Roman Chamomile

Chamomile is an alternative herbal treatment for anxiety and tension, various digestive disorders, muscle pain and spasm, menstrual cramps. Learn about the usage, dosage, side-effects of Roman Chamomile.

Chamomile is an alternative herbal treatment for anxiety and tension, various digestive disorders, muscle pain and spasm, and menstrual cramps. Learn about the usage, dosage, side-effects of Roman Chamomile.

Botanical Name:Chamaemelum nobile
Common Names: Roman Chamomile

Overview

There are two plants known as chamomile: the more popular German chamomile (Matricaria recutita) and Roman, or English, chamomile (Chamaemelum nobile). Both belong to the Asteraceae family, which also includes ragweed, echinacea, and feverfew. Both have been used traditionally to calm frayed nerves, to treat various digestive disorders, to relieve muscle spasms and menstrual cramps, and to treat a range of skin conditions (including minor first degree burns) and mild infections. Chamomile can also be found in a variety of face creams, drinks, hair dyes, shampoos, and perfumes.

Most research on chamomile has been done with the closely related plant, German chamomile, which has similar, but not identical, active ingredients. Roman chamomile has not been used in studies of people as much as German chamomile, so claims about its use for specific health conditions are based on clinical experience and will have to be verified through future research. Nevertheless, Roman chamomile is an ingredient in many teas, ointments, and other types of medicinal preparations.


 


Traditionally, Roman chamomile has been used to treat nausea, vomiting, heartburn, and excess intestinal gas that can happen when feeling nervous. It is widely valued for its tension-relieving properties. As legend has it, Peter Rabbit's mother used Roman chamomile tea to calm him down after his adventures in Mr. MacGregor's garden. This herb may also reduce inflammation associated with cuts or hemorrhoids, and may ease the discomfort associated with conditions such as eczema and gingivitis (swollen gums). The traditional uses of Roman chamomile, again while not studied scientifically are quite similar to the uses for German chamomile.

Plant Description

Roman chamomile originates in northwestern Europe and Northern Ireland, where it creeps close to the ground and can reach up to one foot in height. Gray-green leaves grow from the stems, and the flowers have yellow centers surrounded by white petals, like miniature daisies. It differs from German chamomile in that its leaves are thicker and it grows closer to the ground. The flowers smell like apples.

What's It Made Of?

Chamomile teas, ointments, and extracts all start with the white and yellow flower head. The flower heads may be dried and used in teas or capsules or crushed and steamed to produce a blue oil, which has medicinal benefits. The oil contains ingredients that reduce swelling and may limit the growth of bacteria, viruses, and fungi.

Available Forms

Roman chamomile is available as dried flowers in bulk, tea, tinctures, and in creams and ointments.


How to Take It

Pediatric

There are no known scientific reports regarding the appropriate pediatric dose of Roman chamomile. For this reason, children should not take this herb.

Adult

Roman chamomile can be taken a number of ways. A cup of hot chamomile tea may help soothe an upset stomach or help those who suffer from insomnia. The oral dosages listed below should help relieve stomach discomfort; chamomile has also been used for reducing menstrual pain and the swelling of gums in the case of gingivitis. The ointment and bath recommendations are for skin conditions.

  • Tea: Pour one cup of boiling water over 1 heaping tablespoon of dried herb, steep 10 to 15 minutes.
  • Liquid extract (1:1, 70% alcohol) 20 to 120 drops, three times per day
  • Bath: Add two teabags or a few drops of Roman chamomile essential oil to a full tub of bathwater to soothe hemorrhoids or skin problems
  • Cream/Ointment: Apply cream or ointment containing 3% to 10% chamomile content

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 interact with other herbs, supplements, or medications. For these reasons, herbs should be taken with care, under the supervision of a practitioner knowledgeable in the field of botanical medicine.

