Special Educational Needs and Disabilty Act 2001

This new Act strengthens the right to place a child with special educational needs in a mainstream school and outlaws discrimination in schools and colleges.

What does the new Act mean for children with a learning disability?

When parents want a mainstream school for their child, this has to be arranged except when it affects the "efficient education" of other children at the school. When parents want a special school for their son or daughter, they still have the right to state that preference.

These new rights do not mean that every child will be able to go the school of their choice. All parents are able to state their choices of school but do not automatically get their first choice. The Act does mean that all schools have to look at what changes they could make in order to include a child with a learning disability.

What does the Act mean for schools?

Schools will have to make significant changes to the training of staff and to the curriculum and to plan positively to include a wider range of pupils including children with all types of learning disability. All schools have to develop an accessibility plan by April 2003.There is extra funding for schools to help them do this and OFSETD will monitor their progress.

Schools will not be able to refuse a place to a child with a learning disability unless they can prove that the education of other children would be adversely affected. It will become unlawful for schools to discriminate against pupils with a learning disability.

What help is there for parents in understanding these changes?

Under the new Act, all Local Education Authorities have to provide information and advice to parents of children with special educational needs. This information and advice is available through the Parent Partnership Service and you local council office would be able to give you contact details. If you want additional help the Parent Partnership Service will be able to put you in touch with a trained Independent Parental Supporter.

I have heard about Statements, what are these?

Children have different types of learning disabilities and generally schools are able to provide some extra help in the classroom to support the child's learning. Some children need significantly more support, and for these children a Statement of Special Needs is written by the Local Education Authority. This follows a full assessment, involving you, professionals and whenever possible your child. The Statement describes your child's special educational needs and what will be provided to meet these needs. Statements are reviewed with you every year and can be changed as your child's needs change over time.

What happens if I don't agree with the school or the Education Authority?

In the first place you can contact your local Parent Partnership Service and discuss your concerns. From January 2002 all Education Authorities have to provide a disagreement resolution (mediation) service to help you and the school or education authority reach an acceptable agreement. This mediation service is independent of the Education Department and you can find out about this through the Parent Partnership Service or your child's school. If you are not able to reach agreement you can appeal against certain decisions to the Special Educational Needs and Disability Tribunal.

Who makes sure all this happens?

  • School governors have a duty to make sure that their school is planning to include all pupils and making the necessary changes. All schools have to produce a written special educational needs policy.
  • Local Education Authorities have duties to complete and review Statements within clear timescales. The new Act means that they also have to monitor admissions of children with special educational needs and remind schools what they are expected to provide from their own budgets.
  • OFSTED inspect schools and education authorities regularly and have to report on how special education is being provided.
  • The decisions of the Special Educational Needs and Disability Tribunal now have to be carried out by schools and education authorities within clear time limits.
  • The Secretary of State can instruct schools or education authorities to change their plans if they fail to stop discrimination.

I want to find about more about getting the right education for my child

  • Complaints, Appeals and Claims
  • Choosing a school for your child with special educational needs
  • Questions to ask schools
  • Special Educational Needs Code of Practice 2002
  • Parent Partnership Services

Full Guidelines for Schools Click Here

Full Guidelines for Parents Click Here

Further info on SEN & DISABILITY ACT Click Here


 


 

APA Reference
Staff, H. (2008, December 11). Special Educational Needs and Disabilty Act 2001, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/adhd/articles/special-educational-needs-and-disabilty-act-2001

Last Updated: May 7, 2019

Special Educational Needs Code of Practice 2002

This new Act strengthens the right to a place in mainstream school for children with special educational needs and makes discrimination in schools and colleges unlawful.

What does the new Act mean for children with a learning disability?

When parents want a mainstream school for their child this has to be arranged except when it affects the "efficient education" of other children at the school. When parents want a special school for their son or daughter they still have the right to state that preference.

These new rights do not mean that every child will be able to go the school of their choice. All parents are able to state their choices of school but do not automatically get their first choice. The Act does mean that all schools have to look at what changes they could make in order to include a child with a learning disability.

What does the Act mean for schools?

Schools will have to make significant changes to the training of staff and to the curriculum and to plan positively to include a wider range of pupils including children with all types of learning disability. All schools have to develop an accessibility plan by April 2003.There is extra funding for schools to help them do this and OFSETD will monitor their progress.

Schools will not be able to refuse a place to a child with a learning disability unless they can prove that the education of other children would be adversely affected. It will become unlawful for schools to discriminate against pupils with a learning disability.

What help is there for parents in understanding these changes?

Under the new Act, all Local Education Authorities have to provide information and advice to parents of children with special educational needs. This information and advice is available through the Parent Partnership Service and you local council office would be able to give you contact details. If you want additional help the Parent Partnership Service will be able to put you in touch with a trained Independent Parental Supporter.

I have heard about Statements, what are these?

Children have different types of learning disabilities and generally schools are able to provide some extra help in the classroom to support the child's learning. Some children need significantly more support, and for these children a Statement of Special Needs is written by the Local Education Authority. This follows a full assessment, involving you, professionals and whenever possible your child. The Statement describes your child's special educational needs and what will be provided to meet these needs. Statements are reviewed with you every year and can be changed as your child's needs change over time.

What happens if I don't agree with the school or the Education Authority?

In the first place you can contact your local Parent Partnership Service and discuss your concerns. From January 2002 all Education Authorities have to provide a disagreement resolution (mediation) service to help you and the school or education authority reach an acceptable agreement. This mediation service is independent of the Education Department and you can find out about this through the Parent Partnership Service or your child's school. If you are not able to reach agreement you can appeal against certain decisions to the Special Educational Needs and Disability Tribunal.

Who makes sure all this happens?

  • School governors have a duty to make sure that their school is planning to include all pupils and making the necessary changes. All schools have to produce a written special educational needs policy.
  • Local Education Authorities have duties to complete and review Statements within clear timescales. The new Act means that they also have to monitor admissions of children with special educational needs and remind schools what they are expected to provide from their own budgets.
  • OFSTED inspect schools and education authorities regularly and have to report on how special education is being provided.
  • The decisions of the Special Educational Needs and Disability Tribunal now have to be carried out by schools and education authorities within clear time limits.
  • The Secretary of State can instruct schools or education authorities to change their plans if they fail to stop discrimination.

 


 

APA Reference
Staff, H. (2008, December 11). Special Educational Needs Code of Practice 2002, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/adhd/articles/special-educational-needs-code-of-practice-2002

Last Updated: May 7, 2019

Passion Flower

Passionflower is an alternative herbal remedy for anxiety, stress, and insomnia. Learn about the usage, dosage, side-effects of Passionflower.

Passionflower is an alternative herbal remedy for anxiety, stress, and insomnia. Learn about the usage, dosage, side-effects of Passionflower.

Botanical Name:Passiflora incarnata 

Overview

Passionflower (Passiflora incarnata) was used in traditional remedies as a "calming" herb for anxiety, insomnia, seizures, and hysteria. During the early twentieth century, this herb was included in many over-the-counter sedatives and sleep aids. In 1978, the U.S. Food and Drug Administration (FDA) banned these preparations due to a lack of proven effectiveness. In Germany, however, passionflower is available as an over-the-counter sedative (in combination with other calming herbs such as valerian and lemon balm). It is also used in German homeopathic medicine to treat pain, insomnia, and nervous restlessness. Today, professional herbalists use passionflower (often in combination with other calming herbs) to help treat insomnia, tension, and other health problems related to anxiety and nervousness.


 


Plant Description

Native to the southeastern regions of North America, passionflower is now grown throughout Europe. It is a perennial climbing vine with herbaceous shoots and a sturdy woody stem that grows to a length of nearly 10 meters. Each flower has petals varying in color from white to pale red. Inside the petals are wreaths that form rays and surround the axis of the flower. According to folklore, the passionflower was given its name because its corona resembles the crown of thorns worn by Jesus during the crucifixion. The passionflower's ripe fruit is an orange-colored, multi-seeded, egg-shaped berry containing an edible, sweetish yellow pulp.

