this understanding, William Miller (letter to Mary Pendery dated July 5, 1984) composed a detailed list of 14 questions he and a colleague planned to address, including such basic issues as the protocol the investigators used to conduct follow-up interviews with subjects, which has nowhere been reported. However, Miller (personal communication, October 8, 1984) informed me, "Maltzman has withdrawn the offer made to me by Mary Pendery to examine their data first-hand" because he claimed this would "compromise the class action [suit] by the patients against the Sobells."

In explaining why she had cooperated with the 60 Minutes program but no other investigation, Pendery announced, "It did a terribly thorough investigation .... I was aware you have to cooperate with some people because you lose credibility if you don't" (Maltby, 1983, p. 3). At the 1983 NCA conference at which Pendery made an "emotional address" against controlled drinking, critics of her work, and the APA and psychologists in general, a tape of the 60 Minutes program was continuously screened ("Controlled Drinking Gets Rough Review...," 1983). As exemplified by the wide distribution of the version of their article rejected by Science, the Pendery et al. use of the media has been highly successful. There would seem to be little reason for these authors to cooperate with elaborate institutional or scientific investigations that have not yet provided much support for their case. Instead, they have achieved their aims through the national media and presentations to alcoholism groups. Describing one such presentation, entitled "Controlled Drinking; A Pseudo-Controversy that Kills," Marlatt (1984) reported that Maltzman accused the Sobells of fraud and Pendery indicated that controlled drinking had caused the death of several alcoholics. In her 1983 speech before the NCA, Pendery announced the overriding purpose of her campaign was to secure "a correction in the textbook literature "eliminating mention of the Sobells' research and other studies supporting controlled drinking ("Controlled drinking...," 1983, p. 1).


The Science article authors were led to their conclusions in good part by their interviews with former subjects, many of whom had now accepted abstinence treatment. Some former subjects in the Sobells' study organized an "Alcoholism Truth Committee" to support the Pendery et al. investigation (Peele, 1985). Raymond Miller, a key individual in this group, was prominently featured on 60 Minutes and was singled out for acknowledgement in the Pendery et al. Science article. Miller co-authored a book entitled Alcoholic Heaven in which he described his participation in the Science investigation, including enlisting the support of other experimental subjects and gaining cooperation from one spouse when he found the subject himself uncooperative.

This entire enterprise of recruiting former subjects to testify against a therapy or therapists has tremendous implications for the conduct and evaluation of therapy. In an era of activist malpractice claims against all sorts of treatment, the psychotherapist would seem to be particularly susceptible to claims of failure or discontent by former patients. As indicated, a group of former Patton State patients has sued the Sobells and the state of California. Obviously, controlled-drinking therapists are not the only potential objects for such claims, since continued alcoholism sometimes leading to death is a frequent outcome of all treatment for alcoholism (cf. Helzer et al., 1985). As Marlatt (1983) pointed out, nearly all the Sobells' patients also underwent standard alcoholism treatment, so should these treatment centers also be liable for any patient failures and deaths? Under other circumstances, people may be more forgiving of the failure of therapists to succeed with patients. For example, news articles describing the appointment of Dr. Forest Tennant as chief of drug testing for major league baseball mentioned among his credentials his treatment of Steve Howe. Howe has relapsed several times and was released by two baseball teams after his treatment for cocaine addiction.

The dangers in one school of therapy spearheading legal and personal assaults against another have not roused psychology or the alcoholism field to action. In part, this is because the competing claims are often so difficult to evaluate. Moreover, psychology has traditionally been reluctant to take stands on matters of individual treatment doctrine or to censor those who go too far in criticizing others. One colleague of Irving Maltzman's wrote me, for example, that he feared editors had unfairly discriminated against Dr. Maltzman by not allowing him to publish articles they felt slandered the Sobells or other parties involved in this dispute. I find the reluctance of psychologists actively to disapprove this type of calumny and smear tactic very troubling. For me, the fear, self-protection, and disregard for individual rights surrounding the attack on controlled drinking (paradoxically justified by the academician who wrote me in terms of intellectual freedom) very closely resemble the atmosphere of the McCarthy era.

Continuous reinvestigation of the Sobells' work, affidavits by their research assistants, and the basic consistency of their data with all new claims by subjects and others about relevant events have somewhat lessened the impact of the attacks on the integrity of these researchers. (We may wonder how well many researchers and clinicians would hold up under the kind of scrutiny that has been applied to the Sobells' work.) Nonetheless, the harassment and obfuscation the Sobells and the Rand investigators experienced have clearly discouraged objective research of the type their work represented. The Sobells may no longer labor under the suspicion—at least among most fellow researchers and scholars—that they have committed a heinous crime against science and humanity. However, the burden of national television shows and popular magazine reports about the harmfulness of controlled-drinking therapy and those who perform it will not be so easily removed. For the public, many professionals in the field, and some opportunistic academics and others concerned with alcoholism, it has been proven that those who would recommend controlled drinking for alcoholics must be inept or dishonest and should not be considered seriously as scientists and therapists.

The Latest Drug Menace

The attention of the media cannot long be held by relatively subtle questions like controlled-drinking treatment for alcoholics. Instead, with increasing intensity in recent years, our society has been addressing the question of cocaine abuse. The surge in concern over this substance parallels, but may be more intense than, that directed in turn towards marijuana, LSD, glue sniffing, PCP, Quaaludes, heroin, et al. Researchers and clinicians have appeared to be eager to join this bandwagon (certainly none wishes to be in the opposite camp of favoring cocaine use). Part of the analysis by pharmacologists, psychologists, and physicians has been of the special addictive properties of cocaine, thus reversing decades of work claiming that cocaine was to be distinguished from heroin in that cocaine lacked addictive, or physical-dependence producing, characteristics (cf. Peele, 1985.)

Consider the following description by Cohen (1985):

If we were to design deliberately a chemical that would lock people into perpetual usage, it would probably resemble the neuropsychological properties of cocaine [p. 153] .... The primary deterrent [to cocaine dependence] is the inability to sustain the practice because supplies become unavailable. The user is then driven to obtain additional cocaine without particular regard for social constraints. A variety of paranoid, manic and depressive psychotic states result with accidental, homicidal or suicidal potentials. (p. 151)

The imagery here is reminiscent of Reefer Madness and of the popular view of heroin—a view which the Vietnam research radically undermined (Robins et al., 1980 ). In fact, the epidemiological data on cocaine use are in line with similar data for other powerful mood-modifying substances. While 17% of 1985 college students used cocaine in the previous year, 7% in the previous month, .1% reported using it daily (Johnston et al., 1986). This compares, incidentally, with 57% of male college students and 34% of female who reported having a drinking bout (five drinks) at least once in the previous two weeks.

Siegel (1984) found the majority of long-term cocaine users were controlled users. Even those who abused the drug usually had intermittent episodes of excess and thus little resembled those who call cocaine hotlines or who are presented as typical cases in television documentaries. Clayton (1985) noted that, although large numbers of high school students and others were using cocaine, less than 5% of those in treatment reported it as their primary drug of abuse. Cocaine abusers abuse other drugs at the same time and share the characteristics of abusers of other drugs. For example, the best predictors of degree of cocaine use for high school students were marijuana use, truancy, and cigarette smoking. Similarly, although lurid stories of crack addicts are featured in the media, the very numbers of crack users in New York city and elsewhere strongly suggest there is a range of patterns of use of this form of the drug (Peele, 1987b).

Thus the federal cocaine trafficking trial in which several baseball players testified revealed primarily large numbers of users either whose use never got out of hand, or else who saw their use was detrimental to their game and desisted on their own (Peele, 1986). Yet the mood of the country today is not likely to support the idea that cocaine is a drug with widely variable effects and usage patterns. Even those whose research depicts such complexity slant their writing toward sensationalistic depictions of cocaine addiction and toward highlighting the inevitable dangers and damage from the drug. Fear of cocaine and other illicit drug use among the young, athletes, and others has created a hysterical atmosphere where almost any steps, from foreign invasion to invasion of privacy, can be justified.


What seems most remarkable about these alarmist campaigns is their lack of notable success. In 1982, 22 million people were found to have used cocaine—less than 4 million of whom were current users. Since that time, which marked a major escalation in various campaigns against the drug, cocaine use has continued at a remarkably high level (as indicated by the national student survey) and expert commentators have described epidemic levels of cocaine addiction (Peele, 1987a). At the same time, "'Crack has become in a very short time the drug of choice in New York City" (Kerr, 1986). Apparently, users do not believe the lurid depictions of cocaine's effects, or else they choose to use it anyway. The latest survey of young drug users finds nearly 40% of current high school graduates use cocaine before they are 27. These users report not believing the dangers typically attributed to cocaine, primarily because they and their friends have not experienced them (Johnston et al., 1986).