Chamomile is considered generally safe by the FDA. Roman chamomile contains an ingredient, anthemic acid, which can induce vomiting if taken in high doses. Highly concentrated tea may therefore cause vomiting.


 


Those who are allergic to ragweed or other plants in the Asteraceae family (including echinacea, feverfew, and chrysanthemums) should avoid chamomile. Allergic reactions are somewhat common, actually, and may include stomach cramps, tongue thickness, swollen lips and eyes (called angioedema), itching, hives, throat tightness, and even shortness of breath. The latter two symptoms are medical emergencies and medical care should be sought urgently.

Possible Interactions

If you are currently being treated with any of the following medications, you should not use Roman chamomile without first talking to your healthcare provider.

Sedatives

Because of its calming effects, chamomile should not be taken in conjunction with sedative medications (particularly those that belong to a class called benzodiazepines such as alprazolam and lorazepam) or alcohol.

Warfarin

Patients taking blood-thinning medications such as warfarin should use Roman chamomile only under the careful supervision of a healthcare practitioner. Although not proven scientifically, this herb may, in theory, enhance the effects of the medication.

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Supporting Research

Blumenthal M, ed. The Complete German Commission E Monographs. Boston, Mass: Integrative Medicine Communications; 1998:320-321.

Briggs CJ, Briggs GL. Herbal products in depression therapy. CPJ/RPC. November 1998;40-44.

Cauffield JS, Forbes HJM. Dietary supplements used in the treatment of depression, anxiety, and sleep disorders. Lippincott's Primary Care Practice. 1999;3(3):290-304.

Ernst E, ed. The Desktop Guide to Complementary and Alternative Medicine: An Evidence-Based Approach. New York, NY: Mosby;2001:110-112.

Foster S, Tyler VE. Tyler's Honest Herbal. New York, NY: The Haworth Herbal Press; 1999:105-108, 399.

Heck AM, DeWitt BA, Lukes AL. Potential interactions between alternative therapies and warfarin. Am J Health Syst Pharm. 2000;57(13):1221-1227.

Leung A, Foster S. Encyclopedia of Common Natural Ingredients Used in Food, Drugs, and Cosmetics. 2nd ed. New York, NY: Wiley & Sons; 1996.

McGuffin M, Hobbs C, Upton R, Goldberg A. American Herbal Products Associations's Botanical Safety Handbook. Boca Raton, Fla: CRC Press; 1996:27.

Miller L. Herbal medicinals: selected clinical considerations focusing on known or potential drug-herb interactions. Arch Intern Med. 1998;158(20):2200-2211.

Newall CA, Anderson LA, Phillipson JD. Herbal Medicines: A Guide for Health Care Professionals. London, England: The Pharmaceutical Press; 1996:72 73.

O'Hara M, Kiefer D, Farrell K, Kemper K. A review of 12 commonly used medicinal herbs. Arch Fam Med. 1998:7(6):523-536.

Robbers JE, Tyler VE. Tyler's Herbs of Choice: The Therapeutic Use of Phytomedicinals. New York, NY: The Haworth Herbal Press;1999:69-71.

Rotblatt M, Ziment I. Evidence-Based Herbal Medicine. Philadelphia, Penn:Hanley & Belfus, Inc. 2002:119-123.

back to: Herbal Treatments Homepage

APA Reference
Staff, H. (2008, December 11). Roman Chamomile, HealthyPlace. Retrieved on 2024, May 6 from https://www.healthyplace.com/alternative-mental-health/herbal-treatments/roman-chamomile

Last Updated: July 8, 2016

Men's Sexual Fantasies

sexual fantasies

Visitor Input

Men's sexual fantasies are probably a lot tamer than you think. For the most part, they don't even involve multiple partners, foreign objects or a tight, skimpy French maid's outfit. Male sexual fantasy tends to stick to a very tight formula: hot rambunctious sex with people we aren't supposed to be having it with. This pool is extended to include platonic friends, our girlfriend or spouse's friends and ex-girlfriends who were great in bed.