Parts Used

The above-ground parts (flowers, leaves, and stems) of the passionflower are used for medicinal purposes.

Medicinal Uses and Indications of Passionflower

Although the safety and effectiveness of passionflower have not been thoroughly investigated in scientific studies, many professional herbalists report that this herb is effective in relieving anxiety, insomnia, and related nervous disorders. Also, there are some over the counter remedies for attention deficit hyperactivity disorder (ADHD) that contain passionflower along with valerian, kava, and lemon balm. The safety and effectiveness for these combination remedies for ADHD is not known, particularly since there have been case reports of hepatitis from kava.

One recent study including 36 men and women with generalized anxiety disorder found that passionflower was as effective as a leading anti-anxiety medication when taken for one month. A second study including 91 people with anxiety symptoms revealed that an herbal European product containing passionflower and other herbal sedatives significantly reduced symptoms compared to placebo. An earlier study, however, failed to detect any benefits from an herbal tablet containing passionflower, valerian, and other sedative herbs.

Passionflower may also relieve anxiety in people who are recovering from heroin addiction. In a recent study including 65 heroin addicts, those who received passionflower in addition to a standard detoxification medication experienced significantly fewer feelings of anxiety than those who received the medication alone.

Available Forms

Passionflower preparations are made from fresh or dried flowers and other above-ground parts of the plant. Both whole and cut raw plant materials are used. Flowering shoots, growing 10 to 15 cm above the ground, are harvested after the first fruits have matured and then either air-dried or hay-dried. Available forms include the following:

  • Infusions
  • Teas
  • Liquid extracts
  • Tinctures

How to Take It

Pediatric

Adjust the recommended adult dose to account for the child's weight. Most herbal dosages for adults are calculated on the basis of a 150 lb (70 kg) adult. Therefore, if the child weighs 50 lb (20 to 25 kg), the appropriate dose of passionflower for this child would be 1/3 of the adult dosage.

Adult

The following are recommended adult doses for passionflower:

  • Infusion: 2 to 5 grams of dried herb three times a day
  • Fluid extract (1:1 in 25% alcohol): 10 to 30 drops, three times a day
  • Tincture (1:5 in 45% alcohol): 10 to 60 drops, three times a day

Precautions

The use of herbs is a time-honored approach to strengthening the body and treating disease. Herbs, however, contain active substances that can trigger side effects and that can interact with other herbs, supplements, or medications. For these reasons, herbs should be taken with care, preferably under the supervision of a practitioner knowledgeable in the field of botanical medicine.

In general, passionflower is considered to be safe and nontoxic. However, there are isolated reports of adverse reactions associated with this herb. Nausea, vomiting, drowsiness, and rapid heartbeat are among some of the adverse reactions reported.

Do not take passionflower if you are pregnant or breastfeeding.


 


Possible Interactions

Sedatives
An animal study has demonstrated that passionflower enhances the effects of pentobarbital, a medication used to promote sleep and for seizure disorders. Caution is advised when taking passionflower with sedatives because the herb may increase the effects of these substances. Additional examples of medications with sedative properties include certain antihistamines, such as diphenhydramine and hydroxyzine; drugs for anxiety, like a class called benzodiazipines including diazepam and lorazepam; and other medications used to treat insomnia. Interestingly, passionflower appears to work similarly to benzodiazipines.

back to: Herbal Treatments Homepage

Supporting Research

Akhondzadeh S, Naghavi HR, Vazirian M, Shayeganpour A, Rashidi H, Khani M. Passionflower in the treatment of generalized anxiety: a pilot double-blind randomized controlled trial with oxazepam. J Clin Pharm Ther. 2001;26(5):369-373.

Akhondzadeh S. Passionflower in the treatment of opiates withdrawal: a double-blind randomized controlled trial. J Clin Pharm Ther. 2001;26(5):369-373.

Baumgaertel A. Alternative and controversial treatments for attention-deficit/hyperactivity disorder. Pediatr Clin of North Am. 1999;46(5):977-992.

Blumenthal M, Busse WR, Goldberg A, et al. ed. The Complete German Commission E Monographs. Boston, Mass: Integrative Medicine Communications; 1998: 179-180.

Blumenthal M, Goldberg A, Brinckmann J. Herbal Medicine: Expanded Commission E Monographs. Newton, MA: Integrative Medicine Communications; 2000:293-296.

Bourin M, Bougerol T, Guitton B, Broutin E. A combination of plant extracts in the treatment of outpatients with adjustment disorder with anxious mood: controlled study versus placebo. Fundam Clin Pharmacol. 1997;11:127-132.

Brinker F. Herb Contraindications and Drug Interactions. 2nd ed. Sandy, Ore: Eclectic Medical; 1998:109-110.

Capasso A, Pinto A. Experimental investigations of the synergistic-sedative effect of passiflora and kava. Acta Therapeutica. 1995;21:127-140

Cauffield JS, Forbes HJ. Dietary supplements used in the treatment of depression, anxiety, and sleep disorders. Lippincotts Prim Care Pract. 1999; 3(3):290-304.

Ernst E, ed. Passionflower. The Desktop Guide to Complementary and Alternative Medicine. Edinburgh: Mosby; 2001:140-141.

Gruenwald J, Brendler T, Jaenicke C, ed. PDR for Herbal Medicines. 2nd ed. Montvale, NJ: Medical Economics Company; 2000:573-575.

Newall C, Anderson L, Phillipson J. Herbal Medicines: A Guide for Health-care Professionals. London, England: Pharmaceutical Press; 1996: 206-207.

Rotblatt M, Ziment I. Evidence-Based Herbal Medicine. Philadelphia, PA: Hanley & Belfus, Inc; 2002;294-297.

Soulimani R, Younos C, Jarmouni S, Bousta D, Misslin R, Mortier F. Behavioural effects of Passiflora incarnata L. and its indole alkaloid and flavonoid derivatives and maltol in the mouse. J Ethnopharmacol. 1997;57(1):11-20.

Speroni E, Minghetti A. Neuropharmacological activity of extracts from Passiflora incarnata.Planta Medica. 1988;54:488-491.

White L, Mavor S. Kids, Herbs, Health. Loveland, Colo: Interweave Press; 1998:22, 38.

Zal HM. Five herbs for depression, anxiety, and sleep disorders. Uses, benefits, and adverse effects. Consultant. 1999;3343-3349.

The publisher does not accept any responsibility for the accuracy of the information or the consequences arising from the application, use, or misuse of any of the information contained herein, including any injury and/or damage to any person or property as a matter of product liability, negligence, or otherwise. No warranty, expressed or implied, is made in regard to the contents of this material. No claims or endorsements are made for any drugs or compounds currently marketed or in investigative use. This material is not intended as a guide to self-medication. The reader is advised to discuss the information provided here with a doctor, pharmacist, nurse, or other authorized healthcare practitioner and to check product information (including package inserts) regarding dosage, precautions, warnings, interactions, and contraindications before administering any drug, herb, or supplement discussed herein.

back to: Herbal Treatments Homepage

APA Reference
Staff, H. (2008, December 11). Passion Flower, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/alternative-mental-health/herbal-treatments/passionflower

Last Updated: July 8, 2016

How to Listen So Your Partner Will Talk

Communicating is Not Optional How to Listen So Your Partner Will Talk

The #1 problem in relationships is "Undelivered Communications!" Withholding important conversation from your partner nearly always proves to be the destructive force behind the, "My partner will not listen to me!" or "My partner will not talk to me" complaint.

Instead of complaining, deliver the communication - in a loving way - to your partner.

We withhold for many reasons. The main reason seems to be that when we do get up the courage to say what needs to be said - something our partner would rather not hear - our partner gets into the conversation and begins to deny or justify their position. "Let the disagreement begin!" Usually, the decibel level goes off the meter and the argument escalates! The result would be different if both partners would only listen when their partner speaks.