Treatment, Denial, and Our Failure to Stem Alcohol and Drug Abuse

Many observers are forced to juxtapose these data showing massive exposure to cocaine with the idea that cocaine use invariably becomes compulsive. Some argue that young users don't know what they're talking about when they describe their own casual use, that inevitable tragic consequences await many of these, and that many already suffer these consequences but are not aware of them because they are so bound up in their drug addiction. Are we a massively addicted society, only many of those affected don't realize it? The clinical concept that expresses this viewpoint is "denial," or the incapacity of drug and alcohol users accurately to perceive themselves and their substance use.

This alleged denial is then often used to justify treatment interventions with unwilling clients, particularly the young. On May 20, 1985, CBS Evening News ran a segment in which a CBS employee posing as a father called a treatment program to report his daughter for using marijuana and for dating an older boy. Based on no other information, the daughter (also a CBS employee) was placed in residential treatment. She wore a hidden microphone, and when she told a counselor she didn't have a drug problem, he replied that most of their patients made similar claims. In other words, they were all practicing denial. Admissions like these, according to CBS, had caused hospitalizations of adolescents to more than quadruple between 1980 and 1984.

CompCare Medical Director Joseph Pursch was presented in an interview on the news segment with a case scenario like that which had actually occurred; he denied such a case would be admitted to inpatient treatment. In a later debate on this case and related issues, CompCare Vice President Ed Carels took an aggressive stand toward those involved in the CBS program: "I don't know why you think that when you're done, the mafia, NORML and all those supporting drug abuse in the world won't have you and Mr. Schwartz [referring to those who arranged the case in which the girl was committed] as their champions." Mr. Carels noted that parents weren't concerned "about treatment professionals doing something wrong with their child. 'They are worried about their kid dying because of lack of professional help'" ("Adolescent Treatment Debate Rages," 1986).

The idea of death as the progressive end state of untreated alcohol or drug abuse derives from the disease-theory notion of addiction as an inevitable and irreversible process. The recent best-seller, The Courage to Change, relies on the personal testimony of recovered alcoholics and others to point up the pervasiveness of alcoholism and the urgent need for treatment. Dr. S. Douglas Talbott indicated "22 million people have an alcohol problem related to the disease of alcoholism." The possibilities for any such person "are these three: he or she will end up in jail, in a hospital, or in a graveyard" (Wholey, 1984, p. 19). Naturally, according to this model, it is imperative to get anyone abusing alcohol into treatment.

Epidemiological data systematically dispute the disease model. Most young people outgrow substance abuse, even its severe forms. The most powerful data on the return to controlled drinking do not come from studies of treatment outcomes, but rather from surveys of drinkers who do not enter treatment at all. The Cahalan-Berkeley group have regularly found problem drinkers to attenuate their drinking with age, and only rarely to abstain (Roizen et al., 1978). Similar natural remission over the course of the individual's life appears regularly even among severe cases of alcoholism (Gross, 1977). Indeed, Room (1980) discussed the repeated finding that only those who enter treatment display the full array of alcoholic symptoms, which include inevitable loss of control and the impossibility of regaining control of the drinking function. Treatment here seems to be necessary for the development of the classical alcoholism syndrome.

The commonplaceness of the natural correction of drinking problems over time comes through even in research like George Vaillant's The Natural History of Alcoholism, which sets out to defend the disease view of alcoholism. The majority of the over 100 inner-city alcohol abusers the Vaillant study followed for 40 years ceased abusing alcohol, in nearly all cases without treatment. Twenty percent returned to moderate drinking and 34% abstained. However, Vaillant defined abstinence as drinking less than once a month (he also allowed his abstinent—but not controlled—drinkers the leeway of up to a week of alcoholic drinking during the year). As Vaillant (1983) indicated, "relatively few men with long periods of abstinence had never taken another drink" (p. 184).

Of course, all alcoholics do not recover on their own. Along with the inaccurate notion that alcohol abuse inevitably worsens without treatment, the medical model insists that treatment of the disease significantly enhances the recovery rate for alcoholism. Although Vaillant's case descriptions emphasize the requirement of AA membership, he actually found 37% of those who achieved a year or more of abstinence relied an AA (the controlled drinkers obviously had almost no contact with AA). Just as the Rand investigators discovered, Vaillant (private communication, June 4, 1985) found that long-term AA membership was associated with long periods of abstinence, but that those attending AA also relapsed more often than those who quit drinking on their own. Meanwhile, analyzing remission in 100 alcoholic men and women treated in a medical program he supervised, Vaillant found their progress after 2 and 8 years "no better than the natural history of the disorder" (pp. 284-285). Vaillant reported 95% of his patients relapsed. One emerges deeply puzzled by Vaillant's insistence that medical treatment and AA attendance are imperative for alcoholics.

An even more outstanding case of rationalizing conventional treatment verities in the face of almost total lack of treatment success was presented in a much-noted study in the New England Journal of Medicine, which found only 1.6% of treated alcoholics returned to moderate drinking (Helzer et al., 1985). What, then, were the outcomes of this hospital treatment where controlled drinking has been so thoroughly discouraged? Overall, treatment for alcoholism in this study produced results decidedly inferior to the natural remission rates for alcoholism Vaillant (1983) summarized (cf. p. 286). Moreover, of the four hospital units Helzer et al. examined, inpatient alcoholism treatment showed the lowest remission rate, one half the remission rate (among survivors) of that for patients treated in a medical/surgical hospital. Only 7% of those treated in the hospital alcoholism ward survived and were in remission at a follow-up period of from 5 to 8 years! It might seem that self-congratulations for the dominant views of alcoholism and addiction treatment are somewhat premature.


Yet treatment for substance abuse (or chemical dependence) has become more coercive than ever before (Weisner & Room, 1984). Most referrals now come from the court system or employee assistance programs, where treatment is offered as an alternative to prison or job loss. Treatment is almost always geared toward the disease model, abstinence, and 28-day hospital programs, so that, for example, a drunk driver under court-ordered treatment may be put in jail for showing any alcohol in a follow-up blood or urine test. The largest single category of such referrals is DWI; consider this analysis by the President of the Insurance Institute for Auto Safety: "the best research to date has found that drivers convicted of alcohol-related offenses have fewer crashes after their licenses have been suspended or revoked than after being sent through present types of rehabilitation" (Ross, 1984, p. xvii).

The person with a drinking problem who is directed to treatment by his company or the courts in fact infrequently qualifies as alcoholic. Nonetheless, he or she—like most people who present themselves for treatment—are often hospitalized and invariably instructed in abstinence and other disease-based recommendations (Hansen & Emrick, 1983). If people like this resist such diagnosis and treatment, they have proven their denial and thus that they are suffering from the disease of alcoholism! It is not surprising that most people—even those who acknowledge they may be abusing a substance—refuse to seek treatment. If they do seek treatment that contradicts their self-assessment, they frequently drop out or fail to benefit from therapy (Miller, 1983).

In this sense, the largest source of denial is the therapy itself and the belief systems of those who conduct it (Fingarette, 1985). When therapists gainsay the ideas that people can improve their drinking or drug-taking status without abstaining, or that people can use a drug regularly without abusing it or risking addiction—as has repeatedly been established by epidemiological research—we may say that it is therapists and addiction and alcoholism experts who are practicing denial. Thus we refuse either to support nonproblematic substance use or to help people with their problems before these are completely out of hand. As indicated by the type of person who voluntarily calls an 800 hotline, when people are finally willing to commit themselves to standard treatments they have usually progressed to the point where their life has collapsed and therapy is a stop-gap, emergency measure rather than a path to health and an ordinary lifestyle.

The failure of our policies to prevent the rapid rise in cocaine use or addiction, to eliminate high levels of problem drinking among young people (large numbers of whom seem destined to grow into alcoholism), or to help most alcoholics or addicts would seem to be severe indictments of these policies. Instead, the policies are apparently reinforced by their lack of success as we up the ante of military interventions against the production and importation of cocaine and we increasingly recommend drug-testing of athletes, young people, and practically everybody else. Consider that the 1986 deaths of athletes using cocaine occurred with one whose school was already aggressively drug-testing athletes and another whose club boasted the most active treatment program in the NFL—the two most popular methods for responding to drug abuse among athletes and others.

