Analysis of benefits and risks of ADHD medications plus side-effects of medications for ADHD. And why using medications to treat ADHD is controversial.

Important Points

• Medications are NOT the only treatment for ADHD.
• The decision to use medications for treatment of ADHD requires knowledge and consideration.
• Other interventions (such as psychotherapy, educational accommodations, etc.) should always accompany the use of medications for ADHD.
• Periodic re-evaluation of ADHD medication use is essential, as a person's response and need can change over time.

What is ADD / ADHD?

Attention-Deficit/Hyperactivity Disorder (AD/HD, or ADHD) is characterized by two or more of the following:

• poor attention
• impulsivity
• hyperactivity.

The condition may take different forms: either inattentive or hyperactive/impulsive. Children are more often the ones diagnosed with ADHD, but many adults also maintain the attention impairments (ADD).

It is currently believed that ADHD is a neurobiological condition caused by genetics, conditions in utero, or possibly by relational trauma.

Why are medications often used for the treatment of ADHD?

Although the causes of ADHD are somewhat speculative, the source is generally believed to be a problem with either the structure or functioning of the brain. The most common view is that ADHD is a biochemical problem, related to an imbalance of the neurotransmitters in the brain. Thus, the use of medications is to regulate this presumed imbalance. Stimulants are the most frequently utilized type of medications for ADHD. Gabor Maté, M.D., author of Scattered: How Attention Deficit Disorder Originates and What You Can Do About It, offers this explanation and analogy:

• Even though ADHD individuals are generally hyperactive, their brain waves are slower at a time when they would be expected to be faster (when reading or other tasks are attempted).
• The brain's prefrontal cortex is supposed to sort out and organize sensations and impulses coming from the body and the environment, and to inhibit those that are not useful in a given situation. When this task is successful, there is order, as with a policeman directing traffic at a busy intersection.
• In an ADHD person, the prefrontal cortex is underactive, like a policeman asleep on the job, thus not prioritizing and selecting or inhibiting input. The result is a flood of data bits that keep the mind and body unfocused and in turmoil. Traffic is gridlocked.
• Stimulant medications wake the policeman and allow the prefrontal cortex to perform traffic direction more efficiently.

What are the medications for treating ADHD?

Stimulants

The most common medications for treating ADHD are stimulants. Stimulants have been the longest in use for treatment of ADHD, and have the most research studies on their effects. Although some have been used on children as young as age 3, most are recommended for age 6 or older. Long-term studies on the use of stimulants for the treatment of ADHD lean toward the discontinuation during adolescence, due to possible growth inhibition.

Stimulants for the treatment of ADHD may be shorter or longer acting formulations. Short/intermediate acting stimulants require dosages 2-3 times a day, while long acting stimulants last 8-12 hours, and can be taken once a day, thus not requiring a dose at school.

There are four main types of stimulants used for treatment of ADHD:

• amphetamines (Adderall)
• methylphenidate (Ritalin, Concerta, Metadate)
• dextroamphetamine (Dexedrine, Dextrostat)
• pemoline (Cylert - less commonly prescribed because can cause liver damage)

Non-stimulant

The newest medication for treatment of ADHD is Strattera. This medication is a reuptake inhibitor that acts on the neurotransmitter norepinephrine (which affects blood pressure and blood flow) in the same way that antidepressants act on the neurotransmitter seratonin, allowing the natural chemical to remain longer in the brain before being drawn back up. Because it is a non-stimulant, it may be less objectionable to some families. Nevertheless, it has similar side effects as other medications used for ADHD.

Antidepressants and anti-anxiety medications

In some cases, Antidepressants or anti-anxiety medications may be prescribed either in addition to or instead of stimulants for the treatment of ADHD. Most often, this determination is based on other symptoms, beyond those typical of ADHD alone. Antidepressants most commonly affect the neurotransmitters seratonin or norepinephrine. (the FDA advises that anyone on antidepressants should be watched for increases in suicidal thoughts and behaviors. Monitoring is especially important if this is the child or adult's first time on depression medication or if the dose has recently been changed. If the depression appears to be getting worse, an evaluation by a mental health professional should be scheduled as soon as possible).

Antipsychotic or mood-stabilizing medications

For certain conditions that include symptoms of ADHD, other medications may be prescribed. With a few exceptions for seizure disorders, antipsychotic medications are not prescribed for children and most mood stabilizers are not recommended for children or adolescents.

What are the side effects of medications for ADHD?

Persistent and negative side effects of stimulants have been documented, including sleep disturbances, reduced appetite, and suppressed growth, which might have important health implications for the millions of children who are currently taking medication for ADHD. Source: Centers for Disease Control and Prevention

Side effects most commonly include:

• decreased appetite or weight loss
• headaches
• upset stomach, nausea or vomiting
• insomnia or sleep difficulties
• jitteriness, nervousness, or irritability
• lethargy, dizziness, or drowsiness
• social withdrawal

All medications have side effects, and sometimes a change in dosage, brand or type of medication will allow for the usefulness of the medication while reducing the side effects. One problem with medications for ADHD is that they are most often prescribed for young children, who usually will not be able to accurately report side effects. This is one of the concerns about prescribing any medications for children.

Why is the use of medications for ADHD controversial?

The introduction of medications for the treatment of ADHD initially seemed like a miracle cure. Many believe that the benefits in terms of academic achievement and social behavior warrant the possible risks. However, there are also many concerns about the use of medications for ADHD, and as studies continue to monitor their effects, the controversy grows. Some of the most often-expressed concerns are:

Overuse

As cultures become more fast-paced with increasing time pressures on parents, children, and teachers, the use of ADHD medications seems a fast fix for a complex problem. Long-range effects on the developing brain are not known. Even when medications are advised, they should never be used as the exclusive treatment for ADHD. Additional interventions (such as behavior management, parenting skills, and classroom accommodations) must also be incorporated.

Age of children

Originally, ADHD medications were prescribed for school-age children, and use was generally discontinued at adolescence. In recent years, these medications have been prescribed at younger ages, and have been extended through adolescence and into adulthood. In some cases, doctors are diagnosing ADHD and prescribing medications for children as young as age 2, even though the controlled studies on these medications were not done on pre-school children. Understanding of normal child development and family behavioral management skills might be a more appropriate intervention for such young children.

Misdiagnosis of ADHD

ADHD is defined by behavioral symptoms. There is no specific test for ADHD. Behaviors that are common to ADHD may be caused by a variety of other sources, such as domestic violence, alcoholism in the family, inadequate parenting, ineffective behavior management, poor attachment to a stable caregiver, or a number of other medical conditions. The symptoms of ADHD are on a continuum that could be interpreted differently by any particular parent, teacher or physician. What one person would consider normally active for a child might be seen by someone else as hyperactive. What one adult can tolerate or handle might be seen by another adult as impossible behavior.