Communicating is not optional. It is an absolute necessity for the success of the relationship. Not communicating with your relationship partner - or not allowing them access to your thoughts and feelings - can exact a heavy price. A communications gap doesn't only undermine the potential of the relationship; it can, and usually will eventually destroy the relationship.

The sound of silence in a relationship is deafening. The silent treatment sends many messages - "I'm not interested," "I have nothing of value to say," "Whenever I say something you argue with me," "I give up. . . what's the use?" and more.

What stops you from communicating is not making a decision to do so. "Take all the time you need to decide, but the ice cream is melting!"

When your partner decides to communicate with you, he/she does so to fulfill a need.

Everyone manages emotion, communication and conflict from habit - patterns and styles developed early in life. In this context the past greatly affects your present relationship. To have a happy and successful relationship, you need to take control of how you interact with your partner.

It is my opinion that some of the greatest needs of human beings - after physical survival - is to be understood, affirmed, validated, forgiven and appreciated. The best way to get your needs met is to communicate those needs.

Never assume that your partner knows how you feel. People tend to rely heavily on assumptions to communicate. The problem with that is that you can't be sure if someone's assumptions are the same as yours, unless you communicate. Your partner cannot read your mind. Hints don't work.

Your methods of communication are more important than the messages themselves. Your tone of voice is also more important than what you say.

There is no such thing as a relationship without conflict! Some conflicts are small. Others are colossal and difficult to manage. How you resolve the conflict, not how many occur, is the critical factor in determining whether a relationship will be healthy or unhealthy, mutually satisfying or unsatisfying, friendly or unfriendly, deep or shallow, intimate or cold.

In the midst of a disagreement, we often have ears that listen with prejudiced views. Learn how to speak so your love partner will hear what you are really saying.

You get a higher return on your relationship investment by communicating openly and honestly. Reach an agreement to talk about anything and everything, all the time. It's a promise that may be difficult to keep, however the fact that the promise is in place makes your commitment to it much easier to keep.

When you shut down and your partner feels the need to call your attention to this promise, you are more likely to get back on track and less likely to be upset by it because of your initial agreement.

It takes courage to talk about something you know your partner would rather not discuss especially if you know that in the past it has nearly always sparked an argument that ended with no resolution and hurt feelings.

A Way to Communicate Difficult Feelings with Each Other

When coaching couples about how to better communicate, I recommend the following process. Here's how it works:

Step #1. The first night - It's your time to talk and your partner's time to only listen.

Step #2. The next night - Your partner talks and you only listen.

Step #3. The third time you get together is two or three days later - Have a mutual, low decibel level, interactive conversation (two-way communication) intended to reach some mutually agreeable solutions. This part of the process is about negotiating a win-win situation.

This protocol helps you to avoid the pitfalls - hostility, defensiveness, contempt, retaliation, and withdrawal - so typical of many disagreements. Only one person at a time "has the floor" each night in steps 1 and 2.

The intention of this process is twofold:

1. To help you learn to better communicate what needs to be said.

2. To help you be a committed listener when you partner needs to communicate with you.

If you want the emotional healing that can come from voluntary disclosure to your partner, you must probe your feelings and emotions with renewed passion. Be aware that past traumas and the memory demons that accompany them are real and they contain trapped energy that must be reclaimed for you to feel happy and powerful.

It takes a lot of energy to remain confused. If you feel stuck, perhaps it's time to get clear about confusion. As long as you remain confused, you will not have to commit to and/or take responsibility for a plan of action such as communicating with your partner.

Trapped energy causes you to cling to misconceptions about your relationship. This process will help you convert painful emotional energy into powerful energy you can use to move your relationship forward. Once the precious energy that was trapped as a painful experience becomes free, it can then be expressed as forgiveness, goodness, beauty and love.

communicating-not-optional-2-healthyplace

Attitude is everything. Begin with the right frame of mind. You must approach this process as two equal partners working together to solve a problem.

Flip a coin to see who goes first. If possible, choose a time when things seem to be going rather smoothly, no lingering disagreements in the air, no anger. Arrange to meet in a quiet place where there will be no interruptions.

Be very clear about the "just listen" part of this process. One night "she" talks and "he" only listens and the next night "he" talks and "she" only listens. Bring some notes to keep you from getting lost, forgetting your point or the intention of the process.

What issues are relevant to your relationship - really relevant? Speak the relevant truth. What is important to your relationship right now? The answer to these questions will assist you in only speaking about what affects your relationship currently. To bring up irrelevant past issues is inconsistent with this process.

It's time to openly and honestly communicate by telling the truth about what has been missing in your relationship that has brought you to this point in time.

Before you begin, ask yourself this question: "Do you want to be right or happy?" Privately address each issue with the question, "Will this be important to me tomorrow, next week, next month?" "Is it all that important in the whole scheme of things?" Once you have answered these questions honestly, you will then know what issues are truly important and the order of their importance.

Step #1 - When it's your turn to talk:

Begin by telling your partner how much you love them. Be sincere.

Let them know how you are feeling about being in a relationship with them. Make your comments germane to the issues you present. Be specific, not general about how you feel. This is your opportunity to really be heard, don't leave anything out.

Choose your words carefully and say them in a loving way. It's okay to come with notes so you won't forget anything. You may even want to rehearse a bit by first writing down how you really feel, then edit your notes to be sure you don't use this opportunity to attack your partner, but only express how you feel.

Clarify your feelings. Don't be accusatory about your upset. Begin by presenting the issues that have caused the most difficulty like this:

"When you (fill in the blank), I feel (fill in the blank)."

This is important. By saying it this way, you avoid blaming your partner for anything; you shift the emphasis to your feelings. There is a big difference. Your comments are not about them or what is wrong with them, but about how you are feeling. Owning your feelings is more truthful and always less hurtful to your partner. This helps open the door to clearer and more productive communications with your partner.

When using "I" messages you take responsibility for your own feelings, rather than accusing the other person of making you feel a certain way. It also may prevent your partner from becoming immediately defensive or intimidated.

No one can argue with your feelings. They are your feelings and you get to choose them. "You" messages begin the "blame game." Avoid this deadly game like the plague.

Feelings are emotions, and sensations, and they are different from thoughts, beliefs, interpretations, and convictions. When difficult feelings are expressed, the sharp edges are dulled, and it is easier to release or let go of the bad feeling.

You can also change your mind about how you feel. That is also only and always your choice.

If your partner is guilty of doing things that need to be forgiven, this is the time to offer forgiveness. You may want to ask for forgiveness too. Offer this as part of your opportunity to share. Read: "Forgiveness... What's it For?"

Do not make your message too complex, either by including too many unnecessary details or too many other issues. Although there is no time limit, it is not wise to drone on and on for hours. Thirty minutes to one hour is appropriate.

In closing, present a list of 10 things you love about your partner and make it part of the conversation. When you have said what you need to say, reassure your partner that you do love them and would like for both of you to continue to work together to communicate better.

Lovingly express to your partner how it felt to have them be a committed listener. You might say:

"Thank you for listening to how I feel about our relationship. It feels good to know that you care enough to hear what I have to say. Thank you. I love you."

Give them a hug and do not have any further conversation together about it that night.

Step #2 - When it's your turn to only listen:

Communication is the singular activity we all share. Expressing our needs, wants, thoughts, feelings and opinions clearly and effectively is only half of the communication process needed for interpersonal effectiveness. The other half is listening and understanding what others communicate to us.

Empathic listening gets inside your partner's frame of reference. You begin to see the relationship the way they see it, you understand their paradigm, and you begin to understand how they feel. It is human nature to want to work with, not against, someone who understands you.

Communicating is Not Optional How to Listen So Your Partner Will Talk

Being inattentive indicates a lack of interest in what your partner is saying and possibly the relationship. Pay attention. This you must do for this process to work.

Listening must also be intentional. When you are not intentional about listening, you only hear about half of the conversation, if that much. It would be wise to assume that one-sided conversations do not work. Intentional listening can only be effective and only occurs when you listen without expectations of what will be said and without judgment of what was said or for what reason it was said.