From Sarah: Based on the men I've talked to about this, I'd have to say they're not all the same. Some supposedly common male sexual fantasies (two women at once, for example) that I know appeal to some men I've known, don't even make sense to my husband. I've found myself trying to explain them to him while he looks at me with an 'this is just wierd' expression! And I've known some men who really fantasized about violent sex or S&M that would wierd out others. But, I think Mr. Answer Man is probably on safe ground with his answer! Beautiful women with passion and creativity always seem to be part of the picture. Though for the single guy, it can also include women who aren't necessarily off limits, just not actually accessible right now...

From Robert: The two women thing is true! Guys DO fantasize about that- another one is to be completely taken advantage of by a woman; to have her totally in control of him.

Kajay: I am a woman who has the knack of getting my playmates to open up and speak freely to me about anything. So I can tell you that most men's fantasies involve sexual acts with women who are not their "type"--sexual acts that they would not dare try with their wife or girlfriend.

Lyselre: I'm a 19 y/o female who totally agrees with your opinion about the x girlfriend. I recently broke up with a 22 y/o male as he was too obsessed. He is now badgering to have sex with me still and I did the lamest thing I could have ever done. I gave in to him the other night and gave him what he wanted. I now regret it bigtime and I hope that all of you that read this that are in this situation think more carefully on the matter. I don't wish for any of you out there to go through the stress I am going through right now. So anyone in this position - PLEASE think about it and whether or not it is worth it before you do it.


continue story below

Sporty: Almost every guy I know wants a threesome, with two women. However, if I teasingly say that I want a threesome (I have no real interest in one) with him and another guy, they in no way want a part of it! Double standard! A few others that guy friends have shared with me include women who are COMPLETELY shaved and being videotaped having sex.

Anonymous: I personally know my guy's fantasy.....to be with another guy. He wants only oral contact (thank you) and to know the sensation of another man's touch. I help him with this thru internet/video/porn or just rating guys at the mall. It makes him more at ease and very, very into me. I do not feel intimated or jealous, as we both realize it is fantasy and he has no real desire to experience it in the flesh. But I completely support him and love the fact he told me his deepest, darkest, sex fantasy.

Ranger Man: I think that fantasies are meant to be just that...fantasies! I know so many people who have acted out their fantasy and found it to be very disappointing when they actually did it. And now they are reluctant to try ANYTHING new. Everyone has a different fantasy, and it doesn't matter how strange or wierd it is. Having fantasies is good for the imagination, and help keep the sexual relationship interesting. If a couple is open with each other about their fantasies, it will help both of them with trying new things. But I feel that your ultimate fantasy should not be lived out because chances are good that the events, people, and surroundings will not live up to what you had imagined.

Jane34: I recently found out my husband's fantasy was to have anal sex after discovering his internet searches. At first, I was disgusted, then we tried it and it hurt at first but now I really enjoy it. We are waiting now to fulfil my fantasy to see him with another woman! Yeah most guys fantasise about that I know and mine is no different, but he never mentioned it as he felt it was too off limits. Should have seen his jaw drop. Anyway, we are in the process of making it happen. I have no idea why I, as the woman, want to see this but it shows it is not just a man's thing.

What group of men know more about their wives' sexual fantasies?

next: Male Sexual Assault

APA Reference
Staff, H. (2008, December 11). Men's Sexual Fantasies, HealthyPlace. Retrieved on 2024, May 6 from https://www.healthyplace.com/sex/psychology-of-sex/mens-sexual-fantasies

Last Updated: August 18, 2014

Eating Disorders: Body Image and Advertising

advertising eating disorders healthyplaceHow does Today's Advertising Impact on Your Body Image?