Sources:

• DSM-IV-TR, The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association.
• ADHD, Wikipedia
• Attention Deficit Hyperactivity Disorder publication by NIMH, June 2006.
• FDA Warning on Antidepressants
• The MTA Cooperative Group. A 14-month randomized clinical trial of treatment strategies for attention-deficit hyperactivity disorder (ADHD). Archives of General Psychiatry, 1999;56:1073-1086.

next: Guidelines for Use of ADHD Medication For Children
~ adhd library articles
~ all add/adhd articles

Many women complain of unwanted advances driven by a partner's need to get his money's worth from Viagra, the $10 little blue pill.

Millions of men have been able to enjoy sex again thanks to the famous . For years it was assumed that a man's rejuvenated sex life would be happily shared by his partner. But in a series of recent studies, researchers are noticing that the passionate romance with anti-impotence drugs does not always cut both ways.

Dr. Annie Potts, a psychologist at the University of Canterbury in New Zealand, began interviewing couples to determine if there are any downsides to treating erectile problems. She has heard from women who say that Viagra (sildenafil citrate) provides a renewed sex life, but at an unexpected cost. Many complain of unwanted advances driven by a partner's need to "get his money's worth on the $10 pill," with little input on their feelings. Some even feel that the men in their lives are more attracted to Viagra (sildenafil citrate) than to them.

"The thought of that little blue pill seems to get them very excited," explained one 60-year-old woman to Potts. "It's almost like they've fallen in love with Viagra (sildenafil citrate)."

"We won't have sex unless he's had the pill," said another woman who thinks her husband is addicted to the drug. The woman said that erectile dysfunction had certainly caused problems for her marriage before, but after treating it with Viagra (sildenafil citrate), the problems became much worse.

More Fans Than Critics

The recent findings are but a minor blemish to some of the top selling drugs of all time. Critics concede that Viagra (sildenafil citrate), as well as two related drugs, and Cialis (tadalafil), have helped rekindle old romances and are a major reason why once taboo sexual problems are so openly discussed. But the research highlights what some say is a long neglected issue in treating erectile problems: how do women regard their sex lives now that Viagra (sildenafil citrate) is a major part of it?

Compared to the large number of studies that have documented the sexual benefits to the Viagra (sildenafil citrate) user, only a handful looked at the attitudes of partners. Overall, research suggests that women generally enjoy the sexual attention.

A survey done in Japan showed that two-thirds of women rated their sex as satisfying after their partners took Viagra (sildenafil citrate), compared to 20 percent who said they were disappointed. Another study, led by Dr. Markus Muller in Germany, found more tenderness and less quarreling between couples when men were successfully treated for erectile problems.

"There are obviously some women who are relieved when a man is no longer interested in sex," says Dr. Stanley Althof, who directs the Center for Marital and Sexual Health of South Florida. "But the majority of women are eager to renew their sexual intimacy."

Many of the problems, such as wives feeling that husbands like anti-impotence drugs more than them, are probably the result of tensions already present in a relationship, he says. "That's their insecurities speaking."

Yet Potts contends that Viagra (sildenafil citrate) has some potentially negative effects as well, even in women who are supportive of their husbands or boyfriends taking anti-impotence drugs. Potts says that men should not assume that their desires are automatically shared by their partners.

"Viagra (sildenafil citrate) is not simply and only men's business," she says.

Potts interviewed 27 women and 33 men in New Zealand as part of her research, which was published in Sociology of Health & Illness and more recently, Social Science & Medicine. She presented her findings at a female sexual dysfunction conference in Montreal, Canada in mid-July. A recurring complaint, Potts found, is that some women said that men felt entitled to have sex after taking Viagra (sildenafil citrate).

One 48-year-old woman summed up her husband's discussion of sex. "He would be, 'I've taken the pill, OK, let's go." The man also expected to have intercourse for as long the drug would last, but with little time for foreplay or romantic spontaneity. "You like to think it's an act of love, rather than just lust," the woman said.

Making Viagra (sildenafil citrate) a Couple's Business

Dr. Leonore Tiefer, an expert on female sexuality who teaches at New York University School of Medicine, says that she has heard similar concerns. "It's called the 'I spent the money, let's have sex' talk." She says that such one-way discussions do not make for healthy relationships.

Indeed, researchers have found that as much as Viagra (sildenafil citrate) can make for a happy love life, it can also cause some men to take their new found sex drive too far. One man admitted to Potts that Viagra (sildenafil citrate) played a crucial part in going from a monogamous relationship with his wife to 18 different affairs, including some with men, in the space of one year.

"You could be completely unemotionally involved and yet still [be physically ready]," he said. Viagra (sildenafil citrate) also helped him, as he characterized it, "endure" sex with his wife.

Although sex is something that men are thought to want most, more than 75 percent of women in one large survey said this was moderately to extremely important to them as well. So far, however, there is no female equivalent of Viagra (sildenafil citrate).

A recent study in the Archives of Internal Medicine found that a testosterone patch could improve sexual interest and activity in women who had low sexual desire after having their ovaries removed. But the dangers of taking steroids has led many to question the safety of the approach, prompting the Food and Drug Administration to turn down a request to make the testosterone treatment available for women.

Regardless of what is used in the bedroom, experts say that the key to good sex begins with discussion.

"If Viagra (sildenafil citrate) or anything else is going to be put in a relationship, it has to be collaborative," Tiefer says.

next: Sex and Your Body Image

Reproduced by kind permission of Jenny Lyon - International Psychology Services
Jenny Lyon, Cert.Ed., B.A.(Hons.), M.Sc., C.Psychol.

Introduction

It is unfortunate that the majority of recent publicity about AD/HD, in the UK, has focused almost entirely upon examples of bad practice: short and inadequate assessment procedures, the use of medication in the absence of other forms of support, the use of medication with very young children, the failure of private clinics to liaise with schools, etc. While I am not disparaging the importance of these issues, I was concerned at a recent training day to find a group of professionals so concerned with bad practice that they were unreceptive to talking about good practice.

Good practice regarding the treatment of AD/HD depends upon the initial diagnosis being correct, and for the following reasons AD/HD is not an easy disorder to identify. Firstly, a child can be inattentive, impulsive and hyperactive for many reasons other than AD/HD. Secondly, AD/HD is a continuum disorder, which is to say that we all suffer from the defining symptoms to some extent, and it is only when those symptoms persist over time and across situations in a severe form that an AD/HD diagnosis is appropriate. Thirdly, many children who suffer from AD/HD also suffer from other childhood disorders, all of which interact upon one another. Lastly, AD/HD itself can lead to secondary problems which are more damaging than the initial problems.