To be a committed, empathic, intentional and thoughtful listener is to demonstrate a high degree of respect for your partner. Good communication is not about allowing your relationship to function on autopilot; it's about being intentional about saying what needs to be said and listening thoughtfully to what is spoken.

Practice this process and not only will your communication methods be improved, but the content of your messages will get better too. You will learn to talk with - not "to" - each other more clearly and effectively.

This process does not allow you to talk when it's your partner's time to talk. You have nothing to say, nothing to fix, no denials, no justifications, no answering, no explaining, no nothing. You only listen.

No smirks that may signify belittlement or disagreement. Facial gestures and not looking into the eyes of your partner are inappropriate. If you can only say, "Hmmmm," "Say more about that," "What else?" without an attitude, then do it. Otherwise, it is much better to say nothing.

The purpose of saying nothing is to honor your partner's right to express their thoughts and feelings. Listen. Show respect.

When listening, resist the urge to formulate your own rebuttal to what your partner is saying. This will only inhibit your ability to truly hear what is being said. Pay attention. Put aside your own personal beliefs, judgments, evaluations and notions about what is being said.

It's okay to take an occasional note while your partner is talking if you need to remember to spend some time thinking about a particular point or to let them know how you feel about it when it is your turn to talk.

Identify the distinction between merely hearing the words and really listening for the message. When we listen effectively we understand what the person is thinking and/or feeling from your partner's own perspective. It's called empathy.

Your own viewpoint may be different and you may not necessarily agree with your partner, but as you listen, you begin to gain a better understanding of the feelings of your partner.

The only thing you get to say comes after your partner concludes and that is:

"I listened carefully to what you said and I appreciate the opportunity to only listen. I will continue to do my best to be a better listener. Thank you. I love you."

This acknowledges that you were listening.

After you both have had some time to absorb the information your partner has presented, it will be time for you to both talk and both listen and reach some workable solutions.

When both of you have had your turn speaking, you must agree to get together to mutually discuss solutions to the issues you have together. Think about what your partner communicated to you.

Step #3 - Have a mutual, low decibel level, interactive conversation:

If you have appreciated being listened to by your partner, then the first time you both enter into a two-way conversation about your issues, it will be different than previous conversations, hopefully more on target, with an intention to work together.

No raising of voices. Be calm and collected. No "shooting or shouting matches!" It's about mutual respect.

This is also a time to ask for clarification if you did not fully understand any of your partner's comments. Do your best to reach some agreeable solutions about your top two or three issues. Do not attempt to fix all your issues in one session.

When you cannot find an alternative solution that you can agree on, look for an option that is acceptable to both of you, or negotiate an agreeable compromise. Neither gets everything he/she wanted, but each gets enough to be satisfied.

Look at all options. There is never only one solution to every problem. Do your best to translate the big picture into specific actions that you can mutually agree upon. A common mistake is focusing too much on what you might lose and not enough on what you both could gain.

You will most likely need to schedule more time to talk over remaining issues as well. You also may need to schedule additional time to be listened to. I recommend that you do this process more than once to get accustomed to treating your partner with respect when they have something to say.

Two-way communication breaks down when either partner fails to communicate in return or when one partner holds on to being "right" about their position without any regard for the happiness of the relationship.

If you experience a break down during the conversation and it deteriorates because both of you become so emotionally distraught over an issue that neither of you can effectively function, declare a "time-out."

If you want to doom this process to failure, keep talking when you are angry. That doesn't work! Agree to cool off, and come back to talk the next day. It's important to decide on a time to continue.

If no resolution can be reached, perhaps it will be time to schedule a relationship coaching appointment to have a third-party assist in negotiating the situation.

When emotionally charged disagreements occur in the future, and they will, stop short of name-calling, verbal assault, blaming, etc., and take a time-out to think about what the disagreement is "really" about. Next, use this process to help you get back on track and watch your relationship go from mediocre to magical.

Communicating is Not Optional How to Listen So Your Partner Will Talk

Old habits die hard, and a couple trying this process for this first time usually will find it an exhausting experience. Communicating requires a sustained commitment.

It takes 21 to 30 days to establish a new habit. It is a wise couple who will makes plans to take time every day to share loving conversation with their partner. Having a specific time each day is another important factor that helps to assure the other that the conversation will take place.

Remember, relationships are something that must be worked on "all the time," not only when they are broken and need to be fixed.

Also remember to mutually agree upon a signal that you can use when one partner begins to get off track, raise their voice, rehash the past, etc. This is very important. Give the "time-out" signal. Say with a gentle voice and a forced smile, "You're doing it again" and calmly walk away from the conversation.

Treat each other with kindness. Catch your partner doing something right and acknowledge them for it. Look for the good in your partner, rather than focus on what you don't like or dwell on past mistakes.

The next time you're feeling frustrated about your relationship, relax and stop trying to make everything perfect. Learn to accept the things you cannot change. Being too active about pursuing change limits your ability to enjoy those aspects of your relationship that are already good. 

There is no future in the past. Once you have completed this process, bringing up old stuff over and over again only and always reopens the wound. What you think about and speak about, you bring about. Think only "good" thoughts about your partner and watch what happens.

Never criticize, condemn or complain. Avoid the "blame game." It's easy to blame your partner, however, relationship problems are shared problems. Accept responsibility for your share of the problem and communicate this to your partner.

These are great guidelines to follow and difficult at best, however, doing so will help you communicate more clearly and effectively, contribute greatly to the success of your relationship and help you move beyond the #1 problem in relationships. . . undelivered communications.

Communication is a requirement for a healthy, wholesome, happy and successful relationship. There is no other way. This process will help you create a safe, trusting place to speak openly with your partner.

Trust is the very foundation of a healthy love relationship. There can be no trust without conversation, no genuine intimacy without trust.

APA Reference
Staff, H. (2008, December 11). How to Listen So Your Partner Will Talk, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/relationships/celebrate-love/communicating-is-not-optional-how-to-listen-so-your-partner-will-talk

Last Updated: June 7, 2019

Good Mood: The New Psychology of Overcoming Depression Chapter 19

Values Therapy and Religious Despair

Appendix for Good Mood: The New Psychology of Overcoming Depression. Additional technical issues of self-comparison analysis.A person with a traditional Western belief in God sometimes loses that belief because the world of events does not square with the traditional belief in God the Father who rewards good and punishes evil. This is the story of Job - why is the good man Job so afflicted? The other side of the coin is found in Psalm 73, where the Psalmist inveighs that the wicked flourish. The Nazi Holocaust affected many survivors, Jewish and non- Jewish, in this fashion. Such tragedies can shake a traditional Western religious belief to the extent that it cannot be repaired with simple arguments that evil and good get their just rewards in the long run or in heaven.(1) Values Therapy may de the only cure in such sitaution.

A related cause of depression that requires Values Therapy is "loss of meaning," as discussed in the previous chapter. Often this occurs when a person implicitly has a view of the world derived from the Greco-Christian concept of a world ordered by God or nature to "serve" humankind. If for scientific or theological reasons a person comes to doubt this purposive view of the world, life may "lose its meaning" as occurred to Tolstoy. Today this is commonly called "existential despair."

A person's psychological structure and personal history interact with the event that leads to loss of meaning, both in explaining its occurrence and in influencing the severity of the depression that results. But Values Therapy focuses on the beliefs themselves rather than on the precipitating event.

There are two approaches to the good-and-evil crisis - spiritual and secular. The secular approach also is often appropriate for a loss-of-meaning crisis.

Buber's Cure for Religious Despair

Misfortune to good people, and the triumph of evil, causes bitterness and then religious despair to some religious people. This is the theme of Job and of Psalm 73, and it is a subject with which Western religious thinkers have struggled.2 The traditional believer experiences a loss of faith in the concept of God the Father who wisely rules the world rewarding good and punishing evil. A requirement of an appropriate reply to this enigma is that it remove this suffering.