Is it really true, as our current model of addiction and its treatment suggests, that our only hope for keeping people from drowning in drugs is to blockade our shores and coerce people into therapy? Have we given up on the possibility of self-control, so that addiction and denial are concepts that require us to take control over more and more people's lives? If we accept this view, have we not already lost the war on drugs? It is fascinating, though not wholly unpredictable, that in this atmosphere alternative views of drug use and abuse, alcoholism, and treatment have all but been eliminated. For example, despite the repeated failure to show the efficacy of conventional treatment for DWI referrals, the Attorney General of New York recently petitioned the State Supreme Court to have a nondisease program for drunk drivers placed under the control of the State Division of Alcoholism and Alcohol Abuse, which disapproved of the program's approach (State of New York Supreme Court, 1986). Is it possible that our programs are designed primarily to preserve and support conventional wisdom and those who are emotionally committed to it rather than for their actual effectiveness in dealing with the problem?

Advocates of traditional treatment approaches are undaunted by reports like Vaillant's that treated alcoholics did no better than untreated alcoholics and Helzer et al.'s that 93% of inpatient alcoholic patients either died or were still alcoholic after five to eight years. An editorial based on the Helzer et al. study warned that "Any treatment professional who holds out controlled drinking as a reliable option ... ought to consider getting very good malpractice insurance" ("Rx—Abstinence: Anything Less Irresponsible, Negligent," 1985). Responses to an article on moderate drinking in the Washington Post (November 27, 1985, p. 6) averred the discussion "has significant potential for causing great harm and even death to alcoholic persons" and that acceptance of this point of view "could, indeed, be fatal." A woman who drew the quite legitimate conclusion that the controlled-drinking "approach doesn't work for me" prompted Joseph Pursch (1986) to announce in his national column that "any program which prepares an alcoholic for controlled drinking is dangerous and should be condemned."

This is not an easy time to oppose the prevailing disease-oriented wisdom of alcoholism and addiction. I could hardly recommend that a person practice controlled-drinking or drug-use therapy; what if patients later joined AA or NA and decided to make a cause celebre of their previous treatment or sue their former therapists? Nor is it surprising if professionals tilt their views (or at least those they express) in the direction of the prevailing wisdom. In her review of my book The Meaning of Addiction in The New England Journalof Medicine, Dr. Margaret Bean-Bayog (1986) wrote in part:

But this book worried me. Dr. Peele is widely read outside the scientific community. The distortions are subtle, the writing is slick, and to a person unfamiliar with the literature, the arguments are very seductive....First Amendment rights and a free press guarantee that such books be protected, like any other, but if [such] a book pretends to scientific neutrality..., what then? This is obviously different from a case of fraudulent data. Is there any court of appeal from slur and innuendo [Dr. Bean-Bayog refers here to my reinterpretation of Dr. George Vaillant's work]? I would be delighted to hear from readers who have thought about these issues.

I don't recall ever reading a review before in an important scientific publication which requested like-minded readers to contact the reviewer for possible action against a book's author. Perhaps it is not too late for me to recant and to endorse disease views of alcoholism and addiction.


Afterword

On April 10, 1994, Mary Pendery was murdered by an alcoholic lover. Pendery left the alcoholism treatment program at the VA Hospital in San Diego which she headed to move to a VA hospital in Sheridan, Wyoming in 1992. In January 1994, Pendery recontacted George Sie Rega, whom she had first known while at the San Diego VA. Pendery was rekindling an old flame. By the time Sie Rega joined Pendery in Wyoming in April 1994, he was deep in alcoholic relapse. Extremely intoxicated, Sie Rega shot Pendery and then committed suicide.

In September 1992, Harvard psychiatrist Margaret Bean-Bayog surrendered her medical license rather than undergo a hearing by the Massachusetts Medical Board for improper treatment of former Harvard Medical School student Paul Lozano, who had committed suicide with a drug overdose. Bean-Bayog had treated Lozano for many years; she "remothered" Lozano by regressing him back to infancy. Her letters addressed him as a small child, totally dependent on her. When she terminated their intense relationship, Lozano was devastated. A psychiatrist who subsequently treated Lozano reported Bean-Bayog to the Medical Board. Lozano told several people that he and Bean-Bayog had had a sexual relationship. Bean-Bayog denied this claim, but hundreds of Bean-Bayog's intimate writings to and about Lozano, including elaborate sado-masochistic sexual fantasies, were discovered at Lozano's apartment after his death. Bean-Bayog admitted writing the fantasies, but claimed Lozano stole them from her office.

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References

Adolescent treatment debate rages. (1986, June). U.S. Journal of Drug and AlcoholDependence, pp. 4, 16.

Armor, D.J., Polich, J.M., & Stambul, H.B. (1978). Alcoholism and treatment. New York: Wiley.

Bean-Bayog, M. (1986). Review of The meaning of addiction. New England Journal ofMedicine, 314:189-190.

Boffey, P.M. (1983, November ). Controlled drinking gains as a treatment in Europe. New York Times, pp. Cl, C7.

Brody, J.E. (1980, January 30). Drinking problem dispute. New York Times, p. 20.

Clayton, R.R. (1985). Cocaine use in the United States: In a blizzard or just being snowed? In N.J. Kozel and E.H. Adams (Eds.), Cocaine use in America: Epidemiological andclinical perspectives (DHHS Publication No. ADM 85-1414, pp. 8-34). Washington, DC: U.S. Government Printing Office.

Cohen, S. (1985). Reinforcement and rapid delivery systems: Understanding adverse consequences of cocaine. In N.J. Kozel and E.H. Adams (Eds.), Cocaine use in America: Epidemiological andclinical perspectives (DHHS Publication No. ADM 85-1414, pp. 151-157). Washington, DC: U.S. Government Printing Office.

Controlled drinking gets rough review at NCA. (1983, April). U.S. Journal of Drug andAlcohol Dependence, pp. 1, 11.

Cook, D.R. (1985). Craftsman versus professional. Analysis of the controlled drinking controversy. Journal of Studies on Alcohol, 46:432-442.

Fingarette, H. (1985). Alcoholism and self-deception. In M.W. Martin (Ed.), Self- deception and self-understanding (pp. 52-67). Lawrence, KS: University of Kansas.

Gross, M.M. (1977). Psychobiological contributions to the alcohol dependence syndrome. In G. Edwards et al. (Eds.), Alcohol-related disabilities (WHO Offset Pub. No. 32, pp. 107-131). Geneva: World Health Organization.

Hansen, J,, & Emrick, C.D. (1983). Whom are we calling "alcoholic"? Bulletinof theSociety of Psychologists in the Addictive Behaviors, 2:164-178.

Helzer, J.E., Robins, L.N., Taylor, J.R. et al. (1985). The extent of long-term moderate drinking among alcoholics discharged from medical and psychiatric treatment facilities. New England Journal of Medicine, 312:1678-1682.

Johnston, L.D., O'Malley, P.M., & Bachman, J.G. (1986). Drug use among American highschool students, college students, and other young adults (DHHS Publication No. ADM 86-1450). Washington, DC: U.S. Government Printing Office.

Kerr, P. (1986, May 22). City is setting up new drug squad. New York Times, pp. 1, B14.

Maltby, K. (1983, June 1). Second US review of Sobell work underway: Pendery uneasy about participating. The Journal (Addiction Research Foundation), pp. 1, 3.

Marlatt, G.A. (1983). The controlled-drinking controversy: A commentary. AmericanPsychologist, 18:1097-1110.

Marlatt, G.A. (1984). Letter to James Royce. Bulletin of the Society of Psychologists in theAddictive Behaviors, 3:70.

Marlatt, B.A., Miller, W.R., Duckert, F., et al. (1985). Abstinence and controlled drinking: Alternative treatment goals for alcoholism and problem drinking? Bulletin of theSociety of Psychologists in the Addictive Behaviors, 4:123-150.

McClelland, D.C. (1977). The impact of power motivation training on alcoholics. Journal ofStudies on Alcohol, 38:142-144.

Miller, R.C., & McShane, P.A. (1982). Alcoholic's heaven: The patients' protest. Carlsbad, CA: Society Observing Behavioral Experimental Research (S.O.B.E.R., P.O. Box 1877, Carlsbad, CA 92008)

Miller, W.R. (1983). Motivational interviewing with problem drinkers. BehavioralPsychotherapy, 11:147-172.

Miller, W.R. (1986). Haunted by the Zeitgeist: Reflections on contrasting treatment goals and concepts of alcoholism in Europe and the United States. In T.F. Babor (Ed.), Alcohol and culture: Comparative perspectives from Europe and America (pp. 110-129). New York: Annals of the New York Academy of Sciences.

