Tag: adhd

Nobody Told You THIS About the Easy Parenting Hack for Tantrums

listen to what experts say about the easiest parenting hack for tantrums and misbehavior 5 minutes with your kid as often as possible of just time without phone I call it PNP time with my younger kids play no phone the 10-minute Miracle this is a game Cher for unwanted behaviors special time is one of the core principles of ADHD and behavior management and is actually beneficial for all kids and I’m just doing whatever they want to do and that works wonders no matter what you call it one-on-one playtime is frequently recommended for its profound impact on kids behavior and parent child relationships but there are some crucial things that most people get wrong about this strategy so what are the experts not telling you and most importantly how do you avoid these mistakes and actually make this hack work well first know that the concept of special playtime isn’t something novel despite what you see on social media it really originated in the 1970s as a a part of pcit and other parent training programs so what started as a structured component of specific therapies has evolved into more simplistic advice but it’s actually far from a quick tip special time is really an intentional practice that when done right makes lasting change so I actually already hinted at the first misconception about special time did you catch it imagine for a moment that when you play with your child your home is the set of a TV show your child holds the very important jobs of story writer director and lead actor you’re the production designer first planning and making the set for the story to unfold sometimes you’re also kind of like the gaffer the person who shines the light on specific parts of the story but most importantly you are like a live audience directly witnessing each scene unfold so special time is not just about playing with your child you both have critical roles to purposely follow and you as the parent are using specific skills to directly work on your child’s behavior and your relationship with them initially your special time is like the first several takes of a scene in your show you and your child rehearse your roles and lines until they’re more natural and can make the final cut of improved behaviors and connection so two things are actually true here spending dedicated one-on-one time playing can positively impact kidss behavior and parents must use certain skills to really have meaningful change but what are those skills exactly think back to your TV show set for a second imagine as a live audience member you go up to the director and ask her so what are the characters going to do next or you tell the lead actor you should sit over there instead would you really do that something that I see many parents do when playing with their child is offering ideas or suggestions that inadvertently steer the play time and when they do they’ve assumed the role of the director of the show the role that’s intended for their child your child has full creative direction to make their choices about how they want to play during special time it’s essential for parents to be the audience you’re not asking the actor or director questions and you’re definitely not giving instructions on what they should be doing questions and instructions take over the conversation in play and they could suggest disapproval or what your child should be doing instead I know it’s tough but a parent who is skillful at special time will save all their questions for after and will avoid giving any instructions to their child during play time but if you’re not supposed to ask your child questions or give them any sort of directions during special time then what are you supposed to say when parents and kids have gotten into negative behavior Cycles noticing the bad has usually become more of the norm we know that from research kids with ADHD in particular get more negative and critical feedback than than kids who don’t have ADHD so during special time use positive words and attention to let them know you see all the good things too in your role as the gaffer you want to specifically shine a light on your child’s positive and neutral behaviors that align with your family’s values and expectations you do this with your words whether that’s through specific praise like I love how calm your body is while we play simply describing their positive behavior like you’re sitting still at the table playing or repeating back or paraphrasing their words like if your child says I want to play with trains and you respond you’re telling me you want to play with trains next you’re focusing on their strengths and encouraging the behaviors you want to see more of your role as the spotlight operator reinforces positive actions rather than drawing attention to the unwanted behavior that you want to end you’re purposefully catching them when they’re doing the good stuff you want to see and telling them that directly by doing this you’ll make it more likely for those specific behaviors to happen again also just like an enthusiastic live audience who generously applauds consistently celebrate what you’d like to see in your child non-verbal actions like smiles and high fives or thumbs up can also effectively convey support and encouragement the key is ensuring that they feel seen and appreciated for their efforts just like special time helps your child feel appreciated your likes