Buber's answer to the contrast and conflict "between the horrible enigma of the happiness of the wicked and [the] suffering" of the author of Psalm 73 is that the sufferer must become "pure in heart."

vThe man who is pure in heart, I said, experiences that God is good to him. He does not experience it as a consequence of the purification of his heart, but because only as one who is pure in heart is he able to come to the sanctuaries. This does not mean the Temple precincts in Jerusalem, but the sphere of God's holiness, the holy mysteries of God. Only to him who draws near to these is the true meaning of the conflict revealed.(3)

But what does Buber mean by "purification?" Laymen - and even other theologians, I suppose - have difficulty in understanding theological writings because they are couched in special theological language and concepts. Hence we often conclude - perhaps correctly - that theological writing is gibberish. But elucidation of theological writings can sometimes reveal great truths, though perhaps stated only obliquely. I believe this to be the case with Buber's interpretation of Psalm 73.

"Purification" clearly does not mean "moral purification" to Buber. He tells us that the Psalmist found that "to wash his hands in innocence" did not purify his heart.

As I understand Buber, to purify one's heart is to turn inward and to seek inner peace. This inner peace Buber identifies with, and labels as, "God," though it could just as well be called "Feeling X" or "Experience X." And the quest for inner peace will almost inevitably produce inner peace. "To seek God is to have found him" in the words of one sage. Or in Buber's words, "The man who struggles for God is near Him even when he imagines that he is driven far from God."(4)

How may one achieve the purification of inner peace? For Buber, prayer certainly was an important element, "prayer" here meaning the reading or saying or thinking expressions of such sentiments as awe at life and the universe, and gratitude for them, though of course there are also many other sorts of prayer. For some other people, however, a similar inner peace and purification can be achieved by systematic breathing and relaxation, concentration exercises, immersion in nature, meditation, or other procedures. A combination of these methods - all of which are related psychologically and physiologically - can be particularly efficacious.

But why "purification?" It is common to identify experiences of awe and wonder and inner peace with the term "God," and hence Feeling X has a connection to God. But how does "purification" fit in?

The answer lies in the commonly-observed fact that, in addition to inner peace, along with Feeling X comes joy and a sense of awe at life and the universe. Even more, Feeling X tends to produce a cosmic sense of kinship with all people and all nature, which dissolves anger, envy, and greed. For this the term "purification of the heart" certainly fits.

The sequence, then, is not from purity to Experience X, but rather from the search for Experience X, to achieving Experience X, to purity of the heart. This process can remove the depression following loss of faith that an active God intervenes in the world to punish evil and reward virtue.

Only some fabled yogis can achieve Feeling X permanently. And few of us would want to.(5) But Buber stresses that, for the Psalmist, God says, "I am continually with thee." (Christians would say that grace is always being offered.) This means that the possibility of Feeling X is always there, to be achieved whenever a person diligently seeks after it, whenever a person directs and molds the mind in these ways that conduce to inner peace.

One may choose to think of the occurrence of Feeling X as purely natural, a product of one's mind (self-control and imagination) and of body (effects of breathing and posture on the nervous system). Or one may believe that a transcendent non- natural force, commonly called God, is responsible. But if one chooses the latter course, the God concept is not a God involved with the course of human affairs or reward and punishment, but rather a God of the creation of inner peace and purification of the heart, concerning which "there is nothing left of Heaven."6

Not all people can or are willing to follow Buber's way. It requires that a person not automatically reject such a spiritual way. It also requires that the person have a modicum of natural capacity for spiritual experience, just as enjoying music requires some natural capacity (though perhaps all persons are so endowed). For those who cannot follow Buber's way there is at least one other way, completely secular. This way also is appropriate for a loss-of-meaning crisis.

A Secular Response to Religious Despair

The secular way is to inquire into what a person considers important - which might be non-violence, happiness for one's children, a beautiful environment, or one's nation's success. Upon inquiry, most people will agree that they have a "taste" for their own values and believe these values to be important without having to justify them from a religious or world view.

Values Therapy then asks the person simply to treat as important the values he says he believes are important - to recognize that he is asserting and affirming that there is meaning in these values and their associated situations. Bertrand Russell commented that no philosopher is in doubt about objective reality when holding a crying baby in the middle of the night. Similarly, secular Values Therapy asks a person to acknowledge that which is implicit in his values and behavior, to wit, that the person does find meaning in various aspects of life even while the person is ostensibly in doubt about meaning in general. This contradiction sometimes leads a person to abandon the general question about whether life has meaning, on the grounds that the question is a meaningless linguistic in the person's mind, and itself the source of the unnecessary and avoidable depression. (For others, of course, statements about the meaning of life can be unconfused and meaningful.)

Summary

Sometimes a person with a traditional Western belief in God loses that belief because events in the world do not square with the traditional belief in God the Father who rewards good and punishes evil. A related cause of depression is "loss of meaning." about one's life. There are two approaches to such crises - spiritual and secular. The chapter discusses both these approaches that are so intertwined with a person's most fundamental beliefs.

next: Epilogue: My Misery, My Cure and My Joy
~ back to Good Mood homepage
~ depression library articles
~ all articles on depression

APA Reference
Staff, H. (2008, December 11). Good Mood: The New Psychology of Overcoming Depression Chapter 19, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/depression/articles/good-mood-the-new-psychology-of-overcoming-depression-chapter-19

Last Updated: June 18, 2016

The Romantic Kiss

A kiss has been described as the height of voluptuousness. It has a lovely, luscious and lusty legacy.

The Romantic KissKissing is an act of quiet intimacy and often borders on the erotic. It can be brief and cool or lengthy and hot.

It can be highly romantic, building to a succulent crescendo of emotion and passion or passed off as something that is expected and therefore no big deal.

Any day is a good excuse for pucker practice.

Two pairs of lips are for kissing. It is an essential element for communicating love and affection in your relationship.

A kiss is a secret told to the mouth instead of the ear; kisses are the messengers of love and tenderness.

"A kiss is a lovely trick designed by nature to stop speech when words become superfluous."

Ingrid Bergman

A kiss speaks many different meanings to its lover; when it is missing, many interpretations as to the reasons for its absence surface. These interpretations can become invisible wedges that prevent love from expressing.

When love is present, kissing is an important part of expressing that love. Pay attention to it. Breathe. Relax. Slow down. Concentrate and engage the electricity in your body.

Kissing does not always have to be a prelude to making love.

Happiness is like a kiss - in order to get any good out of it, you have to give it to someone else.

A kiss is a pleasant reminder that two heads are better than one.

This story from Pravda, the Russian News Service, shows that even in the former Soviet Union, couples are rediscovering what we refer to as "The Mighty Kiss".


continue story below


In case you thought the kiss was little more than a "romantic handshake", we've decided to let you in on a little Russian research that shows that the kiss is so much more than a mere gateway to romantic expression. Here are just a few of the powerful effects the might kiss will have on you!

Kissing stabilizes cardiovascular activity, decreases high blood pressure, and lowers cholesterol.

Kissing prevents cavities and plaque build-up by stimulating saliva production while preventing gingivitis through the calcium present in saliva.

Kissing stimulates over 30 facial muscles which smoothes out skin and increase blood circulation to the face.

Kissing burns 12 calories per five-second episode and three passionate kisses a day will help you lose one pound!

"Kissing is a means of getting two people so close together that they can't see anything wrong with each other."

Gene Yasenak

Kissing prevents the formation of the stress hormone glucocorticoids which causes high blood pressure, muscle weakening and insomnia.

Kissing does its part to vaccinate people from new germs. Saliva contains bacteria, 80% of them are common to all people with 20% unique to each person. By sharing saliva with a partner, you are stimulating your immune system to respond to the different bacteria you are being exposed to. The result is that your immune system creates certain anti-bodies to these new bacteria, which in effect vaccinates you against these germs. This process is called cross-immunotherapy.