Nelson, H. (1976, June 12). Rand study on alcoholism draws storm of protest. Los AngelesTimes, pp. 1, 17.

NCA Press Conference. (1976, July 1). Shoreham Hotel, Washington, DC (press package archived at library of the Alcohol Research Group, Berkeley, CA 94709).

Peele, S. (1983, April). Through a glass darkly: Can some alcoholics learn to drink in moderation? Psychology Today, pp. 38-42.

Peele, S. (1984). The cultural context of psychological approaches to alcoholism: Can we control the effects of alcohol? American Psychologist, 39:1337-1351.

Peele, S. (1985). The meaning of addiction: Compulsive experience and its interpretation. Lexington, MA: Lexington Books.

Peele, S. (1986, March). Start making sense [about ballplayers' drug use]. Sports Fitness, pp. 49-50, 77-78.

Peele, S. (1987a). The limitations of control-of-supply models for explaining and preventing alcoholism and drug addiction. Journal of Studies on Alcohol, 48:61-77.

Peele, S. (1987b). What does addiction have to do with level of consumption?: A response to R. Room. Journal of Studies on Alcohol , 48:84-89.

Peele, S., with Brodsky, A. (1975). Love and addiction. New York: Taplinger.

Polich, J.M. , Armor, D.J. , & Braiker, H.S. (1981). The course of alcoholism: Four yearsafter treatment. New York: Wiley.

Pursch, J. (1986, April 16). Controlled drinking doesn't work. Detroit Free Press, p. 2C.

Report of the steering group to the administrator of the Alcohol, Drug Abuse, andMental Health Administration regarding its attempts to investigateallegations of scientific misconduct concerning Drs. Mark and Linda Sobell. (1984, August).

Robins, L.N., Helzer, J.E., Hesselbrock, M., & Wish, E. (1980). Vietnam veterans three years after Vietnam: How our study changed our view of heroin. In: L. Brill & C. Winick (Eds.). The yearbook of substance use and abuse (Vol. 2, pp. 213-230). New York: Human Sciences Press.

Roizen, R., Cahalan, D., & Shanks, P. (1978). "Spontaneous remission" among untreated problem drinkers. In D.B. Kandel (Ed.), Longitudinal research on drug use (pp. 197-221). Washington, DC: Hemisphere.

Room, R. (1980). Treatment seeking populations and larger realities. In G. Edwards & M. Grant (Eds.), Alcoholism treatment in transition (pp. 205-224). London: Croom Helm.

Ross, H.L. (1984). Deterring the drinking driver: Legal policy and social control. Lexington, MA: Lexington Books.

Rx—abstinence: Anything less irresponsible, negligent. (1985, August). U.S. Journal of Drugand Alcohol Dependence, p. 6.

Siegel, R.K. (1984). Changing patterns of cocaine use: Longitudinal observations, consequences, and treatment. In J. Grabowski (Ed.), Cocaine: Pharmacology, effects, and treatment of abuse (DHHS Publication No. ADM 84-1326, pp. 92-110). Washington, D.C: U.S. Government Printing Office.

Sobell, M.B. & Sobell , L.C. (1984). The aftermath of heresy: A response to Pendery et al.'s (1982) critique of "Individualized behavior therapy for alcoholics." BehaviorResearch and Therapy, 22:413-440.

State of New York Supreme Court. (1996, June 26). In the matter of Creative Interventions. (Decision Index #8700/85).

Vaillant, G.E. (1983). The natural history of alcoholism. Cambridge, MA: Harvard University Press.

Weisner, C. and Room, R. (1984). Financing and ideology in alcohol treatment. SocialProblems, 32:167-184.

Wholey, D. (1984). The courage to change. New York; Houghton-Mifflin.

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APA Reference
Staff, H. (2008, December 30). Denial - of Reality and of Freedom - in Addiction Research and Treatment, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/addictions/articles/denial-of-reality-and-of-freedom-in-addiction-research-and-treatment

Last Updated: April 26, 2019

Natural Progesterone for Depression

Overview of natural progesterone as a depression treatment and whether natural progesterone works in treating depression.

Overview of natural progesterone as a depression treatment and whether natural progesterone works in treating depression.

What is Progesterone for Depression?

Natural progesterone is a hormone that occurs naturally in a woman's body. It is usually supplied in a cream, but is also available as a suppository. Natural progesterone is not the same as the synthetic progestogens or progestins prescribed by doctors and used in contraceptives. (These synthetic hormones may actually cause depression in some people.)

How does Natural Progesterone work?

There is a huge drop in a mother's progesterone levels after she gives birth to her baby. Progesterone levels also fall in the days before a woman has her period and at the time of menopause. It is thought that taking natural progesterone may help women who have experienced these hormonal changes by increasing the amount of serotonin in the brain.

Is Progesterone for Depression effective?

The only study of the effect of natural progesterone on women with depression was carried out with 10 mothers with post-natal depression. Progesterone was not effective. However, there were serious problems with the way the study was designed. Better studies are needed before we can decide if progesterone is useful for post-natal depression.

There are no scientific studies of the effect of progesterone on women with depression near or after menopause. Nor are there any studies of the effect of progesterone for women with depressive symptoms just before their period. However, research has consistently shown that natural progesterone does not improve mood in women suffering from pre-menstrual syndrome in general.


 


Are there any disadvantages to Natural Progesterone?

Natural progesterone may affect the timing of a woman's period.

Where do you get Natural Progesterone?

Natural progesterone can be obtained through a naturopath and is also sold over the internet.

Recommendation

Given the lack of scientific evidence, natural progesterone cannot currently be recommended for depression.

Key references

Van der Meer YG, Loendersloot EW, Van Loenen AC. Effects of high-dose progesterone in post-partum depression. Journal of Psychosomatic Obstetrics and Gynaecology 1984; 3: 67-68.

US Department of Health and Human Services. Depression in Primary Care: Volume 2. Treatment of Major Depression. US Department of Health and Human Services, Public Health Service, Agency for Health Care Policy and Research: Rockville, MD, 1993.

Lawrie TA, Herxheimer A, Dalton K. Oestrogens and progestogens for preventing and treating postnatal depression.(Cochrane Review). In: The Cochrane Library, Issue 2, 2000. Oxford: Update Software.

Altshuler LL, Hendrick V, Parry B. Pharmacological management of premenstrual disorder. Harvard Review of Psychiatry 1995; 2(5): 233-245.

back to: Alternative Treatments for Depression

APA Reference
Staff, H. (2008, December 30). Natural Progesterone for Depression, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/alternative-mental-health/depression-alternative/natural-progesterone-for-depression

Last Updated: July 11, 2016

Recovering Your Mental Health: A Self Help Guide

Here's how people who experience psychiatric symptoms from depression, bipolar disorder deal with these symptoms and help themselves feel better.The information in this booklet is from studies designed to find out how people who experience psychiatric symptoms deal with these symptoms and help themselves feel better. The researcher and the study participants are people who have been told that they have a psychiatric or mental illness. Not all of these ideas work for everyone--use the ones that feel right to you. If something doesn't sound right to you, skip over it. However, try not to dismiss anything before you have considered it.

The opinions expressed herein are those of the author and are not necessarily those of the Center for Mental Health Services.

Have you been told that you have a psychiatric or mental illness like depression, bipolar disorder or manic depression, schizophrenia, borderline personality disorder, obsessive-compulsive disorder, dissociative disorder, post traumatic stress disorder or an anxiety disorder?

___ yes ___ no

Or do feelings or experiences like those that follow make you feel miserable, unsafe and get in the way of doing the things you want to do?

  • feeling like your life is hopeless and you are worthless
  • wanting to end your life
  • thinking you are so great that you are world famous, or that you can do supernatural things
  • feeling anxious
  • being afraid of common things like going outdoors or indoors, or being seen in certain places
  • feeling like something bad is going to happen and being afraid of everything
  • being very "shaky", nervous, continually upset and irritable
  • having a hard time controlling your behavior
  • being unable to sit still
  • doing things over and over again--finding it very hard to stop doing things like washing your hands, counting everything or collecting things you don't need
  • doing unusual things like wearing winter clothes in the summer and summer clothes in the winter
  • believing things like the television or radio are talking to you or that the smoke alarms or digital clocks in public buildings are taking pictures of you
  • saying things over and over that don't make any sense
  • hearing voices in your head
  • seeing things you know aren't really there
  • feeling like everyone is against you or out to get you
  • feeling out of touch with the world
  • periods of time go by when you don't know what has happened or how the time has passed--you don't remember being there but others say you were
  • feeling unconnected to your body
  • having a hard time keeping your mind on what you are doing
  • a sudden or gradual decrease or increase in your ability to think, focus, make decisions and understand things
  • feeling like cutting or hurting your body
  • feeling like you are a "fake"

___ yes ___ no

If you answered yes to either or both of these questions, this booklet is filled with helpful information and things you can do to feel better.