We cannot X-ray a child to find out if s/he is AD/HD, and even if we could this would only provide a starting point. The purpose of a psychological assessment is to establish what problems a child is experiencing and generating, and how these can be alleviated. A child's problems exist within the context of his/her home and school, and it is inevitable that some families and teachers will cope better than others with an AD/HD child. Furthermore, it is perhaps wrong of us to use the term "AD/HD child", as this describes only one part of the whole child. Some of the children I see have excellent social skills, while others have problems relating to adults or peers. Some are articulate, while others have problems with speech and/or language. Every human is an individual, and the term "AD/HD child" can be misleading in terms of differential diagnosis and treatment.

As a result, the assessment of childhood problems is often a complex, lengthy, multi-professional process, and one which should be properly explained to parents. Where parents understand the nature of an assessment, it will follow that they understand the diagnosis and the recommendations that follow. It is hoped that the following "good-practice guidelines" will help parents in this process.

The Basic Principles of Assessment

The psychologist who assesses your child will not start from the premise that his or her problems are due to AD/HD. S/he will want to gather as much information as possible, and then "identify and define symptoms and problems which differentiate the target child from those in a similar population", i.e. from his/her peers (Goldstein, 1994). As Goldstein points out, this means that a specialist clinic will not differ, in principle, from a general clinic. The psychologist will want to learn as much as possible about the child's behaviour, and any preconceptions would only cloud his/her judgement. However convinced parents feel that their child is AD/HD, they should approach a psychologist with a careful and accurate description of the child's behaviours rather than a diagnosis.

Gathering Information

As an Educational Psychologist I am committed to the principle of observing a child at home and at school. As noted above, problems do not exist in a vacuum, and it is important to see how "within child" factors interact with the environment. Questionnaires and rating scales can assist this process, and if it is difficult to observe the child directly the psychologist may depend upon this information. I use the Achenbach parent, teacher and child questionnaires. Results are computer analysed on 8 scales, and the 3 forms are compared to see how well they correlate. I also use the ACTeRS questionnaire, which differentiates between hyperactivity and attention problems. In addition, many psychologists use a comprehensive developmental history form (I have designed my own, as there was no British version available, and this is an up-dated version of the one I originally designed for my work at the Learning Assessment Centre in West Sussex). A developmental history form is an efficient way of gathering important information about the child and family prior to meeting. I often ask teachers to compare the referred child to his/her peers using a simple observation schedule such as the TOAD (an acronym for "Talking", "Out of Seat", "Attention" and "Disruption").

Parent/Child Interview

It is essential that the meeting between psychologist, parent and child should be non-judgmental. The aim is to identify and solve the child's problems, and all concerned will need to work in close co-operation if this process is to be successful. Part of the problem-solving is to see how parents and children relate to one another, remembering that the interaction between parents and child is complex and two-way: thus bad parenting can lead to childhood problems, and a difficult child can cause parents to lose their confidence and thus become less able in managing the child. This downward spiral of events can place tremendous stress upon a family, which is exacerbated by the fact that parents almost invariably blame themselves for their children's problems. Learning that the boot can be on the other foot can relieve guilt and anger, and set the scene to move forward. I frequently marvel at how well parents cope with immensely demanding children, and feel saddened that they have received criticism rather than support. The psychologist should be providing this support: educating parents and teachers regarding the management of AD/HD, offering on-going advice and acting as an advocate for the child and family.

Assessing the Child

Many psychologists start an assessment with a clinical interview, but I prefer to begin with an assessment of overall ability, using the Wechsler Intelligence Scales for Children III UK (WISC III UK). Different versions of the WISC exist for very young and older children. While this sounds rather daunting, most children enjoy the games and puzzles, and success is built into the system: when the child begins to fail on any test the examiner moves to the next test. This part of the assessment allows me to establish a rapport with the child, and by when the battery of tests has been completed most children feel fairly relaxed.

The WISC III UK serves several purposes. Firstly, it establishes the child's IQ, or overall level of intellectual ability. Secondly, it allows me to examine the child's individual profile of results on 13 tests (6 verbal, and 7 non-verbal). For example, dyslexic and language-disordered children tend to do less well on verbal than on non-verbal tests, while AD/HD children are likely to have depressed scores on the "Freedom from Distractibility" and "Processing Speed" indices. Lastly, and most importantly, it enables me observe the child on a battery of tests with which I am very familiar: any unusual behaviours or responses are immediately apparent. AD/HD children typically lose marks because of impulsive responding, slow processing and erratic attention.

The next part of the assessment involves testing the child's levels of attainment in basic skill areas (reading, spelling, writing, oral language and maths), and seeing whether or not s/he is achieving appropriate scores for his/her age and ability. These tests also provide a wealth of information regarding the child's learning style ( impulsive, careful, determined, confident, easily discouraged etc.), processing skills (memory, attention, speed) and literacy skills such as handwriting and phonic awareness.

My findings from the WISC III UK and attainment tests determine what follows. For example, if I think the child is dyslexic, further assessment of phonic skills, memory skills and processing speed will be on the agenda. If the child has had problems with attention and/or impulsive responding, both computerised and manual tests of these skills will be administered.

Lastly, and only if I feel it is appropriate and useful, I may ask a child to complete one or more questionnaires which focus on such areas as anger, depression and self-esteem, or I may use other assessment tools such as a sentence completion test or personal construct therapy. The approach a psychologist takes will vary from child to child, and will also reflect the psychologist's views regarding the assessment of personality.

The initial assessment usually lasts around a half-day, and at the conclusion I need time to score results before I talk to the parents and child. A family should expect to devote a day to visiting a psychologist.

Feedback

Feedback should always start and end on a positive note. I have never assessed a child where this is not possible, as there are always some aspects of a child's personality and behaviour which are likeable and praise-worthy.

Feedback consists of explaining what has taken place in the assessment process, what conclusions I have reached and why I have reached them. It is very important, at this point, for parents and child to feel free to ask questions, and add information.

I always write a report, detailing the feedback I have given, on the day after I have seen the child while s/he is fresh in my mind. This provides the parents with a comprehensive account of my findings and recommendations. The report belongs to the parents, although I provide spare copies for them to distribute to school and any other professionals involved. I ask parents to contact me if they have any concerns or questions, or if they require any further explanation.

Ways Forward

The most important part of the feedback session lies in talking about ways forward. It is important for the family to leave on a positive note, and with a very clear understanding of the recommendations I am making. I try to be as specific as I can be, for example: "We have agreed that Stan has problems with sustained concentration, impulsivity and hyperactivity, and that he is a classically AD/HD child. These problems are affecting his learning, social skills and behaviour. In addition, and separately from AD/HD, Stan has the phonic difficulties associated with dyslexia. These two problems are acting adversely upon one another: children who find learning difficult will find it hard to attend, and children who find it hard to attend will find learning difficult. Poor Stan has 'double trouble', and it is not surprising that he also has very low self-esteem. This is how we can try to help Stan."