Finally, you may not be surprised to know that kissing offers an express analysis of genetic compatibility. While you are kissing, your brain conducts instant chemical analysis of your partner's saliva and issues a "verdict" of your genetic compatibility. Think about it. Don't you know much more about what you like or don't like in a person after one kiss? And kissing is much more fun than taking a relationship inventory!

Oh, did we mention kissing also cures hiccups?

The next time you want to give your sweetheart the perfect gift, may I suggest that you use your lips to speak to your sweetheart instead of your wallet. Actions speak louder than words!

Kiss someone you love today!

Kissing School: Seven Lessons on Love, Lips and Life ForceKissing School: Seven Lessons on Love, Lips and Life Force- Cherie Byrd - Enduring a terrible kiss can be more than just unpleasant. It can add tension to intimate moments, or worse, end a great romance before it even starts. After personally saving a relationship by teaching her partner how to kiss, Cherie Byrd transformed the experience into her successful Kissing School! program, in which hundreds of couples from around the world have since participated. Kissing School distills the workshop's most useful teachings, and quickly ushers readers beyond quick pecks and "Can you feel my tongue?" action to enter a realm of soul-stirring, heart-lifting, body-shaking kissing.

next: Jazz Up Your Relationship!

APA Reference
Staff, H. (2008, December 11). The Romantic Kiss, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/relationships/celebrate-love/romantic-kiss

Last Updated: June 1, 2015

About Adrian Newington

Adrian Newington

"Still My Mind" is the name of the title track of my Debut Album released in mid 2005, and represents the motivation in my personal philosophy and the purpose of my music ministry. It is my quest for personal peace.

At this Web Site, I offer material to anyone seeking the inspiration necessary to help bring about change in the quality of life. I attempt to bring this to you through my music, and a sharing of the personal understandings I have obtained through life.

If you're searching for some answers, or trying to bring about real change in your life, I hope that what I have presented via these pages and my music will benefit you. I, myself, have found the process of self-inquiry and self-discovery profoundly liberating and I have written a variety of texts and make them freely available to anyone wishing to read them. I hope that your thinking and your life may be uplifted through the sharing of these works.


ABOUT MYSELF: I am currently employed in a computer and network support role. I have been playing guitar since 1966, and my main musical influences are...

Artist

Specific Influence

Beatles

Harmonies, Rhythms & Lyrical Poetry.

Don McLean

Lyrical Poetry & Finger Picking style of guitar playing.

Cat Stevens

My first experience of spiritual content in a modern contemporary format.

Eagles

Harmonies.

Crosby Still Nash & Young

Harmonies, Lyrical Poetry.

I am a published songwriter of spiritual music with 5 songs being chosen for inclusion in an album with the incredible vocal talents of Fr Paul Gurr. (Carmalite). "Still Waters" - Spectrum Publications

I performed with a collection of musicians & singers at the Beatification ceremony of Sister Mary McKillop, held at the Randwick Racecourse in Sydney Australia. 1997.

I served as an enlisted member of the Royal Australian Air Force for 6 years.

I have been part of a team that taught yoga and meditation in a State Prison System, and have offered my experience to facilitate meditation classes at a local outreach centre. I am a practicioner of Reiki at level 2. I have attained a Certificate in Disability Support, and worked in that arena for about 2 and a half years.

the Long Machiato

My Favourite Drink
mmmmm.... the Long Machiato


 


next: I Am the Heart Introduction

APA Reference
Staff, H. (2008, December 11). About Adrian Newington, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/alternative-mental-health/still-my-mind/about-adrian-newington

Last Updated: November 22, 2016

Explaining ADHD Medication to Your Child

You have a child with ADHD. Should you explain to him/her why they need ADHD medication? If so, how do you talk to your child about medication for ADHD?

You have a child with ADHD. Should you explain to him/her why they need ADHD medication? If so, how do you talk to your child about medication for ADHD? ADHD expert, Dr. David Rabiner weighs in on the subject.A common question and concern that parents often have is whether and how to explain the issue of taking medication to their child with ADHD. This is a really important issue that I think warrants careful attention and concern.

I can not tell you how many times I have encountered children who had been taking ADHD medications for years never really understanding why. In my opinion, this is a critical oversight. Now, as far as what to say... First, a caveat. I do not know your child and thus can not really provide specific suggestions about what would be best. Instead, I'll present a set of general guidelines that can be modified to be most appropriate to your child's specific situation. I have found that even young children are generally receptive to a straight-forward explanation about why medication is being tried and what it can do. If you have questions about what is and is not appropriate to say, please discuss this with your child's health care provider.

For grade school child with ADHD, I would say something like the following: (What follows is much more of a monologue than would generally occur and it is always important to give the child plenty of opportunity to ask questions.)

You know, kids your age differ in lots of ways. Some are short and some are tall. Some are really fast and others are not so fast. Some can read really well and some have a harder time learning to read. There are just lots of ways that kids differ.

Kids can also differ in how energetic they are and in how their mind works. Some kids don't seem to have very much energy - they just like to sit around. Other kids have so much energy, though, that it is very hard for them to sit still. Having all this energy can be great for some things, but when you have to sit still and pay attention to something - like you have to do at school - it can make things difficult. Some kids are also able to really concentrate and think about one thing for a long time. For other kids, though, their mind sort-of jumps from one idea to the next. Having all these different ideas can be great, but when you have to focus on just one thing at a time, it can make things hard.

Sometimes kids with so much energy and so many different ideas need some help being able to sit still and focus on one thing at a time. One of the things that can help a lot with this is a kind of medicine. What the medicine can do is make it easier for you to stay in your seat and pay attention when you need to at school. It can also make it easier to slow down a bit so that you can make good choices about the kinds of things you do.

Now, your doctor and I think it makes sense to see whether some medicine can make these things easier for you. That way, you will be able to use all your energy and ideas to get the things done that you need to and to make good choices about your behavior and the things you do. The medicine should make it easier for you to do these things, but we'll also need you to keep trying really hard as well.

Now, there are several different medicines that kids can take to help with this. Not every medicine works for every child and we may have to try a few different ones to try and find one that is best for you. If we stick with it, though, there is a very good chance that we will find a medicine that can help with some of the challenges you have been having at school." (Note: This assumes that the child is aware of the difficulty they have been having and that this has been discussed with them. Presumably, this would be the rationale given for why they were seeing the doctor in the first place.)

A few other things to mention. First, as hopefully comes through above, I try to convey to the child that the ADHD medicine is not a "magic pill" and that the child has to also try to follow rules and make good choices. After all, if medication works, all it does is to help the child have more control over his or her behavior, but how the child chooses to exercise that control is still up to them. A child can make thoughtful decisions about not to comply just as easily as impulsive ones. What you want to convey is a sense that the child is responsible for his or her behavior and that if they do better it is just as much because of their efforts as the medication alone.

About the author: Dr. David Rabiner is a child psychologist and Senior Research Scientist at Duke University. Dr. Rabiner produces a monthly online newsletter, Attention Research Update, that helps parents, professionals, and educators keep informed about new research on ADHD. To sign up for a free subscription, please visit http://www.helpforadd.com.



next: Medication Treatments for ADHD: First-line Therapy - Psychostimulants
~ adhd library articles
~ all add/adhd articles

APA Reference
Staff, H. (2008, December 11). Explaining ADHD Medication to Your Child, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/adhd/articles/explaining-adhd-medication-to-child

Last Updated: February 14, 2016

To Zip or Not to Zip

Chapter 107 of the book Self-Help Stuff That Works

by Adam Khan

MY WIFE, KLASSY, WAS UPSET about something. As usual, I was trying to help her fix it, which just annoyed her even more. "You don't listen to me," she said, "You just don't understand how I feel." She had said that to me many times before. I must not have been listening.

Of course, when I'm troubled, she listens and I feel better. All of a sudden it occurred to me to find out how she did it. Maybe she had some strategy.

But when I asked her, all she could tell me was, "I just try to see things from your point of view." I'd heard that one before. I pressed her for more detail, and after awhile, she was able to tell me what she did. She had been using a technique without realizing it.