and comments let me know this content is valued so if you haven’t yet go ahead and tap those like And subscribe buttons now in all seriousness though I really appreciate your support because it motivates me to keep making more videos like this so thank you for that now back to some more stuff the experts aren’t telling you about special time while the focus of special time is on strengthening your relationship and promoting positive behavior it is inevitable that children can have challenging behaviors during play and then what are you supposed to do well thinking back to our TV show analogy what happens when an actor bumps into a prop and messes up their lines people on set generally expect minor mistakes to happen and an actor would just keep going or try again but what if something more major happened like if the actor got injured during a stunt they wouldn’t really be able to keep going as usual and you’d probably have to Halt production so first parents need to differentiate between minor annoying or frustrating behaviors and dangerous or destructive ones be prepared to stop play immediately if a child does anything that could potentially harm themselves or others like throwing hard objects or acting aggressively safety should always take priority just as it does on the set of a TV show immediately stopping special time when something dangerous or destructive happens will set a clear boundary for inappropriate behavior when other more minor m Behavior happens like shouting or knocking down a block tower out of frustration I know it’s tempting to address it since that’s where you’re trying to fix in the first place but parents should intentionally choose not to respond or give attention to minor misbehaviors this lets your child know that they’ll only get your full attention when their behavior is neutral or positive now these next two ideas are really important and rarely talked about experts often tout special time as a small mirror Le or hack even I did it in the title of this video which implies it’s more of an immediate fix for bad behavior while this may happen it can also set up an unrealistic expectation about the immediacy of its effect or that it’s a one-time fix consistency is crucial when scheduling and practicing special time much like practicing your lines is crucial to successfully film your TV show on schedule you’re not expecting that reading the script once or right before filming will be enough so so relying on special time solely as an in the- moment strategy for poor behavior Can diminish its impact and this leads into the next mistake I don’t see being talked about using special time reactively as a response to negative behaviors or taking it away as punishment undermines the intended purpose of building positive connections between a parent and child studies show that it’s the regular practice that enhances communication skills strengthens bonds between a parent and child reduces behavior problems and promotes emotional well-being for both parents and their kids special time is meant to be a preventative strategy rather than a punitive one sometimes special time can unintentionally turn into something punitive or critical in a different way though simply with the words used can you imagine how that might play out what if your child was rehearsing their lines and finally after 10 times through they delivered it perfectly and then someone watching said thanks for not messing up while while at a first glance it might be recognized as praise there’s an underlying message of disapproval that’s somewhat critical other examples of this hidden criticism or negative talk are phrases that involve words like no don’t and stop like don’t throw that toy or stop playing with the light switch during special time these should be avoided in order to get the full benefit so instead of saying thanks for not yelling Focus your comment on the behavior you wanted to see like I loved how you used a quieter voice it’s crucial to tell kids what to do instead of what not to do and I know that navigating special time correctly can be a complex script to follow especially when it comes to kids with ADHD or anxiety it can be confusing and really tough to know what to encourage and what to do so to help with your TV show I’ve got long-term production plans laid out for both anxiety and ADHD right here so go check out those next and put your relationships first see you there
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The Difference Between ADHD and Anxiety Signs

 – Hey, Psych2Goers. Do you have trouble paying attention? For example, zoning out while watching this video? Do you think you have ADHD because of this? Oftentimes, people mistake symptoms of anxiety for ADHD because of some of the similar traits they share. According to the Centers for Disease Control and Prevention data, about 3 in 10 children with ADHD have anxiety. So to help you get a better understanding of the difference between ADHD and anxiety, here are six signs to look out for. Number one, you have poor focus because of worrying thoughts. Are you always distracted by your worries, so much so that you’re unable to focus on the things you’re doing? When fear and apprehension dominate your thoughts, it may cause you to become restless and have trouble with sitting still, paying attention, or staying focused in class. According to John Waldrop, MD from Weill Cornell Medical College, when you experience