How we can help Stan is the subject of another article, which would include the controversial topic of medication. In conclusion to this article, I would emphasise only the following points:

• every child is an individual who needs an individual management plan
• most children require multi-modal intervention, involving parents, teachers, a psychologist, psychiatrist or paediatrician, and possibly other professionals, for example, a speech and language, or occupational therapist
• plans only succeed if they are regularly monitored and revised
• older children must play a central role in the formation, monitoring and revision of their management plan
• parents and teachers should try to adopt a problem-solving approach to dealing with behaviour problems, and avoid being judgmental, angry or guilty. This will help the child to acknowledge, and take responsibility, for his/her problems, rather than denying that s/he has a problem or blaming others
• children, parents and teachers require ongoing support: an assessment is only the first stop towards solving a child's problems.

© Jenny Lyon 1995 Goldstein, S. (1994) Understanding and Assessing AD/HD and Related Educational and Emotional Disorders Therapeutic Care and Education Vol. 3 (2) pp. 111-125

Yes it is very, very sad that it is so hard to connect with another person in a love relationship.   And one of the difficult things about it is that the only way to really learn how to do a relationship is in one.   We can have all the wonderful knowledge, counseling/therapy, healing work, etc. but until we really try it out in a relationship we don't get in touch with the gut level wounds/buttons that are so painful.   It takes a lot of courage to take the risk of embarking on a relationship - to say nothing of the time and energy it takes to get started getting to know someone.   Probably the hardest and most important part of   it is being able to communicate.   There are so many blocks to communication such as 1. words having different meanings, 2. certain words being emotional triggers - to say nothing of gestures, tone of voice, body language, etc., 3. hearing things through our emotional filter instead of hearing what the person is actually saying, 4. all of the people involved (both peoples parents - alive or dead - every other person they have ever been in relationship with, fantasy mates, etc.) and others.

Some of the things that I keep telling others (because I teach best what I need most to learn) is that:

1. We need to know and tell ourselves that it is truly better to love and lose than never love at all.
2. That there are no mistakes only lessons.
3. That everything is unfolding perfectly and there is a Loving Higher Power who is guiding the process.
4. That the right people come into my life at the right time (this does not necessarily mean a wonderful relationship - sometimes it means the right person to teach us how to set boundaries or defend ourselves or know when to walk away.)
5. That it is important to change our definition of a successful relationship - a successful relationship is not necessarily one that lasts for the rest of our lives, it is one that we learn and grow from.

It is a great risk to open up to and care about another person - and we will feel hurt at times because hurt is part of life - but it is a risk that is worth taking because if we never take the risk we can never be Truly alive.

"The chance of a relationship not only being an opportunity for growth but also supportive and nurturing increases greatly if the person we choose to get involved with is also on a Spiritual/healing path - because it makes it so much easier to communicate.   Doing the inner child healing work and learning how to have internal boundaries increases the potential of the relationship by a extraordinary percentage because the terrified part of us is our inner children who were so wounded by the ones they loved in early childhood - and the same is true of the other person.   If both people are working on their issues then there will be a much richer and more rewarding experience - but it will take a lot of work.   There is not going to be some fairy tale ending and that is sad and angering - but at least we have tools and knowledge now that can help us have a better shot at a Loving relationship."

"The Abundance of Love and Joy that you can help each other to feel by coming together - are vibrational levels that you then each will be able to access within yourself.   You are helping each other to remember how to access that Love - helping each other to remember what it feels like and that Yes you do deserve it.

It is very important to remember that so that you can Let Go.   Let Go of believing that the other person has to be in your life . . . ."

"The more you do your healing and follow your Spiritual path the more moments of each day you will have the choice to Truly be present in the moment.

And in the moment you can make a choice to embrace and feel the Joy fully and completely and with Gusto.

In any specific moment you will have the power to make a choice to feel the Love in that moment as if you have never been hurt and as if the Love will never go away.

Completely absolutely unconditionally with fearless abandon you can embrace the Love and Joy in the moment.

Glory in it!"

Wedding Prayer/Meditation on Romantic Commitment by Robert Burney

Codependence Recovery is not self-help.   We are being guided.   The Force is with us!   The Spirit is guiding us down our path. Romantic Relationships are one of the most important arenas of Spiritual growth available to us - it is important to our souls to be willing to take the risk of Loving and losing.

And what is vital to being willing to take the risk is take the shame and judgment of the process.   We were powerless over the choices we made in the past.

"As long as we are judging and shaming ourselves we are giving power to the disease.   We are feeding the monster that is devouring us.

We need to take responsibility without taking the blame.   We need to own and honor the feelings without being a victim of them.

We need to rescue and nurture and Love our inner children - and STOP them from controlling our lives.   STOP them from driving the bus!   Children are not supposed to drive, they are not supposed to be in control.

And they are not supposed to be abused and abandoned.   We have been doing it backwards.   We abandoned and abused our inner children.   Locked them in a dark place within us.   And at the same time let the children drive the bus - let the children's wounds dictate our lives.

We were powerless out of ego-self to do anything any different than we did it.   We are powerless out of ego-self to heal this disease.   Through Spiritual Self, through our Spiritual Connection, we have access to all the power in the Universe.

We need to have the willingness: willingness to get to a new level of self-honesty; willingness to start listening to the Loving inner voice instead of the shaming ones; willingness to face the terror of healing the emotional wounds"

next: The Great Quest

Interview with Judy Harper

I wept when I first read about Jason, and the pain intensified after making contact with his extraordinary mother, Judy Fuller Harper. I would like to share with you now an excerpt from our correspondence.

Tammie: Can you tell me about Jason. What was he like?

Judy: Jason was almost 10 pounds at birth, a big happy baby. When he was three months old, we discovered he had serious asthma. His health was frail for years, but Jason was a typical little boy, bright, kind and very inquisitive. He had big, blue, piercing eyes, he always drew people to him. He could look at you as if he understood everything and accepted everyone. He had a wonderful contagious laugh. He loved people and had a warm accepting way about him. Jason was a joyful child even when he was sick, he often continued to play and laugh. He learned to read at age three and was fascinated by science fiction. He loved robots and those transformer toys, and he had hundreds of them. He was almost 5' 9" when he died, and he was going to be a big man. He had just surpassed his older brother who is only 5' 7" at 18, and he got a real kick out of that. He always hugged me hard as though he might not get to again; that part still rips my heart out when I realize that he had hugged me so hard the last time I saw him.

Tammie: Can you share with me what happened the day Jason died?