Advertisers often emphasize sexuality and the importance of physical attractiveness in an attempt to sell products,1 but researchers are concerned that this places undue pressure on women and men to focus on their appearance. In recent survey by Teen People magazine, 27% of the girls felt that the media pressures them to have a perfect body,2 and a poll conducted in 1996 by the international ad agency Saatchi and Saatchi found that ads made women fear being unattractive or old.3 Researchers suggest advertising media may adversely impact women's body image, which can lead to unhealthy behavior as women and girls strive for the ultra-thin body idealized by the media. Advertising images have also been recently accused of setting unrealistic ideals for males, and men and boys are beginning to risk their health to achieve the well-built media standard.

The Beautiful Message

The average woman sees 400 to 600 advertisements per day,4 and by the time she is 17 years old, she has received over 250,000 commercial messages through the media.5 Only 9% of commercials have a direct statement about beauty,6 but many more implicitly emphasize the importance of beauty--particularly those that target women and girls. One study of Saturday morning toy commercials found that 50% of commercials aimed at girls spoke about physical attractiveness, while none of the commercials aimed at boys referred to appearance.7 Other studies found 50% of advertisements in teen girl magazines and 56% of television commercials aimed at female viewers used beauty as a product appeal.8 This constant exposure to female-oriented advertisements may influence girls to become self-conscious about their bodies and to obsess over their physical appearance as a measure of their worth.9

A Thin Ideal

Advertisements emphasize thinness as a standard for female beauty, and the bodies idealized in the media are frequently atypical of normal, healthy women. In fact, today's fashion models weigh 23% less than the average female,10 and a young woman between the ages of 18-34 has a 7% chance of being as slim as a catwalk model and a 1% chance of being as thin as a supermodel.11 However, 69% of girls in one study said that magazine models influence their idea of the perfect body shape,12 and the pervasive acceptance of this unrealistic body type creates an impractical standard for the majority of women.

Some researchers believe that advertisers purposely normalize unrealistically thin bodies, in order to create an unattainable desire that can drive product consumption.13 "The media markets desire. And by reproducing ideals that are absurdly out of line with what real bodies really do look like...the media perpetuates a market for frustration and disappointment. Its customers will never disappear," writes Paul Hamburg, an assistant professor of Psychiatry at Harvard Medical School.14 Considering that the diet industry alone generates $33 billion in revenue,15 advertisers have been successful with their marketing strategy.

Advertising's Impact

Women frequently compare their bodies to those they see around them, and researchers have found that exposure to idealized body images lowers women's satisfaction with their own attractiveness.16 One study found that people who were shown slides of thin models had lower self-evaluations than people who had seen average and oversized models,17 and girls reported in a Body Image Survey that "very thin" models made them feel insecure about themselves.18 In a sample of Stanford undergraduate and graduate students, 68% felt worse about their own appearance after looking through women's magazines.19 Many health professionals are also concerned by the prevalence of distorted body image among women, which may be fostered by their constant self-comparison to extremely thin figures promoted in the media. Seventy-five percent (75%) of "normal" weight women think they are overweight20 and 90% of women overestimate their body size.21

Dissatisfaction with their bodies causes many women and girls to strive for the thin ideal. The number one wish for girls ages 11 to 17 is to be thinner,22 and girls as young as five have expressed fears of getting fat.23 Eighty percent (80%) of 10-year-old girls have dieted,24 and at any one time, 50% of American women are currently dieting.25 Some researchers suggest depicting thin models may lead girls into unhealthy weight-control habits,26 because the ideal they seek to emulate is unattainable for many and unhealthy for most. One study found that 47% of the girls were influenced by magazine pictures to want to lose weight, but only 29% were actually overweight.27 Research has also found that stringent dieting to achieve an ideal figure can play a key role in triggering eating disorders.28 Other researchers believe depicting thin models appears not to have long-term negative effects on most adolescent women, but they do agree it affects girls who already have body-image problems.29 Girls who were already dissatisfied with their bodies showed more dieting, anxiety, and bulimic symptoms after prolonged exposure to fashion and advertising images in a teen girl magazine.30 Studies also show that a third of American women in their teens and twenties begin smoking cigarettes in order to help control their appetite.31