First, remember, you are not alone. Most people experience feelings or experiences like these at some time in their life. Some of them get help and treatment from health care providers. Other people try to get through it on their own. Some people don't tell anyone what they are experiencing because they are afraid others will not understand and will blame them or treat them badly. Other people share what they are experiencing with friends, family members or co-workers. Sometimes these feelings and experiences are so severe that others know you have are having them even though you have not told them. No matter what your situation is, these feelings and experiences are very hard to live with. They keep you from doing what you want to do with your life, doing things you have to do for yourself and others, and doing things that are rewarding and enjoyable.


As you begin to work on helping yourself to feel better, there are some important things to keep in mind.

  1. You will feel better. You will feel happy again. The disturbing experiences and feelings you've had or are having are temporary. This may be hard to believe but it's true. No one knows how long these symptoms will last. But there are lots of things you can do to relieve them and make them go away. You will want help from others including health care providers, family members and friends in relieving your symptoms, and for on-going help in staying well.
  2. The best time to address these feelings and experiences is now, before they get any worse.
  3. These feelings and experiences are not your fault.
  4. When you have these kinds of feelings and experiences, it is hard to think clearly and make good decisions. If possible, don't make any major decisions--like whether to get a job or change jobs, move, or leave a partner or friend--until you feel better.
  5. These feelings and experiences do not mean that you are not smart or are less important or valuable than other people.
  6. Sometimes people who have these kinds of feelings and experiences are treated badly by people who don't understand. If that happens to you, talk to your friends about it (if you don't have any friends, or only have a few, read the section of this booklet on making new friends. Try to stay away from people who treat you badly. Spend time with upbeat, positive people, people who are nice to you, and who like you just the way you are.
  7. Listen to the concerns and feedback from your friends, family members and health care providers who are trying to be helpful.
  8. These feelings and experiences do not take away your basic personal rights, like your right to:
    • ask for what you want, to say yes or no, and to change your mind.
    • make mistakes.
    • follow your own values, standards and spiritual beliefs.
    • express all of your feelings, both positive or negative, and to be afraid.
    • determine what is important to you and to make your own decisions based on what you want and need.
    • have the friends and interests of your choice.
    • be uniquely yourself and to allow yourself to change and grow.
    • your own need for personal space and time
    • be safe.
    • be playful and frivolous.
    • be treated with dignity, compassion and respect at all times.
    • know the side effects of recommended medications.
    • to refuse medications and treatments that are unacceptable to you for any reason.

    You may be told that the following things are not normal. They are normal. These kinds of things happen to everyone and are part of being human.

    • getting angry when you are provoked
    • expressing emotion when you are happy, sad or excited
    • forgetting things
    • feeling tired and discouraged sometimes
    • wanting to make your own decisions about your treatment and life.
  9. It's up to you to take responsibility for your behavior and for getting better. You are the only one who can help yourself feel better. However, you can reach out for help from others.

What to do if these feelings and experiences feel overwhelming

If any of the following apply to you, or your feelings and experiences feel overwhelming, do some things to help yourself right away.

  • You feel absolutely hopeless and/or worthless.
  • You feel like life is not worth living anymore.
  • You think a lot about dying, have thoughts of suicide or have planned how you will kill yourself
  • You are taking lots of risks that are endangering your life and/or the lives of others.
  • You feel like hurting yourself, hurting others, destroying property or committing a crime .

Things you need to do:

  • Arrange an appointment with your doctor, a health care worker or a mental health agency. If your symptoms make you a danger to yourself or someone else, insist on immediate care and treatment--a family member or friend may need to do this for you if your symptoms are too severe. If you are taking medicines and you think it would be helpful, ask for a medicine check.
  • Ask a friend or family member to stay with you until you feel better -- talk, play cards, watch a funny video together, listen to music, etc..
  • Call someone you really like and talk to them about how you are feeling.
  • Do something simple that you really enjoy, like "getting lost" in a good book, staring at a beautiful picture, playing with your pet or brushing your hair.
  • Write anything you want to in a notebook or on scraps of paper.

You will find other ideas in the next section, Things you can do right away to help yourself feel better. As you learn what helps you to feel better, and take action quickly, you will find that you will spend more and more time feeling well and less time feeling badly.

Sometimes when you feel this bad, you may feel like doing things that are dangerous, frightening to others, or things that will be embarrassing to you or others. Keep in mind that no matter how bad you feel, you are still responsible for your own behavior.

If you possibly can, see a physician or a health care worker you like and trust. These feelings and experiences can be caused or worsened by medical illnesses that you don't know you have--like thyroid problems or diabetes. The sooner you get help, the sooner you will feel better. Insist on help with figuring out what to do about any feelings or experiences that are making you uncomfortable or keeping you from doing the things you want or need to do. If you feel it is necessary, ask to be sent to someone else who knows more about treating these kinds of issues.

Doctors and health care workers can tell you about possible things they can do for you or you can do for yourself that will help you feel better. When you go to see them, take a complete listing of all medicines and anything else you may be using to help yourself feel better, and a list of unusual, uncomfortable or painful physical or emotional symptoms--even if they don't seem important to you. Also describe any difficult issues in your life--both things that are going on now and things that have happened in the past--that may be affecting the way you feel. This will help the doctor give you the best possible advice on what you can do to help yourself. It's always easier to go to the doctor if you take along a good friend. This person can help you remember what the doctor suggests, and could take notes if you want them to.

Your doctor or health care worker is providing you with a service, just like the person who installs your telephone or fixes your car. The only difference is they have experience and expertise in dealing with health issues. Your doctor or health care worker should:

  • listen carefully to everything you say and answer your questions.
  • be hopeful and encouraging.
  • plan your treatment based on what you want and need.
  • teach you how to help yourself.
  • know about and be willing to try new or different ways of helping you feel better.
  • be willing to talk with other health care professionals, your family members and friends about your problems and what can be done about them, if want them to.

Your health care rights include the right to:

  • decide for yourself treatments that are acceptable to you and those that are not.
  • a second opinion without being penalized.
  • change health care workers--this right may be limited by some health care plans.
  • have the person or people of your choice be with you when you are seeing your doctor or other health care worker.

Your health care worker may suggest that one or several medicines would help you feel better. Find the answers to the following questions to help you decide whether or not you want to take this medicine, and so that you have important information about the medicine. You can get this information by asking your health care worker or pharmacist, looking it up in a book on medications in the library, or by searching for it on the internet.


  • What is the common name, product name, product category and suggested dosage level of this medicine?
  • How does the medicine work?
  • What does the physician expect it to do? How long will it take to do that?
  • How well has this medicine worked for other people?
  • What are the possible dangers of taking this medicine?
  • What are the possible long and short term side effects of taking this medicine? Is there any way to reduce the risk of experiencing these side effects?
  • Are there any dietary or life restrictions (such as no driving) when using this medicine?
  • How are medicine levels in my blood checked? What tests will be needed before taking this medicine and while taking the medicine? 
  • How would I know if the dose should be changed or the medicine stopped?
  • How much does it cost? Are there any programs that would help me cover some or all of the costs of this medications? Is there a less expensive medication that I could use instead?

If your symptoms are so bad that you can't understand this information, ask a family member or friend to learn about the medication and to discuss with you whether or not this is a good medicine for you to take.

If you decide to use psychiatric medicine or medicines, they must be managed very carefully to get the best possible results and to avoid serious problems. To do this:

  • use these medicines exactly as the doctor and pharmacist has suggested.
  • report any side effects to your doctor.
  • tell your doctor about any times that you have not been able to take your medicine for any reason so the doctor can tell you what to do--do not double the next dose unless the doctor tells you to.
  • avoid the use of alcohol or illegal drugs (if you are addicted to them, ask your doctor for help).
  • pay close attention to lifestyle issues that cannot be corrected by medications, such as stress, chaos, poor diet (including excessive use of sugar, salt and caffeine), lack of exercise, light, rest, and smoking.