Judy: February 12, 1987, a Thursday. Jason died around 7:00 p.m. that day. Jason was at his father's house (we were divorced). His Dad and his stepmother had gone to have her hair done. Jason was left alone at home until they returned around 7:30 p.m. My ex-husband found him. All of the details of the actual incident are what I've been told or what the coroner's investigation indicated happened.

Jason was found sitting in a recliner just inside the door of the house, in the living room. He had a gunshot wound to his right temple. The weapon was found in his lap, butt up. No fingerprints were distinguishable on the weapon. Jason did have powder burns on one of his hands. The police found that several of the weapons in the house had been fired recently and/or handled by Jason.

At the coroner's inquest, Jason's death was ruled an "accident", self-inflicted. The conjecture was that he was playing with the gun and the cat jumped in his lap and it must have caused the weapon to be discharged. The weapon in question was a 38-special, with chrome plating and scrolling. All the guns in the house (there were many types, handguns, rifles, a shotgun, etc.) were loaded. I have asked my ex-husband and his wife several times if I could have the gun to destroy it, but they could not do that. My ex-husband gave no explanation, he just said, "they could not do that."

How I found out--I got a call from my son Eddie around 10:30 p.m. that night. My ex-husband had called him at work around 8:00 p.m. telling him that his brother was dead, and Eddie went immediately to his Dad's home. It took hours for the police and the GBI to investigate.

When Eddie called, he sounded funny and asked to speak to my boyfriend first, which seemed odd. He apparently told him that Jason had died. Then I was handed the phone. All he said was, "Mom, Jason is dead." That's all I remember. I think I screamed out-of-control for some time. They told me later that I went into shock. I must have because the next several days are a blank or a blur, almost dreamlike. I remember the funeral, February 15th, but not much more. I even had to ask where he was buried, because I was so out of it. My doctor put me on a sedative, which I remained on for almost a year.

It took six weeks for the coroner to tell me my son did not commit suicide. I never imagined that he had, but the circumstances of his death were so confusing: the gun upside down in his lap, the lights were off in the house, the television was on, and they found no evidence that he was upset or depressed about anything, no note. So my son died because a gun owner didn't realize that a 13-year-old boy (left alone) would play with guns even though he was told not to.

Tammie: What happened to your world when Jason physically was no longer a part of it?

Judy: My world shattered into ten million pieces. When I reached the point where I realized Jason was dead, it was like someone blasted me into fragments. It still does sometimes. You never get over a child's death, especially a senseless and preventable death, you learn to cope.

In some ways, I was a zombie for two years, functioning, going to work, eating, but no one was home. Every time I would see a child that reminded me of Jason, I would fall apart. Why my child, why not some one else's? I felt anger, frustration, and chaos had taken over my life. I called my other child twice-a-day for over a year. I had to know where he was, when he would be back. If I could not reach him, I would panic.

I got some psychiatric help and joined a group called Compassionate Friends, it helped to be with people who really understood what it was like. To see that they went on with their lives, even though I could not see how, at the time, that I would ever be able to do this. I still go out behind my house here in Athens and scream sometimes, just to relieve the ache in my heart, especially on his birthday. Holidays and special events have never been the same. You see Jason never got his first kiss, he never had a date or a girlfriend. It's all the little things that he never got to do that haunt me.

Tammie: Will you share your message with me, as well as the process that led up to your delivering your message?

Judy: My Message: Gun ownership is a responsibility! If you own a gun, secure it. Use a trigger lock, a pad lock, or a gun box. Never leave a weapon accessible to children, the next person to die because of your unsecured gun could be your own child!

My message came out of frustration. First I joined Handgun Control, Inc. as Sarah Brady offered me a way to help. Then, there was the shooting at Perimeter Park in Atlanta. I was called on to speak before the legislature along with the survivors. In October of 1991, I began my crusade to educate the public. I did a Public Service Announcement via Handgun Control for North Carolina. This is when I began to accept Jason's death, but only after I found something that made me feel I could "do" something about it.

One question that rings in my mind that I have been asked over-and-over, what would I do to prevent such a thing? "Anything. I'd give my life it that would help get gun owners to acknowledge the problem, not to mention accept their responsibility," is my response. I made speeches, written newsletters, and joined Georgian's Against Gun Violence. I still make speeches to civic groups, schools, etc. and I still put my two cents in when I hear the NRA raging about their rights, and shout that, "Guns don't kill people...People kill people!" If that is a truth, then gun owners are responsible even in the eyes of the NRA!

In 1995, I found Tom Golden on the Internet and he published a page honoring my darling Jason. This has helped me to cope and offers me contact with world to warn/educate people about guns and the responsibility.

Tammie: How has Jason's death impacted how you think about and experience your life?

Judy: I've become much more vocal. Less of a victim and more of an advocate of victims. You see, Jason has no voice, I have to be that for him. I NEED to tell people his story to give me a sense that his life has had some impact on this world.

It seemed so strange for the world to continue just as it had before he died, as it still does. I almost want to say, "his life was more important than his death, but that is not the case." Jason's 13 years, 7 months 15 days of life did little to impact the world outside of his family. His death impacted his brother, his father, his aunts, uncles, friends at school, their parents, and me.

Since his death, as part of my therapy, I began to sculpt. I dedicate all my finished work to his memory and attach a little card explaining and asking people to be aware and take responsibility for their gun ownership. I sign my art work with "JGF" Jason's initials, and mine before I remarried in 1992. I create dragons and such things. Jason adored dragons. It's not much, but as I see it, the art will exist on long after I'm gone and a part of him will remain to remind people. Each life I touch gives meaning to his life, at least to me it does.

They say "what does not destroy you makes you stronger." This was a horrible way to learn that truth.

Editor Note: I was so profoundly touched by Jason's death, Judy's pain, and the enormous strength of this amazing woman, that I was in a daze after our contact. I couldn't think, I could only feel. I felt the agony of what it must be like for a mother to lose her child to such a senseless death, and eventually I felt the awe of coming into contact with a spirit that could be shattered, but not destroyed.

A Bio on Judy Tanner (Fuller) Harper

"I was born December 26, 1945 in Atlanta, Georgia. I was born into a six-generation Atlanta family with four siblings, two brothers, and two sisters; I was the middle child. Attended Oglethorpe University and accomplished a BS in Art. Married in 1964 to Mr. Fuller and had two sons, Eddie born in 1968 and Jason born in 1973. In 1981, I divorced Mr. Fuller.