anxiety, your prefrontal cortex, the part of the brain which is essential for thinking, learning, and remembering, is shut down. Your brain is concentrated on staying safe. In contrast with ADHD, you aren’t consumed by worrying thoughts. Instead, it has more to do with an imbalance in your hormones: dopamine and norepinephrine, which causes you to be distracted. Number two, you don’t tend to have as many problems with impulsivity. Do you often find yourself speaking out loud in class without raising your hand? Perhaps you were even labeled as the troublemaker in school because of the way you can never sit still. According to Dr. John, a person with ADHD may feel as if there are dozens of controllers trying to control their brains at the same time without checking in with each other first. So if you find that you don’t appear to have as many problems with impulsivity but just struggle to speak up or stand up because of your nerves, then you may have anxiety rather than ADHD. Number three, you have trouble completing your schoolwork because of perfectionism. Do you have trouble completing your schoolwork? Perhaps you find yourself procrastinating even if you only have just one assignment to you. This struggle could be because you have so many points you wanna make in so many ways to phrase the words that it leaves you wanting to throw up your hands and ignore them. You’re avoiding starting your assignments because you can’t have them be less than perfect. If you can relate to this, then it’s more likely you’re struggling with anxiety and not ADHD. Dr. John stated that while people with ADHD may experience difficulty completing their schoolwork or performing tasks, it’s often due to trouble with concentration rather than perfectionism. Number four, you are generally more sensitive to social cues. Are you very sensitive to how you come across to other people? Do you find yourself often uncomfortable with your social environment? Perhaps you find it challenging to eat in front of other people or tend to avoid speaking in public because of an overwhelming fear that people will judge you negatively. According to Dr. John, if your answers are yes to the above questions, it’s more likely that you have anxiety rather than ADHD. This is because people with ADHD usually struggle with understanding or missing social cues rather than being hypersensitive to them. Number five, you experience a racing heart, clamminess, tense muscles, headaches, nausea, or dizziness. Do you often experience headaches, nausea, or dizziness? These are just some of the symptoms of anxiety. Dr. John stated that anxiety comes from a tiny almond-shaped part at the back of your brain called the amygdala. As a watchman for your brain, it is constantly watching out for danger. And whenever it detects danger, it triggers a fight or flight response. However, for anxious people, the amygdala is large and hypersensitive. Because of this, it ends up sending out a lot of false alarms. You can think of it as a watchman who cries wolf too often. As a result, your brain may sense threats even in non-threatening situations. And number six, you are unlikely to show problem behaviors when you’re feeling calm, safe, and doing things you enjoy. How do you act when you’re having fun? Whether it’s listening to your favorite music or playing video games, you may find yourself feeling calm and safe while doing the things that you genuinely enjoy. You are neither restless nor feeling like you need to catch your breath. According to Dr. John, anxious individuals are unlikely to display any problem behaviors when feeling calm and safe and doing something they enjoy. On the contrary, people with ADHD will experience problem behaviors even when they engage in a particular fun or exciting activity.44798459-1800005020048433-7146152391664992256-nFor example, a person with ADHD may become so engrossed with painting a picture that they tune out or completely ignore everything else. This behavior is known as hyperfocus. Did you relate to any of the signs we’ve mentioned? Let us know in the comments below. If you found this video helpful, be sure to like, subscribe, and share this video with those who might benefit from it. And don’t forget to hit the notification bell icon to get notified whenever Psych2Go posts a new video. As always, the references and studies used in this video are added in the description below. Thanks so much for watching and see you in our next video. (light music).As found on YouTubeSeanCooper🗯 The Shyness & Social Guy ⇝ The 3 WORST Mistakes You Must AVOID If You Want To Overcome Shyness (PLUS: 1 weird trick that targets the root biological cause of shyness so you can stop being nervous, awkward, and quiet around people…) By Sean Cooper, The Shyness & Social Anxiety Guy. The fact that you’re reading this article tells me you may have already reached a point where you feel your shyness is NOT going away on its own… or you fear it’s getting worse and worse. And I don’t want you to waste one more day living a life where you feel left out, bored, or depressed because you don’t have the relationships which would make you happy. That’s why I’ve put together this page to help you avoid the worst mistakes that keep many people stuck with shyness for years… http://flywait.darekw.hop.clickbank.net/ often giving up hope of ever improving as you watch other people have interesting “normal” lives without you. Yet this doesn’t have to happen.