Things you can do right away to help yourself feel better

  1. Tell a good friend or family member how you feel. Telling someone else who has had the same or similar experiences or feelings is very helpful because they can best understand how you are feeling. Ask them if they have some time to listen to you. Tell them not to interrupt with any advice, criticism or judgments. Tell them that after you get done talking you can discuss what to do about the situation, but that first, just talking with no interruptions will help you feel better.
  2. If you have a counselor you feel comfortable with, tell her or him how you are feeling and ask for their advice and support. If you don't have a counselor and would like to see someone professionally, contact your local mental health agency (The phone number can be found in the yellow pages of your phone book under Mental Health Services.) Sliding scale fees and free services are often available.
  3. In order to deal most effectively with the way you feel and to decide what you are going to do about it, learn about what you are experiencing. This will allow you to make good decisions about all parts of your life like: your treatment; how and where you are going to live; who you are going to live with; how you will get and spend money; your close relationships; and parenting issues. To do this, read pamphlets you may find in your doctor's office or health care facility; review related books, articles, video and audio tapes (the library is often a good source of these resources); talk to others who have had similar experiences and to health care professionals; search the Internet; and attend support groups, workshops or lectures. If you are having such a hard time that you cannot do this, ask a family member or friend to do it with you or for you.
  4. Get some exercise. Any movement, even slow movement, will help you feel better--climb the stairs, take a walk, sweep the floor.
  5. Spend at least one half hour outdoors every day, even if it is cloudy or rainy.
  6. Let as much light into your home or work place as possible--roll up the shades, turn on the lights.
  7. Eat healthy food. Avoid sugar, caffeine (coffee, tea, chocolate, soda), alcohol and heavily salted foods. If you don't feel like cooking, ask a family member or friend to cook for you, order take out, or have a healthy frozen dinner.
  8. Every day, do something you really enjoy, something that makes you feel good--like working in your garden, watching a funny video, playing with a small child or your pet, buying yourself a treat like a new CD or a magazine, reading a good book or watching a ball game. It may be a creative activity like working on a knitting, crocheting, or woodworking project, painting a picture, or playing a musical instrument. Keep the things you need for these activities on hand so they will be available when you need them.
  9. Relax! Sit down in a comfortable chair, loosen any tight clothing and take several deep breaths. Starting with your toes, focus your attention on each part of your body and let it relax. When you have relaxed your whole body, notice how it feels. Then focus your attention for a few minutes on a favorite scene, like a warm day in spring or a walk at the ocean, before returning to your other activities.

  1. If you are having trouble sleeping, try some of the following suggestions:
    • before going to bed:
      • avoid heavy meals, strenuous activity, caffeine and nicotine
      • read a calming book
      • take a warm bath
      • drink a glass of warm milk, eat some turkey and/or drink a cup of chamomile tea
    • listen to soothing music after you lie down
    • eat foods high in calcium like dairy products and leafy green vegetables
    • avoid alcohol--it will help you get to sleep but may cause you to awaken early
    • avoid sleeping late in the morning and long naps during the day
  2. Ask a family member or friend to take over some or all of the things you need to do for several days--like taking care of children, household chores and work-related tasks--so you have time to do the things you need to take care of yourself.

  3. Keep your life as simple as possible. If it doesn't really need to be done, don't do it. Learn that it is alright to say "no" if you can't or don't want to do something, but don't avoid responsibilities like taking good care of yourself and your children. Get help with these responsibilities if you need it.
  4. Avoid nasty or negative people who make you feel bad or irritated. Do not allow yourself to be hurt physically or emotionally in any way. If you are being beaten, sexually abused, screamed at or suffering other forms of abuse, ask your health care provider or a crisis counselor to help you figure out how you can get away from whoever is abusing you or how you can make the other person or people stop abusing you.
  5. Work on changing your negative thoughts to positive ones. Everyone has negative thoughts that they have learned, usually when they were young. When you are feeling badly, these negative thoughts can make you feel worse. For instance, if you find yourself thinking, "I will never feel better," try saying, "I feel fine," instead. Other common negative thoughts and positive responses:
    No one likes me. Many people like me.
    I am worthless. I am a valuable person.
    I'm a loser. I'm a winner.
    I can't do anything right. I do many things right.

    Repeat the positive responses over and over. Every time you have the negative thought, replace it with the positive one.

Things To Do When You Are Feeling Better

When you are feeling better, make plans using the ideas in the previous section.

Things you can do right away to help yourself feel better, that will help you keep yourself well. Include simple lists of:

  • to remind yourself of things you need to do every day, like getting a half hour of exercise and eating three healthy meals;
  • to remind yourself of things that may not need to be done every day, but if you miss them they will cause stress in your life, like bathing, buying food, paying bills or cleaning your home.
  • of events or situations that, if they come up, may make you feel worse, like a fight with a family member, health care provider or social worker, or loss of your job;
    • and a list of things to do (relax, talk to a friend, play your guitar) if these things happen so you won't start feeling badly.
  • of early warning signs that you are starting to feel worse, like always feeling tired, sleeping too much, overeating, dropping things and losing things;
    • and a list of things to do (get more rest, take some time off, arrange an appointment with your counselor) to help yourself feel better.
  • of signs that things are getting much worse, like you are feeling very depressed, you can't get out of bed in the morning or you feel negative about everything;
    • and a list of things to do that will help you feel better quickly (get someone to stay with you, spend extra time doing things you enjoy, contact your doctor).
  • of information that can be used by others if you become unable to take care of yourself or keep yourself safe such as :
    • signs that indicate you need their help
    • who you want to help you (give copies of this list to each of these people)
    • the names of your doctor, counselor and pharmacist
    • any medications you are taking
    • things that others can do that would help you feel better or keep you safe
    • things you do not want others to do or that might make you feel worse

Key to successful recovery: family members and close friends

One of the most effective ways to improve the way you feel is reaching out to a very good friend, family member, or health care professional, either telling them how you are feeling or sharing an activity with them. If you feel that there is no one you can turn to when you are having a hard time, you may need to work on finding some new friends.

GOOD FRIENDS ARE PEOPLE WHO HELP YOU FEEL GOOD ABOUT YOURSELF.

Here are some ways you could meet people with whom you may become friends. You may not be able to do these things until you feel better.

  • Attend a support group. Support groups are a great way to make new friends. It could be a group for people who have similar health issues. You can ask your doctor or other health care professional to help you find one, or check support group listings in the newspaper.
  • Go to events in your community like fairs and concerts.
  • Join a special interest club. They are often free. They are usually listed in the newspaper. You will meet people with whom you already share a common interest. It might be a group that is focused on hiking, bird watching, stamp collecting, cooking, music, literature, sports, etc..
  • Take a course. Adult education programs, community colleges, universities and parks and recreation services offer a wide variety of courses that will help you meet people while learning something new or refreshing your skills. Another benefit is that you will learn something interesting that might open the doors to a new career, or a career change.
  • Volunteer. Offer to assist a school, hospital or organization in your community.

Things To Do When You Are Feeling Better

When you are feeling better, make plans using the ideas in the previous section.

Things you can do right away to help yourself feel better, that will help you keep yourself well. Include simple lists of:

  • to remind yourself of things you need to do every day, like getting a half hour of exercise and eating three healthy meals;
  • to remind yourself of things that may not need to be done every day, but if you miss them they will cause stress in your life, like bathing, buying food, paying bills or cleaning your home.
  • of events or situations that, if they come up, may make you feel worse, like a fight with a family member, health care provider or social worker, or loss of your job;
    • and a list of things to do (relax, talk to a friend, play your guitar) if these things happen so you won't start feeling badly.
  • of early warning signs that you are starting to feel worse, like always feeling tired, sleeping too much, overeating, dropping things and losing things;
    • and a list of things to do (get more rest, take some time off, arrange an appointment with your counselor) to help yourself feel better.
  • of signs that things are getting much worse, like you are feeling very depressed, you can't get out of bed in the morning or you feel negative about everything;
    • and a list of things to do that will help you feel better quickly (get someone to stay with you, spend extra time doing things you enjoy, contact your doctor).
  • of information that can be used by others if you become unable to take care of yourself or keep yourself safe such as :
    • signs that indicate you need their help
    • who you want to help you (give copies of this list to each of these people)
    • the names of your doctor, counselor and pharmacist
    • any medications you are taking
    • things that others can do that would help you feel better or keep you safe
    • things you do not want others to do or that might make you feel worse

Key to successful recovery: family members and close friends

One of the most effective ways to improve the way you feel is reaching out to a very good friend, family member, or health care professional, either telling them how you are feeling or sharing an activity with them. If you feel that there is no one you can turn to when you are having a hard time, you may need to work on finding some new friends.