In 1986, my son Eddie won a scholarship to Georgia Institute of Technology. In 198,7 my son Jason died. I joined Handgun Control, Inc. in 1987, as well as Georgian's Against Gun Violence, and other public service groups. In 1991 I made a Public Service Announcement for North Carolina telling my story about Jason and giving a message to families about the dangers of handguns. In 1992, I continued my crusade against gun violence and cosponsored a bill in the Georgia Legislature, which was ultimately defeated. I remarried in 1992 and moved to Athens, Georgia. In 1993, I appeared on "Sonja Live," a CNN program and debated with the NRA. I remain an active advocate for the education of gun owners and still present my story, concerns and advice at local civic groups.

As an artist, and for therapy, I began to create sculptures in 1988 and dedicate all my work to the memory of my son Jason whose light shown so brightly and briefly. It is my way of having his memory live on.

Judy Harper, Administrative Secretary
Hazardous Materials Treatment Facility
Public Safety Division
Will Hunter Road
Athens, GA 30602-5681
(706) 369-5706

You can e-mail Judy at: jharper@www.ps.uga.edu

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ADHD medications are effective, but study reveals long-term use of medications to treat ADHD can stunt growth.

ADHD medications effective, but may also stunt growth

Treating attention-deficit/hyperactivity disorder (ADHD) with medication and behavioral therapy can provide lasting results, but the risks and benefits of those treatments may vary substantially over time, according to new research.

In a follow-up to a large study comparing ADHD treatments, researchers found that the initial edge that medications had over other forms of treatment, such as behavioral therapy, leveled off over time while the benefits of behavioral therapy remained relatively constant.

"Medication is still better in terms of ADHD symptom reduction than being assigned to behavioral treatment, but the large difference that we reported before has now shrunk by 50%," says researcher James Swanson, PhD, of the University of California Irvine.

In addition, the study showed that long-term use of medications commonly used to treat ADHD, such as stimulants, appeared to mildly stunt growth. Children on medication therapy may grow almost a half-inch per year slower than those children not on medication. Researchers aren't sure if the mild growth suppression is permanent. The authors say that children treated with medication may catch up over a period of time.

But researchers say those numbers don't tell the whole story. In fact, they published a second report in the April issue of the journal Pediatrics in order to explain their findings published in the same journal.

Explaining the Truth Behind the Numbers

In the study, researchers followed 540 of the original 579 children who participated in the National Institute of Mental Health Multimodal Treatment study of ADHD for 2 years.

In the first phase of the study, the children were assigned to one of four different treatment groups (medication alone, medication plus behavior modification therapy, behavior modification therapy alone, or a community comparison group) for 14 months. At the end of the first phase, the participants were free to change their treatment and were followed for an additional 10 months.

All four groups improved during the first phase, but the medication and combination therapy groups experienced a significantly greater reduction in ADHD symptoms.

Ten months after completing the initial phase, the study showed that the medication's group significant benefit in symptoms reduction declined over time while the benefits of other treatments remained consistent.

"At 24 months after the start of treatment, the effects of various treatments seem to be coming together," says Swanson.

But researchers say changes in medication use such as starting and stopping medication may explain the changes seen over time with the treatments.

"We don't think that treatments become ineffective over time," says Swanson. "What we see is that a lot of people stop treatment, and then the efficacy is not permanent and it tends to go away when the treatment stops."

Swanson says many of the children who were initially assigned to treatment with ADHD drugs stopped taking them after the first phase of the study, and many of those in the behavioral group started taking them during the follow-up period.

Further analysis showed that children who stopped taking their ADHD medications tended to have a greater reduction in benefits, children who went on medication showed improvement, and children who stayed with the same treatment stayed about the same, whether they were on medication or not.

ADHD Medications May Stunt Growth

The study also showed that children who took ADHD medications grew at an average of 5 centimeters per year compared with the 6 centimeters per year seen in unmedicated children.

Researchers say those findings are in line with previous studies that have shown similar short-term effects on growth. But this is the first major long-term study to show the effect for two years of using the drugs.

"We want to be cautious because we don't know if in the long run children might catch up or not," says Swanson. For example, he says that children using ADHD medications might only experience a delay in growth that only very long-term studies might be able to pick up.

Interestingly, researchers also found that unmedicated children with ADHD actually tended to grow taller than children without the condition, which suggests that any potential negative effect of ADHD medications on growth may be less obvious in these children.

"Whether that's going to outweigh the clear benefits that I think this study and many others have shown for using medication in the treatment of ADHD over the long-term is one of those things that we will have to continue to look at," says researcher Glen R. Elliott, MD, PhD, director of the Children's Center at Langley Porter, University of California, San Francisco.

Any ADHD Info Is Good Info

Experts say that although this study doesn't necessarily compare the effectiveness of one ADHD treatment versus another, the fact that it provides long-term data on the effects of treating children with ADHD is significant in itself.

"It is amazing that regardless of how common this condition is, and how often times young people are prescribed medicine for this, there really is such a paucity of long-term effectiveness or safety data," says Robert Findling, MD, director of child and adolescent psychology, University Hospitals of Cleveland.

Findling says this study may also help parents of children with ADHD weigh treatment options.

"Over time, if your child is doing well on [ADHD] medicines, the odds that they should continue on those medicines," says Findling. "It appears that kids who stay on medications do best over time, and with that comes risk of what appears to be risk of a potential for a slight reduction in growth velocity.

"Ultimately at this point, there is no right or wrong," says Findling. "But more important than anything else is that it provides valuable information for parents, physicians, and young patients that will help inform them, and that really ultimately is the answer."

SOURCES: MTA Cooperative Group, Pediatrics, April 2004; vol 113: pp 754-769. James Swanson, PhD, professor, pediatrics, University of California, Irvine. Robert Findling, MD, director, child and adolescent psychology, University Hospitals of Cleveland. Glen R. Elliott, MD, PhD, director, Children's Center at Langley Porter, University of California,

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AD-FX - Natural Alternatives for ADD / ADHD

According to the web page at http://www.herbtech.com/adfx.htm, it says.......

"AD-FX is a special blend which has been shown in laboratory studies to stimulate neurite outgrowth of PC-12 cells. (PC-12 cells are a common model for the study of basil brain cholinergic neurons.) It benefits those who require improvement in overall brain function. This HerbTech blend is superior to Ginseng or Ginkgo biloba either in combination or alone."

SCIENTIFIC RESULTS:

Children with behavioral difficulties show significant improvement after taking AD-FX (500 mg per day). In the case shown below, improvement was seen in all categories of behavior after only 2 weeks. After 4 weeks the behavioral index was close to that seen in the normal population. The Connor's Rating Scale was used as the assessment tool.

AiA (Allergy induced Autism) Diet - ADHD Natural Alternatives

Julie from U.K writes:......

"Dear Simon,

I just thought I would let you know that my two boys are diagnosed as A.D.H.D. & ASD traits & A.D.H.D. & Autism. They were both on very high doses of Ritalin for their ages up until last September. At this time I started them on the AiA (Allergy induced Autism) diet which is the Gluten, Casein, MSG, Aspartame/Free diet which also takes problems with Phenols into account.