Boys and Body Image

Although distorted body image has widely been known to affect women and girls, there is growing awareness regarding the pressure men and boys are under to appear muscular. Many males are becoming insecure about their physical appearance as advertising and other media images raise the standard and idealize well-built men. Researchers are concerned about how this impacts men and boys, and have seen an alarming increase in obsessive weight training and the use of anabolic steroids and dietary supplements that promise bigger muscles or more stamina for lifting.32 One study suggests that an alarming trend in toy action figures' increasing muscularity is setting unrealistic ideals for boys much in the same way Barbie dolls have been accused of giving an unrealistic ideal of thinness for girls.33 "Our society's worship of muscularity may cause increasing numbers of men to develop pathological shame about their bodies... Our observations of these little plastic toys have stimulated us to explore further links between cultural messages, body image disorders and use of steroids and other drugs," says researcher Dr. Harrison Pope.34

The majority of teenagers with eating disorders are girls (90%),35 but experts believe the number of boys affected is increasing and that many cases may not be reported, since males are reluctant to acknowledge any illness primarily associated with females.36 Studies have also found that boys, like girls, may turn to smoking to help them lose weight. Boys ages 9 to 14 who thought they were overweight were 65% more likely to think about or try smoking than their peers, and boys who worked out every day in order to lose weight were twice as likely to experiment with tobacco.37

Source: Body Image and Advertising . 2000. Issue Briefs. Studio City, Calif.: Mediascope Press. Last revision was April 25, 2000.

Body Image and Advertising Article References:

  1. Fox, R.F. (1996). Harvesting Minds: How TV Commercials Control Kids . Praeger Publishing: Westport, Connecticut.
  2. "How to love the way you look." Teen People , October, 1999.
  3. Peacock, M. (1998). "Sex, Housework & Ads." Women's Wire web site. (Online: http://womenswire.com/forums/image/D1022/. Last retrieved April 14, 2000]
  4. Dittrich, L. "About-Face facts on the MEDIA." About-Face web site. [Online: http://about-face.org/r/facts/media.shtml. Last retrieved April 14, 2000]
  5. Media Influence on Teens. Facts compiled by Allison LaVoie. The Green Ladies Web Site. [online: http://kidsnrg.simplenet.com/grit.dev/london/g2_jan12/green_ladies/media/ . Last accessed April 13, 2000]
  6. Dittrich, L. "About-Face facts on the MEDIA," op. cit.
  7. Media's Effects on Girls: Body Image and Gender Identity, Fact Sheet. 
  8. Ibid.
  9. Dittrick, L. "About-Face facts on BODY IMAGE." About-Face web site. [Online: http://about-face.org/r/facts/bi.shtml . Last retrieved April 14, 2000]
  10. "Facts on Body and Image," compiled by Jean Holzgang. Just Think Foundation web site. [Online: http://www.justthink.org/bipfact.html . Last retrieved April 14, 2000]
  11. Olds, T. (1999). "Barbie figure 'life-threatening'." The Body Culture Conference. VicHealth and Body Image & Health Inc.
  12. "Magazine Models Impact Girls' Desire to Lose Weight, Press Release." (1999). American Academy of Pediatrics.
  13. Hamburg, P. (1998). "The media and eating disorders: who is most vulnerable?" Public Forum: Culture, Media and Eating Disorders, Harvard Medical School.
  14. Ibid.
  15. Schneider, K. "Mission Impossible." People Magazine , June, 1996.
  16. Dittrich, L. "About-Face facts on the MEDIA," op. cit.
  17. Ibid.
  18. Maynard, C. (1998). "Body Image." Current Health 2 .
  19. Dittrich, L. "About-Face facts on the MEDIA," op. cit.
  20. Kilbourne, J., "Slim Hopes," video, Media Education Foundation, 1995.
  21. Media Influence on Teens, op. cit.
  22. "Facts on Body and Image," op. cit.
  23. Media Influence on Teens, op. cit.
  24. Kilbourne, J., op. cit.
  25. Schneider, K., op. cit.
  26. Woznicki, K. (1999). "Pop Culture Hurts Body Image." OnHealth web site. [Online: http://www.onhealth.com/ch1/briefs/item,55572.asp . Last retrieved April 13, 2000]
  27. "Magazine Models Impact Girls' Desire to Lose Weight, Press Release," op. cit.
  28. "Facts on Body and Image," op. cit.
  29. Goode, E. "Girls' Self Image Survives Effect of Glossy Ads." The New York Times , August 24, 1999.
  30. Ibid.
  31. Morris, L. "The Cigarette Diet." Allure , March 2000.
  32. Shallek-Klein, J. "Striving for the Baywatch Boy Build." Silver Chips Newspaper, October 7, 1999.
  33. "Body Image Disorder Linked to Toy Action Figures' Growing Muscularity," Press Release..(1999). McLean Hopital.
  34. Ibid.
  35. Schneider, K., op. cit.
  36. Wax. R.G. (1998). "Boys and Body Image." San Diego Parent Magazine.
  37. Marcus, A. (1999). "Body Image Tied to Smoking in Kids." Health Scout. Merck-Medco Managed Care.