GOOD FRIENDS ARE PEOPLE WHO HELP YOU FEEL GOOD ABOUT YOURSELF.

Here are some ways you could meet people with whom you may become friends. You may not be able to do these things until you feel better.

  • Attend a support group. Support groups are a great way to make new friends. It could be a group for people who have similar health issues. You can ask your doctor or other health care professional to help you find one, or check support group listings in the newspaper.
  • Go to events in your community like fairs and concerts.
  • Join a special interest club. They are often free. They are usually listed in the newspaper. You will meet people with whom you already share a common interest. It might be a group that is focused on hiking, bird watching, stamp collecting, cooking, music, literature, sports, etc..
  • Take a course. Adult education programs, community colleges, universities and parks and recreation services offer a wide variety of courses that will help you meet people while learning something new or refreshing your skills. Another benefit is that you will learn something interesting that might open the doors to a new career, or a career change.
  • Volunteer. Offer to assist a school, hospital or organization in your community.

next: Taking Back Control of Your Life
~ back to Mental Health Recovery homepage
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~ all articles on depression

APA Reference
Staff, H. (2008, December 30). Recovering Your Mental Health: A Self Help Guide, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/depression/articles/recovering-your-mental-health-a-self-help-guide

Last Updated: June 20, 2016

Reviewing the Literature on Children and Eating Disorders

In the past few decades researchers have focused on eating disorders, the causes of these disorders and how the treatment of eating disorders. However, it has mainly been in the last decade that researchers have started looking at eating disorders in children, the reasons why these disorders are developing at such a young age, and the best recovery program for these young people. To understand this growing problem it is necessary to ask a few important questions:

  1. Is there a relationship between family context and parental input and eating disorders?
  2. What effect do mothers who suffer or have suffered from an eating disorder have on their children and specifically their daughters' eating patterns?
  3. What is the best way to treat children with eating disorders?

Types of Childhood Eating Disorders

A comprehensive review of the literature available on children and eating disorders.In an article focusing on an overall description of eating disorders in children, by Bryant-Waugh and Lask (1995), they claim that in childhood there appears to be some variants on the two most common eating disorders found in adults, anorexia nervosa and bulimia nervosa. These disorders include selective eating, food avoidance emotional disorder, and pervasive refusal syndrome. Because so many of the children do not fit all of the requirements for anorexia nervosa, bulimia nervosa, and eating disorder not otherwise specified, they created a general definition which includes all eating disorders, "a disorder of childhood in which there is an excessive preoccupation with weight or shape, and/or food intake, and accompanied by grossly inadequate, irregular or chaotic food intake" (Byant-Waugh and Lask, 1995). Furthermore they created a more practical diagnostic criteria for childhood onset anorexia nervosa as: (a) determined food avoidance, (b) a failure to maintain the steady weight gain expected for age, or actual weight loss, and (c) overconcern with weight and shape. Other common features include self-induced vomiting, laxative abuse, excessive exercising, distorted body image, and morbid preoccupation with energy intake. Physical findings include dehydration, electrolyte imbalance, hypothermia, poor peripheral circulation and even circulatory failure, cardiac arrythmias, hepatic steatosis, and ovarian and uterine regression (Bryant-Waugh and Lask, 1995).

Causes and Predictors of Eating Disorders in Children

Eating disorders in children, like in adults, are generally viewed as a multi-determined syndrome with a variety of interacting factors, biological, psychological, familial and socio-cultural. It is important to recognize that each factor plays a role in predisposing, precipitating, or perpetuating the problem.

In a study by Marchi and Cohen (1990) maladaptive eating patterns were traced longitudinally in a large, random sample of children. They were interested in finding whether or not certain eating and digestive problems in early childhood were predictive of symptoms of bulimia nervosa and anorexia nervosa in adolescence. Six eating behaviors were assessed by maternal interview at ages 1 through 10, ages 9 through 18, and 2.5 years later when they were 12 through 20 years old. The behaviors measured included (1) meals unpleasant; (2) struggle over eating; (3) amount eaten; (4) picky eater; (5) speed of eating (6) interest in food. Also data on pica (eating dirt, laundry starch, paint, or other nonfood material), data on digestive problems, and food avoidance were measured.

The findings revealed that children showing problems in early childhood are definitely at an increased risk of showing parallel problems in later childhood and adolescence. An interesting finding was that pica in early childhood was related to elevated, extreme, and diagnosable problems of bulimia nervosa. Also, picky eating in early childhood was a predictive factor for bulimic symptoms in the 12-20 year olds. Digestive problems in early childhood were predictive of elevated symptoms of anorexia nervosa. Furthermore, diagnosable levels of anorexia and bulimia nervosa were presaged by elevated symptoms of these disorders 2 years earlier, suggesting an insidious onset and an opportunity for secondary prevention. This research would be even more helpful in predicting adolescent onset of eating disorders if they had traced the origins and development of these abnormal eating patterns in children and then further examined alternative contributors to these behaviors.

Family Context of Eating Disorders

There has been considerable speculation regarding familial contributors to the pathogenesis of anorexia nervosa. Sometimes family dysfunction has proved a popular area for consideration for eating disorders in children. Often times parents fail to encourage self-expression, and the family is based on a rigid homeostatic system, governed by strict rules that are challenged by the child's emerging adolescence.

A study by Edmunds and Hill (1999) looked at the potential for undernutrition and links with eating disorders to the issue of dieting in children. Much debate centers around the dangers and benefits of dieting in children and adolescents. In one aspect dieting at an early age is central to eating disorders and has a strong association with extreme weight control and unhealthy behaviors. On the other hand, childhood dieting has the character of a healthy method of weight control for children who are overweight or obese. Especially important for children is the family context of eating and particularly the influence of parents. A question arises concerning whether highly restrained children receive and perceive parental control over their child's food intake. Edmunds and Hill (1999) looked at four hundred and two children with a mean age of 12 years old. The children completed a questionnaire composed of questions from the Dutch Eating Behavior Questionnaire and questions concerning parental control of eating by Johnson and Birch. They also measured the children's body weight and height and completed a pictorial scale assessing body shape preferences and the Self-Perception Profile for Children.


The research findings suggested that 12-year-old dieters are serious in their nutritional intentions. Highly restrained children reported greater parental control of their eating. Also, dieting and fasting were reported by nearly three times as many 12-year-old girls, showing that girls and boys differ in their experiences of food and eating. However, boys were more likely to be nurtured with food by parents than were girls. Though this study did show a relationship between parental control over eating and restrained children, there were several limitations. The data was collected from one age group in only one geographical area. Also the study was solely from the children's point of view, so more parental research would be helpful. This study does point to the fact that children and parents are both in desperate need for advice about eating, weight, and dieting.

A study also focusing on parental factors and eating disorders in children by Smolak, Levine, and Schermer (1999), examined the relative contributions of mother's and father's direct comments about child's weight and modeling of weight concerns through their own behavior on child's body esteem, weight-related concerns, and weight loss attempts. This study emerged because of the expressed concern about the rates of dieting, body dissatisfaction, and negative attitudes about body fat among elementary school children. In the long run early practices of dieting and excessive exercising to lose weight may be associated with the development of chronic body image problems, weight cycling, eating disorders, and obesity. Parents play a detrimental role when they create an environment which emphasizes thinness and dieting or excessive exercise as a way to attain the desired body. Specifically, parents may comment on the child's weight or body shape and this tends to become more common as the children get older.

The study consisted of 299 fourth graders and 253 fifth graders. Surveys were mailed to the parents and were returned by 131 mothers and 89 fathers. The children's questionnaire consisted of items from the Body Esteem Scale, weight loss attempts questions, and how much they were concerned with their weight. The parents' questionnaire addressed issues such as attitudes concerning their own weight and shape, and their attitudes about their child's weight and shape. The results from the questionnaires found that parental comments concerning the child's weight were moderately correlated with weight loss attempts and body esteem in both boys and girls. Daughter's concern about being or getting too fat was related to mother's complaints about her own weight as well as mother's comments about daughter's weight. Daughter's concern about being fat was also correlated with father's concern about his own thinness. For sons, only father's comments on son's weight was significantly correlated with concerns about fat. The data also indicated that mothers have a somewhat greater effect on their children's attitudes and behaviors than do fathers, especially for daughters. This study had several limitations including the relatively young age of the sample, the consistency of the findings, and the lack of a measure of body weight and shape of the children. However, despite these limitations, the data suggests that parents may certainly contribute to children's and especially girls', fears of being fat, dissatisfaction, and weight loss attempts.