They are now on no medication at all and they are both better than they were on the Ritalin (which had helped a lot).

The site for this diet info. is: www.autismmedical.com

I hope this will be added to your list as it has been the answer for so many whose children suffer, not just for autism but a whole range of conditions.

Yours Sincerely

Julie"

"The Good Food Cookbook for Gluten-Free & Casein-Free Diets" by Laurel A Hoekman, "Fed Up" and "The Failsafe Cookbook" both by Sue Dengate.

Attend - Natural Remedies for ADD / ADHD

Sandra from the U.K. writes.......

"Hi,

You may not recall, but I said I'd get back to you with my results from a trial of 'Attend' by Vaxa. Well it's been 9 months now, and I have to 'throw in the towel' For the first month, there were terrific results for my husband (non diagnosed ADD) - he was so focussed and organised and self-motivated, but unfortunatley after this, the effects dwindled to nothing.

For our ADHD and Aspergers son, his concentration and attention did improve slightly, but not enough to make much impact at school.

Last month, we started out son on a trial of ritalin (2x10mg doses) but we had to quickly stop it after 5 weeks as he such a bad reaction. He has just started a trial of Dexedrine and so far, it's looking good. It's great to see him able to concentrate, finish his work, and his hand writing is so much better too. Fingers crossed that everything goes well with this one :-) "

Raul writes.......

"I have been using ATTEND By VAXA for over a week now, I have seen trememdous results thus far, I do not know how long it will last but I see major improvements in concentration and organization. Maybe I am writing you too early about this product but I am just happy it works. I have never been diagnosed with ADD but I know I have it, I am just to afraid to get diagnosed because my JOB will find out."

next: Natural Alternatives: beCALM'd, Buried Treasure ADD Attention, Bioflow
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Suicide is a worldwide problem. A look at effective interventions and how to prevent suicide.

As reprinted from the World Health Organization

The Problem:

• In the year 2003, approximately one million people died from suicide: a "global" mortality rate of 16 per 100,000, or one death every 40 seconds
• In the last 45 years, suicide rates have increased by 60% worldwide. Suicide is now among the three leading causes of death among those aged 15 to 44 years (both sexes); these figures do not include suicide attempts up to 20 times more frequent than completed suicide
• Suicide worldwide is estimated to represent 1.8% of the total global burden of disease in 1998, and 2.4% in countries with market and former socialist economies in 2020.
• Although traditionally suicide rates have been highest among the male elderly, rates among young people have been increasing to such an extent that they are now the group at highest risk in a third of countries, in both developed and developing countries.
• Mental disorders (particularly depression and substance abuse) are associated with more than 90% of all cases of suicide; however, suicide results from many complex sociocultural factors and is more likely to occur particularly during periods of socioeconomic, family and individual crisis situations (e.g. loss of a loved one, employment, honor)

Effective interventions:

• Strategies involving restriction of access to common methods of suicide have proved to be effective in reducing suicide rates; however, there is a need to adopt multi-sectoral approaches involving other levels of intervention and activities, such as crisis centers
• There is compelling evidence indicating that adequate prevention and treatment of depression, alcohol and substance abuse can reduce suicide rates
• School-based interventions involving crisis management, self-esteem enhancement and the development of coping skills and healthy decision making have been demonstrated to reduce the risk of suicide among the youth

Challenges and Obstacles:

• Worldwide, the prevention of suicide has not been adequately addressed due to basically a lack of awareness of suicide as a major problem and the taboo in many societies to discuss openly about it. In fact, only a few countries have included prevention of suicide among their priorities
• Reliability of suicide certification and reporting is an issue in great need of improvement
• It is clear that suicide prevention requires intervention also from outside the health sector and calls for an innovative, comprehensive multi-sectoral approach; including both health and non-health sectors, e.g. education, labor, police, justice, religion, law, politics, the media

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When my son Kevin was about 3 years old, he spied a green pea. He picked it up between his fingers and rolled it over. It looked good! He then pushed the pea up his nose. Interesting. Vegetables are fun! He used another pea to push the first one up higher. Then another. Yet another pea followed the first three into Kevin's nose--and it was not the last! Kev was not satisfied until he had enjoyed five peas--in his nose! Later, in the emergency room, after they'd removed the peas, Kev's older brother Garrett, with a sweet twinkle in his eye, called Kevin a pea-brain!!! When I say that kids need vegetables, I mean they need to eat vegetables -- by mouth.

It's hard to compete against fast-food kids' meals--salty, fatty food, served quickly, in a bright, exciting place--and they come with toys! It's no wonder trips to fast-food restaurants have become the pinnacle of gastronomic delight for most preschool children in the United States. But here, in these fast-food restaurants, children miss out on important nutrients and fill their tummies (and arteries) with things they don't need. We need to be very clear about what they need and what they don't in order to avoid being knocked over by the junk food current.

Children do need whole grains. They do need fresh fruits and fresh vegetables. They do need a source of calcium for their growing bones. They do need healthy sources of proteins, either from fish, poultry, eggs, and meat, or from plant sources. These foods give them the vitamins, minerals, and micronutrients they need to build high-quality bodies.

Children do not need to eat large amounts of sugar. In the 1800s, the average American consumed 12 pounds of sugar per year. By 1975, however, after the overwhelming success of the refined-food industry, the 12 pounds had jumped to a world-leading 118 pounds per year, and jumped again to 137.5 pounds per capita (for every man, woman, and child) by 1990. (Food Consumption, Prices and Expenditures, United States Department of Agriculture, 1991).

The effect of sugar intake on children's behavior is a hotly debated topic in pediatrics. Parents and educators often contend that sugar and other carbohydrate ingestion can dramatically impact children's behavior, particularly their activity levels. Physicians, on the other hand, have looked at controlled studies of sugar intake and have not found hypoglycemia or other blood sugar abnormalities in children who are consuming large amounts of sugar.

An interesting article appears in the February 1996 edition of the Journal of Pediatrics. In contrast with other research teams, William Tamborlane, MD, et al of Yale University, leaders in child nutrition, reported a more pronounced response to a glucose load in children than in adults.

It is commonly acknowledged that as blood glucose levels fall, a compensatory release of adrenaline occurs. When the blood glucose level falls below normal, the resulting situation is called hypoglycemia. Signs and symptoms that accompany this include shakiness, sweating, and altered thinking and behavior.

Tamborlane and his colleagues demonstrated that this adrenaline release occurs at higher glucose levels in children than it does in adults. In children, it occurs at a blood sugar level that would not be considered hypoglycemic. The peak of this adrenaline surge comes about 4 hours after eating. The authors reason that the problem is not sugar, per se, but highly refined sugars and carbohydrates, which enter the bloodstream quickly and produce more rapid fluctuations in blood glucose levels.