next: Many Great Women Have Been Plagued by Depression and Body Image Disorders
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APA Reference
Staff, H. (2008, December 11). Eating Disorders: Body Image and Advertising, HealthyPlace. Retrieved on 2024, May 6 from https://www.healthyplace.com/eating-disorders/articles/eating-disorders-body-image-and-advertising

Last Updated: May 30, 2017

Child Profile For Use At School

Parents of special needs children creating a student profile with notes about academic and non-academic things that can be easily shared with others.

Lisa aka Darky from adders.org forum boards has given permission to add this about a child's profile. It can be used within school, where notes can be made about academic and non-academic things. The profile would be provided to support staff, supply teachers, when moving up a year to a new teacher - things like this. So thanks to Lisa for giving permission to use this here.

The Student Profile

The idea behind a child profile is that notes can be made for things such as particular difficulties - preferences to learning styles - likes and dislikes - preferences to various things within class setting or playground setting. With information given by parents and maybe the teacher. This is to give those who work with your child on a daily basis or on a very irregular basis such as supply teaching.

It is not easy to explain the type of things to put in this profile as all children are different - so Lisa has very kindly written out a sort of sample of things that could be entered into the Childs Profile as an example. I am sure that all parents will be able to have ideas of things that would be very helpful for members of staff who come into contact with their child would find it very helpful to know about in a short format when they first come into contact with the child so adding these to those of the school would be really helpful.

However it should be said that this does need to be brief and to the point not long winded!!

Briefing Notes For C L Class

Then it says summary of difficulties,

  • asperger syndrome
  • poor visual perceptual memory
  • poor fine/gross motor skills
  • mild language delay

Then it says in particular;

  • C seems happy, hardworking and organised but he is very good at putting up a front when he is lost, anxious or worried.
  • We (the school) have asked mum to let us know as soon as possible particular worries as he tends to take worries home.
  • He is sensitive to noise - please reassure him if you have to speak sharpley to the class or particular children (he tends to assume you are upset with him.
  • He needs regular routines and lots of warnings about change or things happening.
  • He needs lots of reassurance
  • He is good at seeming to understand when he does not.
  • He is very literal minded and not very good at drawing conclusions.
  • He has a strategy of repeating back what he has heard and finds this helpful.
  • He tends to assume you know what he is thinking without having to tell you.
  • He has a history of motor control difficulties and has some exercises to help with this. He will tend to struggle in PE, especially ball skills.
  • He is desperate to please and does work hard. Trying to put in some of the childs good points such as being considerate of others or desperate to please really makes this a very positive document that I am sure will be a huge asset to many children and schools.