Her method is a lot easier than reading How to Win Friends and Influence People by Dale Carnegie, which I've done eight times. Good book. But Klassy's one technique incorporated almost every principle in Carnegie's book in one simple mental maneuver.

Here's what she does: She imagines walking around behind me and unzipping my back. She climbs inside and looks out my eyes, sees what I see, hears what I hear and hears it the way I hear it " from my point of view. She tries to imagine what it would feel like inside me. It's a very effective technique for how to walk a mile in someone's moccasins.

All my life I've heard the good advice: "Try to see things from the other person's point of view," but I always thought of it as metaphorical. Apparently it's not a figure of speech. It's a direct and perfectly clear instruction to literally imagine myself looking out through another's eyes. Their eyes are the points from which they view not metaphorically, but in fact.

When I do this, it changes the way I feel about the person I'm listening to and they can tell. I don't know how, but people can tell I really understand them and that I'm not merely going through the motions of trying to appear as if I understand. And all I'm doing is seeing things from the other person's point of view literally.

Imagine yourself looking out from inside another's body.

How to be here now. This is mindfulness from the East applied to reality in the West.
E-Squared


 


Expressing anger has a good reputation. Too bad. Anger is one of the most destructive emotions we experience, and its expression is dangerous to our relationships.
Danger

Comparisons are natural. Indeed, you can't really help it. But you can direct it in a way that enhances your relationships, even making you feel better about people you haven't even met yet.
How You Measure Up

It is unnecessarily limiting to label yourself shy, outgoing, Aries, Taurus, strong, weak, or any other label. Be your true, flexible self and you'll be better off.
Personality Myth

There may be evidence that prayer may actually have medical benefits, even if the prayed-for doesn't know it's happening.
Send a Blessing

Why is it important to make a good impression? Because human brains aren't perfect and are biased by our earliest conclusions.
Very Impressive

next: Take the Sting Out

APA Reference
Staff, H. (2008, December 11). To Zip or Not to Zip, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/self-help/self-help-stuff-that-works/to-zip-or-not-to-zip

Last Updated: March 31, 2016

Abusing ADHD Drugs Can Prove Deadly

When used properly ADHD medications for children are safe and effective. However, abuse of stimulant medications for ADHD can be deadly.

From Food and Drug Administration (FDA)

"I really see a difference in my grades. Without it, I don't think about things. I can't pay attention." --Christy Rade, 16, Des Moines, Iowa, commenting in the Aug. 26, 1996, Des Moines Register on her treatment for attention-deficit/hyperactivity disorder (ADHD) with Ritalin, the brand name for the stimulant medicine methylphenidate.

"Teens Learn Dangers of Ritalin Use; 19-Year-Old Man Dies After Snorting Stimulant at Party" --a headline in the April 24, 1995, Roanoke Times & World News, Roanoke, Va.

If, like Christy Rade, you're taking stimulant medicine for ADHD, you are not alone. In mid-1995, about 1.5 million school-age youngsters did so, reported Daniel Safer, M.D., and colleagues in Pediatrics, December 1996.

But, as the Virginia headline points out, abuse of this ADHD medicine can be deadly.

In ADHD, brain areas ruling attention and inhibition don't work very well. Most children with ADHD are inattentive, impulsive and hyperactive. In teenagers, the hyperactivity often quiets to a restlessness. For some, paying attention is their biggest problem. Others are mainly impulsive and hyperactive.

The Food and Drug Administration has approved several stimulant medicines for treating ADHD: methylphenidate (Ritalin and generics), dextroamphetamine (Dexedrine and generics), methamphetamine (Desoxyn), and an amphetamine-dextroamphetamine combination (Adderall). FDA recently restricted another approved stimulant, pemoline (Cylert), to secondary use, as it can cause liver failure.

The drugs stimulate the central nervous system, but no one knows exactly how they work in treating ADHD.

"Stimulants have been used to treat ADHD for over three decades," says Nicholas Reuter, FDA associate director for international and domestic drug control affairs. "And the amount used has increased steadily during that period. Methylphenidate is the most widely used."

Not everyone with ADHD requires or responds to stimulant treatment.

Risk of Abuse of Stimulant Medications

When used properly ADHD medications for children are safe and effective. However, abuse of stimulant medications can be deadly.Because stimulant medicines have a high potential for abuse, the U.S. Drug Enforcement Administration has placed stringent controls on their manufacture, distribution and prescription. For example, DEA requires special licenses for these activities, and prescription refills aren't allowed. States may impose further regulation, like limiting the number of dosage units per prescription.

DEA has repeatedly urged greater caution in use of these ADHD drugs, especially in light of their abuse among adolescents and young adults.

Ritalin's manufacturer, Ciba-Geigy Corp., began a campaign in March 1996 to reduce abuse. In nationwide mailings to doctors and pharmacists, the firm called attention to the risk of stimulant abuse and cautioned doctors to be especially careful in diagnosing ADHD. Enclosed were behavior rating scales for doctors to use and handouts for patients, parents and school nurses.

Taken properly, Ritalin in and of itself is not addictive, says Wendy Sharp, M.S.W., a social worker and researcher at the National Institute of Mental Health's child psychiatry branch. So people with ADHD do not get addicted to their stimulant medicine at treatment dosages, she says. "There have been unfortunate cases reported in the press, however, of teenagers who have taken Ritalin from other kids and snorted it, like cocaine."

According to Reuter, "Although methylphenidate production and availability have increased dramatically since 1990, national drug abuse surveys indicate that the abuse level and associated public health consequences remain below that of other stimulant medicines such as cocaine, amphetamine and methamphetamine."

Patricia Quinn, M.D., a developmental pediatrician in Washington, D.C., and author of many books on ADHD, adds, "There's actually less substance abuse in people diagnosed with attention deficit disorder who take medication and do well than in the general population. Adolescents I've worked with are trying to straighten out what's going on."

Diagnosing Difficulties

About 30 percent of young people with ADHD aren't diagnosed until middle school or later, says Quinn. These students are very bright, she says. "The more intelligent you are, the better you cope--until stressors in the environment outpace your ability to cope. Maybe your disorder becomes a problem in high school when you have only lecture classes, or in college when you have to do everything for yourself and go to class, too."

By the time someone with undiagnosed ADHD gets to middle school or high school, the main complaint is classroom underachievement rather than hyperactivity or distractibility, Quinn says. Some people shorten the name to ADD when it affects older people. "But you shouldn't assume that everyone who is underachieving has ADHD."

And, not everyone with attention difficulty has ADHD.

For example, when Linda Smith (not her real name) was 16, she had extreme difficulty concentrating. ADHD was suspected. Thorough examination, however, revealed the culprits were anxiety, depression and a sleep disorder, which are improving under a treatment plan that includes medicines and counseling.

Narrowing a diagnosis to ADHD requires more than a single visit to the doctor. Substantial detective work by the doctor involves talking not only to the patient, but also to the parents and to nurses and teachers at the patient's various schools.

"I ask to see all report cards from kindergarten on," Quinn says. "Teachers usually comment, 'He would do so much better if he could only pay attention.' One mother said of her son in high school, 'One day in first grade, he came home without shoes. He didn't know where he put them.' Kids with this disorder lose their jackets, shoes. So he had symptoms early on."

There is no biological test for ADHD. Doctors base their diagnosis on guidelines set by the American Psychiatric Association.




Deciding to Use Stimulants for Treating ADHD

Stimulant treatment begins as a "trial," so you and your parents should tell the doctor regularly about improvements, such as handling school tasks better, and any side effects. The most common side effects are nervousness, sleep difficulty, and appetite loss. Less common are skin rash, nausea, dizziness, headache, weight loss, and blood pressure changes. Immediately report such serious effects as confusion, breathing difficulty, sweating, vomiting, and muscle twitches, which may signal too high a dose.

With this information and further examination, the doctor can determine the most effective dose that causes no, or only tolerable, side effects.