ADHD: Signs, Symptoms, Solutions

 ADHD stands for attention deficit hyperactivity disorder and is often described as a mental disorder. children with ADHD have trouble paying attention are hyperactive and often have difficulty controlling their behavior. it is estimated that it affects around five percent of all children aged 3 to 17 globally and that for every girl around three boys are diagnosed with it. to understand how it affects children in school let’s look at the story of Leo, a 12-year-old boy who goes to school with the best intentions but struggles hard to succeed. attention deficit is his biggest problem. Leo gets distracted so easily it happens even when he tries his hardest to focus. he often realizes that he has suddenly zoned out and has spent the last 15 minutes thinking about something entirely different. just the tiniest thing can get him off track. to him it feels like his brain is broken. he is also forgetful books and homework are often left at home and if he doesn’t miss an assignment he often loses it somewhere or forgets to turn it in. His grades are terrible and some teachers are beginning to think that he is a lost case. then there is his hyperactivity: when they have to do group work he is restless and has trouble staying focused. staying calm and listening while others speak can completely drain him, making any normal conversation a serious challenge. to him it feels like there is no capacity left in his brain to deal with all the input that needs to be processed. he then feels angry about not being able to follow along. to help cope with his hyperactivity he likes to keep his hands busy all the time. last, there is his impulsive behavior: he often cannot refrain from saying things that come to his mind. sometimes he tries hard to control himself but then just blurts out and interrupts others. his classmates find this annoying. he leader regrets his hot-headed behavior but he knows that unfortunately, he will do it again and again. it seems to him that he can’t learn from his mistakes. teachers get frustrated trying to get him to behave. Others become impatient, give up or distance themselves. after he is diagnosed and receives support through concrete steps, things begin to get better: at school, he is seated next to a supportive student in the front row of the class, he gets a notebook that lists all his assignments to help him remember and to make homework easier to track he receives it for all subjects only once a week. to relax he is allowed to use fidget objects during lessons and take short breaks when needed. after school he practices speaking and listening routines with the specialist. additionally, his dad bikes with him to school every morning and in the afternoon he is allowed to play the ball as long as he wishes. for severe cases of ADHD prescription drugs are often prescribed. before that happens children like Leo need to undergo a professional age-appropriate diagnosis by a child psychologist who will try to look below the surface. ADHD could just be the tip of the iceberg the root cause might be drama at home, bullying at school, poor sleep or the wrong diet. Sir Ken Robinson told the story of Gillian Lynne, an 8-year-old girl that was said to have a learning disorder. she could not concentrate and never sat still. when she was brought to the specialist who didn’t subscribe any therapy but instead played music on the radio, the girl started dancing. he then told her mother: “Gillian isn’t sick, she’s a dancer. take her to a dance school!” Gillian Lynne later became a famous dancer and then responsible for some of the most successful musicals in Broadway history. please share your thoughts in the comments below. if you are hyperactive or if you are diagnosed with ADHD please tell us about your coping mechanisms so we can learn more about it from reading your insights. if you want to support our Channel, enabling us to make more such videos, visit patreon.com/sprouts and check out what we do.As found on YouTubeBrain Booster | Blue Heron Health News ⇝ I was losing my memory, focus – and mind! And then… I got it all back again. Case study: Brian Thompson There’s nothing more terrifying than watching your own brain health fail. You can feel it… but you can’t stop it. Over and over I asked myself, where is this going to end? What am I going to end up like? And nobody could tell me. Doesn’t matter now. I’m over it. Completely well. This is how I did it!OIP-c2

6 Signs and Symptoms Of ADHD