 


 

APA Reference
Staff, H. (2008, December 11). Child Profile For Use At School, HealthyPlace. Retrieved on 2024, May 6 from https://www.healthyplace.com/adhd/articles/child-profile-for-use-at-school

Last Updated: May 7, 2019

Relationship Between ADHD Stimulant Therapy and Substance Abuse

A review of scientific literature reveals that stimulant medication for ADHD children actually reduces the chances of later substance abuse.

Does Stimulant Therapy of Attention-Deficit/Hyperactivity Disorder Beget Later Substance Abuse? A Meta-analytic Review of the Literature

Timothy E. Wilens, MD*, Stephen V. Faraone, PhD*,, Joseph Biederman, MD*, and Samantha Gunawardene, BS* * Clinical Research Program in Peiatric Psychopharmacology, Massachusetts General Hospital, Boston, Massachusetts Harvard Medical School, Boston, Massachusetts

Objective. Concerns exist that stimulant therapy of youths with attention-deficit/hyperactivity disorder (ADHD) may result in an increased risk for subsequent substance use disorders (SUD). We investigated all long-term studies in which pharmacologically treated and untreated youths with ADHD were examined for later SUD outcomes.

Methods. A search of all available prospective and retrospective studies of children, adolescents, and adults with ADHD that had information relating childhood exposure to stimulant therapy and later SUD outcome in adolescence or adulthood was conducted through PubMed supplemented with data from scientific presentations. Meta-analysis was used to evaluate the relationship between stimulant therapy and subsequent SUD in youths with ADHD in general while addressing specifically differential effects on alcohol use disorders or drug use disorders and the potential effects of covariates.

Results. Six studies-2 with follow-up in adolescence and 4 in young adulthood-were included and comprised 674 medicated subjects and 360 unmedicated subjects who were followed at least 4 years. The pooled estimate of the odds ratio indicated a 1.9-fold reduction in risk for SUD in youths who were treated with stimulants compared with youths who did not receive pharmacotherapy for ADHD (z = 2.1; 95% confidence interval for odds ratio [OR]: 1.1-3.6). We found similar reductions in risk for later drug and alcohol use disorders (z = 1.1). Studies that reported follow-up into adolescence showed a greater protective effect on the development of SUD (OR: 5.8) than studies that followed subjects into adulthood (OR: 1.4). Additional analyses showed that the results could not be accounted for by any single study or by publication bias.

Conclusion. Our results suggest that stimulant therapy in childhood is associated with a reduction in the risk for subsequent drug and alcohol use disorders.

Key Words: attention-deficit/hyperactivity disorder, substance use, pharmacotherapy

Abbreviations: ADHD, attention-deficit/hyperactivity disorder, SUD, substance use disorders, OR, odds ratio, POR, precision of the odds ratio, SN, standard normal deviate, CI, confidence interval.

Source: Wilens TE, et al. (2003). Does stimulant therapy of attention-deficit/hyperactivity disorder beget later substance abuse: A meta-analytic review of the literature. Pediatrics, 111(1): 179-185.


 


next: Natural Alternatives: Reliv, St. John's Wort for ADHD, Depression
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APA Reference
Staff, H. (2008, December 11). Relationship Between ADHD Stimulant Therapy and Substance Abuse, HealthyPlace. Retrieved on 2024, May 6 from https://www.healthyplace.com/adhd/articles/relationship-between-adhd-stimulant-therapy-and-substance-abuse

Last Updated: February 12, 2016

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, May 6 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, May 6 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, May 6 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, May 6 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
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APA Reference
Staff, H. (2008, December 11). Good Mood: The New Psychology of Overcoming Depression Chapter 19, HealthyPlace. Retrieved on 2024, May 6 from https://www.healthyplace.com/depression/articles/good-mood-the-new-psychology-of-overcoming-depression-chapter-19

Last Updated: June 18, 2016