Eating Disordered Mothers and Their Children

Mothers tend to have greater effects on their children's eating patterns and self image of themselves, especially for girls. The psychiatric disorders of parents may influence their child rearing methods and may contribute to a risk factor for the development of disorders in their children. Mothers with eating disorders may have a difficult time feeding their infants and young children and will further effect the child's eating behaviors over the years. Often the family environment will be less cohesive, more conflicted, and less supportive.

In a study by Agras, Hammer, and McNicholas (1999) 216 newborns and their parents were recruited for a study from birth to 5 years of age of the offspring of eating disordered and non-eating disordered mothers. The mothers were asked to complete the Eating Disorders Inventory, looking at Body Dissatisfaction, Bulimia, and Drive for Thinness. They also completed a questionnaire which measured hunger, dietary restraint, and disinhibition, as well as a questionnaire concerning purging, weight loss attempts, and binge eating. Data on infant feeding behaviors were collected in the laboratory at 2 and 4 weeks of age using a suckometer; 24 hour infant intake was assessed at 4 weeks of age using a sensitive electronic weighing scale; and for 3 days each month infant feeding practices were collected using the Infant Feeding Report by the mothers. Also infant heights and weights were obtained in the laboratory at 2 and 4 weeks, 6 months, and at 6-month intervals thereafter. Data on aspects of the mother-child relationships were collected annually by questionnaire from the mother on the child's birthday from 2 to 5 years of age.

The findings from this study suggest that mothers with eating disorders and their children, particularly their daughters, interact differently that non-eating disordered mothers and their children in the areas of feeding, food uses, and weight concerns. The daughters of eating disordered mothers appeared to have a greater avidity for feeding early in their development. Eating disordered mothers also noted more difficulty weaning their daughters from the bottle. These findings may be due in part to the mother's attitudes and behaviors associated with her eating disorder. The report of higher rates of vomiting in the daughters of the eating disordered mothers is interesting to highlight given that vomiting is so frequently found as a symptomatic behavior associated with eating disorders. Beginning at 2 years of age, the eating disordered mother expressed a much greater concern over their daughter's weight that they did for their sons or as compared to non-eating disordered mothers. Finally, eating disordered mothers perceived their children to have greater negative affectivity that do non-eating disordered mothers. Limitations to this study include the overall rate of the past and present eating disorders found in this study was high, compared with community sample rates, the study should also follow these children into the early school years to determine whether the interactions in this study do in fact lead to eating disorders in children.

Lunt, Carosella, and Yager (1989) also conducted a study focusing on mothers with anorexia nervosa and instead of looking at young children, this study observed the mothers' of adolescent daughters. However, before the study even started, the researchers had a difficult time finding potentially suitable mothers because they refused to participate, fearing deleterious effects of the interviews on their relationship with their daughters. The researchers felt that adolescent daughters of women with anorexia nervosa might be expected to have some trouble in dealing with their own maturational processes, tendencies to deny problems, and possibly an increased likelihood of developing eating disorders.

Only three anorexic mothers and their adolescent daughters agreed to be interviewed. The results of the interviews showed that all three mothers avoided talking about their illnesses with their daughters and tended to minimize its effects on their relationships with their daughters. A tendency on the part of both the mothers and daughters to minimize and deny problems was found. Some of the daughters tended to closely watch their mother's food intake and worry about their mother's physical health. All three daughters felt that they and their mothers were very close, more like good friends. This may be because while the mothers were ill the daughters treated them more like peers or some role reversal may have occurred. Also, none of the daughters reported any fears of developing anorexia nervosa nor any fears of adolescence or maturity. It is important to note that all of the daughters were at least six years old before their mothers developed anorexia nervosa. By this age much of their basic personalities had developed when their mothers were not ill. It can be concluded that having a mother who has had anorexia does not necessarily predict that the daughter will have major psychological problems later in life. However, in future studies it is important to look at anorexic mothers when their children are infants, the father's role, and the influence of a quality marriage.


Treatment of Childhood Eating Disorders

In order to treat children who have developed eating disorders it is important for the physician to determine the severity and the pattern of the eating disorder. Eating disorders can be divided into two categories: Early of Mild Stage and Established or Moderate Stage.

According to Kreipe (1995) patients in the mild or early stage include those who have 1) mildly distorted body image; 2) weight 90% or less of average height; 3) no symptoms or signs of excessive weight loss, but who use potentially harmful weight control methods or exhibit a strong drive to lose weight. The first stage of treatment for these patients is to establish a weight goal. Ideally a nutritionist should be involved in the evaluation and treatment of children at this stage. Also diet journals can be used to evaluate nutrition. Re-evaluation by the physician within one to two months ensures healthy treatment.

Kreipe's recommended approach to established or moderated eating disorders includes the additional services of professionals who have experience in treating eating disorders. Specialists in adolescent medicine, nutrition, psychiatry, and psychology each have a role in the treatment. These patients have 1) definitely distorted body image; 2)weight goal less than 85% of average weight for height associated with a refusal to gain weight; 3) symptoms or signs of excessive weight loss associated with a denial of the problem; or 4) use of an unhealthy means to lose weight. The first step is to establish a structure to daily activities that ensures adequate caloric intake and limits expenditure of calories. The daily structure should include eating three meals a day, increasing caloric intake, and possibly limiting physical activity. It is important that the patients and parents receive ongoing medical, nutritional, and mental health counseling throughout the treatment. The emphasis of the team approach helps the children and the parents realize that they are not alone in their struggle.

Hospitalization, according to Kreipe should only be suggested if the child has severe malnutrition, dehydration, electrolyte disturbances, ECG abnormalities, physiologic instability, arrested growth and development, acute food refusal, uncontrollable binging and purging, acute medical complications of malnutrition, acute psychiatric emergencies, and comorbid diagnosis that interferes with the treatment of the eating disorder. Adequate preparation for inpatient treatment can prevent some negative perceptions regarding hospitalization. Having direct reinforcement from both the physician and parents of the purpose of the hospitalization as well as the specific goals and objectives of the treatment can maximize the therapeutic impact.

CONCLUSIONS

Recent research on childhood eating disorders reveal that these disorders, which are very similar to anorexia nervosa and bulimia nervosa in adolescents and adults, do in fact exist and have multiple causes as well as available therapy. Research has found that observing eating patterns in young children is an important predictor of problems later in life. It is important to realize that parents play a huge role in children's self-perceptions of themselves. Parental behavior such as comments and modeling at a young age can lead to disorders later in life. Similarly, a mother who has or has had an eating disorder may rear daughters in such a way that they have a high avidity for feeding early in life, which may pose a serious risk for the later development of an eating disorder. Although having a mother who has an eating disorder does not predict the later development of a disorder by the daughter, clinicians should still assess the children of patients with anorexia nervosa to institute preventive interventions, facilitate early case finding, and offer treatment where needed. Furthermore, the treatment that is available tries to focus on the larger issues associated with weight loss in order to help patients complete treatment and maintain a healthy lifestyle in a culture of thinness. Future research should focus on more longitudinal studies where both the family and the child are observed from infancy to late adolescence, focusing attention on eating patterns of the entire family, attitude toward eating within the family, and how the children develop over time in different family structures and social environments.

References

Agras S., Hammer L., McNicholas F. (1999). A prospective study of the influence of eating-disordered mothers on their children. International Journal of Eating Disorders, 25(3), 253-62.

Bryant-Waugh R., Lask B. (1995). Eating Disorders in Children. Journal of Child Psychology and Psychiatry and Allied Disciplines 36 (3), 191-202.

Edmunds H., Hill AJ. (1999). Dieting and the family context of eating in young adolescent children. International Journal of Eating Disorders 25(4), 435-40.

Kreipe RE. (1995). Eating disorders among children and adolescents. Pediatrics in Review, 16(10), 370-9.

Lunt P., Carosella N., Yager J. (1989) Daughters whose mothers have anorexia nervosa: a pilot study of three adolescents. Psychiatric Medicine, 7(3), 101-10.

Marchi M., Cohen P. (1990). Early childhood eating behaviors and adolescent eating disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 29(1), 112-7.

Smolak L., Levine MP., Schermer R. (1999). Parental input and weight concerns among elementary school children. International Journal of Eating Disorders, 25(3), 263-

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APA Reference
Gluck, S. (2008, December 30). Reviewing the Literature on Children and Eating Disorders, HealthyPlace. Retrieved on 2024, October 7 from https://www.healthyplace.com/eating-disorders/articles/reviewing-the-literature-on-children-and-eating-disorders

Last Updated: January 14, 2014