 – [Amanda] As a quick disclaimer, this video is made for educational purposes only. And if you have further questions or concerns about ADHD, please consult with your doctor first. With that said, let’s start. I’m sure you’ve heard of attention deficit hyperactivity disorder, or ADHD before. It’s a neurodevelopmental disorder marked by an ongoing pattern of inattention or hyperactivity that interferes with your functioning and development. Though ADHD is most commonly diagnosed in childhood, it can also affect adults. Unfortunately, there’s a significant lack of research into adults with ADHD. Many scientists believe that since ADHD is a developmental disorder, it can not develop in adults without demonstrating any signs during their early childhood. But, signs and symptoms of ADHD often persist into adolescence and adulthood. According to the NHS, by age 25, 15% of those diagnosed will still present symptoms. Of those diagnosed, 65% will have symptoms that affect their lives. Here are six signs and symptoms of ADHD to look out for it if you think it’s affecting your life or the life of someone you know. Number one is inattentiveness. One of the hallmark signs of ADHD is inattentiveness. It goes beyond simply not being able to pay attention. It can also look like the inability to focus on a task, finding it hard to pay attention to others, or overlooking details. Know these symptoms can also be caused by stress. Pay special attention if you find your focus shifting often. Number two, hyperfocus. On the opposite side of the spectrum, you can also experience hyperfocus with ADHD. Hyperfocus can cause a person with ADHD to become so engrossed in a task that they forget about everything else going on around them. It’s important to differentiate between hyperfocus versus when you’re in a state of flow. Flow emerges from a state of deep concentration or engagement in something, and being in flow produces a positive feeling, like a sense of accomplishment. Hyperfocus, on the other hand, is a result of an inability to regulate your attention span. With hyperfocus, you can’t always choose what you focus on. You might be doing something important like homework or hyper-focused on scrolling endlessly through Kylie Jenner’s Instagram Feed. Hyperfocus can lead to setbacks in your relationships with friends or partners, or hurdles at work and school. To help with this, you could prioritize your tasks and accomplish them one by one, or ask your family and friends to text you at specific times to help you shift your focus onto more important tasks. Number three is impulsivity. Do you speak out of turn, or do you regularly get yourself into socially inappropriate situations? Do you rush through tasks? And these all are signs of impulsivity in ADHD. It runs a lot deeper than just making split-second decisions. ADHD impulsivity can disrupt your life, and can potentially get you in trouble.  You might others during conversations, making them less inclined to talk to you again, or you can act without much or any consideration of the possible consequences, and this can land you in hot water. Number four is disorganization. We all have hectic lives, but for someone with ADHD, things may feel a bit more chaotic than usual. If you have ADHD, you may have trouble establishing order in your life, and it can be difficult to keep everything in the right place. And adults with ADHD may struggle with these organizational skills. This can include, problems keeping track of tasks, and trouble logically prioritizing them. Number five is mood swings. Because this symptom is present in many other disorders, it’s not an inherent sign of ADHD, but if you’re someone with ADHD you may experience mood swings or irritability. There may be days you feel good and grounded, and other days when you’re in the emotional gutter. You can try writing your emotions down, which can help you keep track of your emotional patterns, and prepare you for the next mood swing. Setting a schedule will help you establish a routine and avoid the possible stress from disorganization. And number six, lack of motivation. Does it seem like you’re doing everything at once, but feel unmotivated to go about your tasks? Lack of motivation is a common symptom of ADHD. A lack of motivation combined with other symptoms like poor organizational skills is problematic when it comes to accomplishing tasks or being engaged at work. There are many ways to help fight a lack of motivation, though. For example, you could break down your chores into manageable tasks, or write down the positive feelings you’re experiencing throughout the day. These techniques can help you find the motivation to finish your tasks. Do you think you might have ADHD, or does someone you know think they could have ADHD? Do you think these signs will help you or a loved one? Go ahead and like and share this video if it helped you, and you think it could help someone else too. The studies and references used are listed in the description below. And don’t forget to hit the subscribe button for more Psych2Go videos. Thank you for watching, and we’ll see you next time.As found on YouTubeHUMAN SYNTHESYS STUDIO 👀🗯 Attention: Have Real Human Spokespeople In Your Videos Saying Exactly What You Want In MINUTES! REAL Humans, REAL Voices, With A NEW Technology That Gives STUNNING Results Choose Your Human + Voice Type What You Want Them To Say Render your “Humatar” What You Are About To See Is Unbelievable…

The Difference Between ADHD and Anxiety Signs

 – Hey, Psych2Goers. Do you have trouble paying attention? For example, zoning out while watching this video? Do you think you have ADHD because of this? Oftentimes, people mistake symptoms of anxiety for ADHD because of some of the similar traits they share. According to the Centers for Disease Control and Prevention data, about 3 in 10 children with ADHD have anxiety. So to help you get a better understanding of the difference between ADHD and anxiety, here are six signs to look out for. Number one, you have poor focus because of worrying thoughts.