Giving your child a breakfast that contains fiber (such as oatmeal, shredded wheat, berries, bananas, or whole-grain pancakes) should keep adrenaline levels more constant and make the school day a more wondrous experience. Packing her or his lunch box with delicious, fiber-containing treats (such as whole-grain breads, peaches, grapes, or a myriad of other fresh fruits) may turn afternoons at home into a delight.

Refined sugars also affect insulin control, which decides how much fat they will store for the rest of their lives. As a child, I had HoHos, Twinkies, and Ding Dongs as regular parts of my meals because my mother, like so many of that era, wanted to give her children a nice treat. We both shudder now to think of it.

Sugar is not just found in sweets or junk cereal. It's in almost everything. When you look at labels, you find sugar, sucrose, glucose, dextrose, sorbitol, or corn syrup on almost every label. The more simple meals from whole foods contain much less sugar.

Fruit juices contain lots of simple sugar without much fiber. Many people think of juices as health foods. This simply isn't true. In small quantities they are fine, but they are mainly a way to get many of the calories and some of the nutrients from a substance, without getting as full and without getting the needed fiber. And children who drink more than 12 ounces of fruit juice per day are shorter and fatter than those who don't.

Fruits contain lots of sugar, but it's in a form that's intended for the body to use. Instead of sugar-coated breakfast cereal, try cereal with berries. Most kids like this. They enjoy the treat, and it stays healthy.

Children do not need large amounts of refined white flour. Again, in this century, white flour has become a major part of our diets. This simple carbohydrate acts in our bodies much like white sugar--empty calories that disrupt energy levels and insulin levels and increase body fat. The risk for diabetes increases with consumption of white bread, white rice, mashed potatoes, and French-fried potatoes (Journal of the American Medical Association, February 12, 1997). White flour can easily be replaced with whole-grain flours. Whole-grain cereals can replace breakfast cereals made from white flour. Which are whole-grain cereals? Special K? Product 19? Corn Flakes? Cream of Wheat? No. No. No. But the following are: Cheerios, Raisin Bran, Total, Wheaties, Spoon-Size Shredded Wheat, Grape Nuts, and oatmeal. When selecting among whole-grain cereals, try to minimize sugar and chemical additives.

Children do need fiber. They need their age plus 5 to 10 grams of fiber per day (that is, 3-year-olds need 8 to 13 grams per day; 18-year-olds need 23 to 28 grams per day; adults over 18 years need 25 to 35 grams per day). Dietary fiber is essential for optimum health (Pediatrics, 1995 supplement). Most children in the United States get far less than they need. White-flour snacks, breads, and cereals are major culprits . Fiber is found in vegetables, fruits, and whole grains.

Don't let the names of products fool you. Names like Pepperidge Farm Hearty Slices Seven Grain, Multigrain Cheerios, and Arnold Bran'ola Nutty Grains Bread sound like they would be made mostly from whole-grain flour. Nope. Arnold Country Wheat and Pepperidge Farm Natural Whole Grains Crunch Grains breads are, however. Nabisco Reduced Fat Triscuits and Wheat Thins are primarily whole wheat. Wheatsworth crackers are not!

Check the first ingredient on the ingredients lists of breads and crackers. It should say "whole wheat" or some other whole grain, such as oats. "Wheat flour" or "enriched wheat flour" are not what you are looking for--they are essentially plain white flour.

If the front label says, "Made with whole wheat" or "Made with whole grain," get suspicious! Usually the product is mostly refined white flour with a touch of whole grain thrown in to fool you! Front labels can easily deceive. These breads are made with mostly refined flours:

• Cracked wheat
• Multi-grain
• Oat bran
• Oatmeal
• Pumpernickel
• Rye
• Seven bran (or twelve bran)
• Seven grain (or nine grain)
• Stoned wheat
• Wheat
• Wheatberry
• Whole bran (bran is just the outer part of the grain kernel)

(Source: Nutrition Action Healthletter, The Center for Science in the Public Interest, March 1997) Some of these names are enough to make you think that the manufacturers are trying to fool us into thinking that their products are healthy when they are not.

Children do not need large amounts of fat--although fat by itself isn't quite the culprit that most people think. Fat in combination with simple carbohydrates (such as sugar, white flour, white rice, or potatoes) is far more dangerous than fat alone because the fat is handled by the body so differently. French fries, potato chips, cheeseburgers on white-flour buns, donuts, candy bars, and the like are particularly bad. Butter on vegetables is much better for us than butter on white toast. Children do not need partially hydrogenated anything. These artificial fats, so commonly found in items on grocery store shelves, are not found anywhere in nature. It pays to take an honest look at what your children are eating.

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Experiencing psychiatric symptoms is horrible. Many people who try and live with these symptoms every day sometimes feel so discouraged they want to end their lives. Suicide is never a good idea. Why not?

1. Psychiatric symptoms get better. Sometimes they get better even if you don't do anything about them. But there are many things you can do to help relieve these symptoms. To feel a little better right now, try the following:

Tell someone how you feel--someone you like and trust. Talk to them until you feel better. Then listen to them while they tell you what is going on in their life.

Do something you really enjoy--something you love to do--like go for a walk, read a good book, play with your pet, draw a picture or sing a song

Get some exercise--any kind of movement will help you feel better. It doesn't have to be strenuous.

Eat something healthy like a salad, some fruit, a tuna fish sandwich or a baked potato.

Develop and use a symptom monitoring and response plan (Wellness Recovery Action Plan) to help yourself get well and stay well.

2. When you feel better, you will have many wonderful experiences--warm spring days, snowy winter days, laughs with friends, playing with children, good movies, tasty food, great music, seeing, hearing, feeling. You will miss all these things, and many more, if you are not alive.

3. Your family members and friends will be devastated if you end your life. They will never get over it. They will think about it and miss you every day for the rest of their lives. If you have a box of family photographs, choose some photos of the people you love and display them around your house to remind yourself that you never want to hurt these people.

When symptoms are very severe, you may have a hard time making good decisions for yourself. To make it difficult to make a bad decision, like ending your life, make suicide hard for yourself by taking these preventive actions.

Get rid of all the old pills and any firearms you might have around your house.

Give away your car keys, credit cards and check books when you start to feel experience symptoms--before they get worse.

There are good people who can help you through these hard times. It may be your family members or friends. Set up a system with them so they will stay with you around the clock when your symptoms are severe. If you don't have family members or friends who could do this, call your local mental health emergency services and ask them what to do.

The National Hopeline Network 1-800-SUICIDE provides access to trained telephone counselors, 24 hours a day, 7 days a week. Or for a crisis center in your area, go here.

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