Patients who need stimulant medicine only for paying attention may not need it at all during weekends and summer vacations. If their difficult subjects are in the morning, a morning dose may be enough most days. Other patients need stimulant medicine much more often.

Stimulants are not for everyone with ADHD. For example, they shouldn't be used in someone with marked agitation, a twitching known as a tic, or the eye disorder glaucoma.

And like all medicine, stimulants pose risks. Whether to use stimulants is a case-by-case decision based on how the benefit stacks up against the risk.

In January 1996, FDA announced that in studies of rodents given methylphenidate, the drug produced a "weak signal" for the potential to cause liver cancer. The cancer occurred in male mice but not in female mice or rats. At FDA's request, Ciba-Geigy informed doctors and, along with other methylphenidate manufacturers, added the findings to their drugs' labeling.

Accompanying health problems like depression may require other medicines or psychotherapy.

"Individual therapy for ADHD may not be helpful," Sharp says. "Probably the most beneficial treatment for ADHD involves the entire family system, and behavior management is usually a large part of this treatment."

Some people have linked ADHD to sugar and food or color additives. "Research in this area has raised questions and contributes to understanding," says Catherine Bailey, an FDA science policy analyst. "But the idea that individual food substances cause ADHD is unproven. Still, if people want to avoid substances they perceive as problems, they should be sure to read food labels."

Moving Forward

Scientists don't know exactly what causes ADHD, but it tends to affect several in a family. When an identical twin has ADHD, the other usually does, too. Sharp had recruited twins for research to help clarify this.

While more males than females have ADHD, the gender gap is narrowing. Males taking medicine for the disorder outnumbered females 10 to 1 in 1985 but only 5 to 1 in 1995, the authors of the 1996 Pediatrics article stated.

Probably the hardest part of having ADHD is accepting the diagnosis, Quinn says. She stresses the importance of looking at everything else that's good in your life.

"The disorder is part of who you are and, yes, you have to control it," she says. "But it doesn't define you. It's okay to have attention disorder, so long as you know what to do about it."

Dixie Farley is a staff writer for FDA Consumer.


Helping Yourself

The first step toward dealing successfully with ADHD is to learn as much as you can about the disorder, the pros and cons of stimulant treatment, and strategies for self-help.

If you have ADHD, self-help skills can be critical to your success in high school and college, and later on with your career. In her book Adolescents and ADD, Gaining the Advantage, developmental pediatrician Patricia Quinn, M.D., advises, "Set realistic goals. Be honest about your strengths and weaknesses." These tips from her book may help.

Taking Responsibility

Talk to the school nurse.

  • Bring up your concerns.
  • Ask if students with ADHD meet to share ideas. If not, ask how to start a group.
  • Ask the nurse to help your teachers understand your diagnosis and provide classroom support, such as more time for tests and a front seat away from distractions. People with disabilities or certain impairments are entitled to free, appropriate public education under the Individuals with Disabilities Education Act of 1990, Section 504 of the Rehabilitation Act of 1972, and the Americans with Disabilities Act of 1990. If your ADHD isn't being accommodated under these laws, ask the school nurse how to find out if it can be.

Be careful taking medicine.

  • Ask about your school's policy on taking medicines at school.
  • When parents deliver your medicine, be sure the prescription label lists your name, diagnosis, medicine name, dose, and, especially, when to take it.
  • Until taking doses on time gets routine, make notes to yourself or set your watch alarm.
  • To prevent mix-ups, always tell the person giving you the medicine your full name, see that the bottle is yours, and make sure you get the correct number of tablets.
  • Report side effects to your parents or the nurse.
  • Never "help out" someone else by sharing your medicine.



Improving School Work

Manage note-taking.

  • Write on every other line to leave room for ideas you might add later.
  • Leave out unimportant words, like "the" and "an."
  • List some abbreviations of your own at the front of your notebook for reference.
  • Ask a friend to take notes over carbon paper to provide a copy for you.
  • Ask teachers to let you have a copy of their notes.
  • Make an audio-cassette recording of lectures, especially before tests.

Understand what you read.

  • Read while you are fresh.
  • Decide what you're looking for. Then skim the material, noting pictures and graphs and reading the headings and bold print.
  • List unfamiliar words, then look them up. Get help if you don't understand a meaning.
  • Read assigned questions before the material. Then write answers as you read along.
  • Highlight or underline important information on your study sheets.
  • Read the material again.

Improve written assignments.

  • Use a computer with a spell-check. Writing on a computer can also help you organize your thoughts.
  • To check spelling without a computer, start at the bottom of the page and move up.

Improve math assignments.

  • If you start to feel lost in a unit, tell your teacher, advisor or tutor immediately, as each new math concept builds on what you've already learned.
  • Leave space between examples. Line up the numbers in columns carefully.
  • Check each math solution before handing it in, especially on tests.
  • Practice math in the summer with worksheets or summer school.

Study smarter.

  • Study with a partner.
  • Use your textbook's headings and subheadings for a study outline.
  • Put important information on cards or audiotape for reviewing.
  • Organize your notes and worksheets by topic. Study some each night.
  • Allow two nights for review before a test.
  • Get plenty of sleep the night before a test.
  • If you get anxious when you can't answer a test question, stop and take deep breaths. Then jot down some facts you do know, which may trigger the answer.
  • Discuss your school routine and grades with your advisor weekly or even daily.

(Adolescents and ADD, Gaining the Advantage is published by Magination Press, New York, N.Y.; telephone 1-800-825-3089.)




Diagnostic Guidelines

According to the American Psychiatric Association, a diagnosis of ADHD must meet the following guidelines:

  • The patient must often have:

    either six of these inattention symptoms:

    • does not pay close attention to details or makes careless mistakes
    • has difficulty sustaining attention in activities
    • does not seem to listen when spoken to directly
    • does not follow through on instructions and fails to finish duties Abusing ADHD Drugs Can Prove Deadly
    • has difficulty organizing tasks and activities
    • avoids, dislikes, or is reluctant to do tasks requiring sustained mental effort
    • loses things necessary for tasks or activities
    • is easily distracted
    • is forgetful in daily activities

    or six of these hyperactivity or impulsiveness symptoms:

    • fidgets with hands or feet or squirms in seat
    • leaves seat in classroom or other times when remaining seated is expected
    • inappropriately runs about or climbs excessively or, in older patients, feels restless
    • has difficulty playing or taking part in leisure activities quietly
    • is "on the go" or acts as if "driven by a motor"
    • talks excessively
    • blurts out answers before questions have been completed
    • has difficulty awaiting turn
    • interrupts or intrudes on others, such as butting into conversations or games.
  • Symptoms must continue six months and be more frequent and severe than normal.
  • Evidence must show significant damage to social, academic or work functioning.
  • Some damage must occur in at least two settings, such as home and school.
  • Some damaging symptoms must have occurred before age 7, even with a later diagnosis.
  • The symptoms must not be due to another disorder.

 


 

More Information

Attention Deficit Information Network
475 Hillside Ave., Needham, MA 02194
(617) 455-9895

Children and Adults with Attention Deficit Disorders
499 N.W. 70th Ave., Suite 101, Plantation, FL 33317
(1-800) 233-4050
World Wide Web: http://www.chadd.org/

National Attention Deficit Disorder Association
(1-800) 487-2282
World Wide Web: http://www.add.org/

National Institute of Neurological Disorders and Stroke
(1-800) 352-9424
World Wide Web: http://www.ninds.nih.gov/

National Institute of Mental Health
Room 7C-02, 5600 Fishers Lane, Rockville, MD 20857
(301) 443-4513
World Wide Web: http://www.nimh.nih.gov/

FDA Consumer magazine (July-August 1997)



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APA Reference
Staff, H. (2008, December 11). Abusing ADHD Drugs Can Prove Deadly, HealthyPlace. Retrieved on 2024, April 19 from https://www.healthyplace.com/adhd/articles/abuse-of-stimulant-medications-for-adhd-can-prove-deadly

Last Updated: February 14, 2016