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Are you always distracted by your worries, so much so that you’re unable to focus on the things you’re doing? When fear and apprehension dominate your thoughts, it may cause you to become restless, and have trouble sitting still, paying attention, or staying focused in class. According to John Waldrop, MD from Weill Cornell Medical College, when you experience anxiety, your prefrontal cortex, the part of the brain which is essential for thinking, learning, and remembering, is shut down. Your brain is concentrated on staying safe.In contrast with ADHD, you aren’t consumed by worrying thoughts. Instead, it has more to do with an imbalance in your hormones: dopamine and norepinephrine, which causes you to be distracted. Number two, you don’t tend to have as many problems with impulsivity. Do you often find yourself speaking out loud in class without raising your hand? Perhaps you were even labeled as the troublemaker in school because of the way you can never sit still. According to Dr. John, a person with ADHD may feel as if there are dozens of controllers trying to control their brains at the same time without checking in with each other first. So if you find that you don’t appear to have as many problems with impulsivity but just struggle to speak up or stand up because of your nerves, then you may have anxiety rather than ADHD. Number three, you have trouble completing your schoolwork because of perfectionism. Do you have trouble completing your schoolwork? Perhaps you find yourself procrastinating even if you only have just one assignment to you.This struggle could be because you have so many points you wanna make in so many ways to phrase the words that leave you wanting to throw up your hands and ignore them. You’re avoiding starting your assignments because you can’t have it is less than perfect. If you can relate to this, then it’s more likely you’re struggling with anxiety and not ADHD. Dr. John stated that while people with ADHD may experience difficulty completing their schoolwork or performing tasks, it’s often due to trouble with concentration rather than perfectionism.Number four, you are generally more sensitive to social cues. Are you very sensitive to how you come across to other people? Do you find yourself often uncomfortable with your social environment? Perhaps you find it challenging to eat in front of other people, or tend to avoid speaking in public because of an overwhelming fear that people will judge you negatively. According to Dr. John, if your answers are yes to the above questions, it’s more likely that you have anxiety rather than ADHD. This is because people with ADHD usually struggle with understanding or missing social cues rather than being hypersensitive to them. Number five, you experience a racing heart, clamminess, tense muscles, headaches, nausea, or dizziness. Do you often experience headaches, nausea, or dizziness? These are just some of the symptoms of anxiety. Dr. John stated that anxiety comes from a tiny almond-shaped part at the back of your brain called the amygdala.As a watchman for your brain, it is constantly watching out for danger. And whenever it detects danger, it triggers a fight or flight response. However, for anxious people, the amygdala is large and hypersensitive. Because of this, it ends up sending out a lot of false alarms. You can think of it as a watchman who cries wolf too often. As a result, your brain may sense threats even in non-threatening situations. And number six, you are unlikely to show problem behaviors when you’re feeling calm, safe, and doing things you enjoy.How do you act when you’re having fun? Whether it’s listening to your favorite music or playing video games, you may find yourself feeling calm and safe while doing the things that you genuinely enjoy. You are neither restless nor feel like you need to catch your breath. According to Dr. John, anxious individuals are unlikely to display any problem behaviors when feeling calm and safe and doing something they enjoy. On the contrary, people with ADHD will experience problem behaviors even when they engage in a particular fun or exciting activity. For example, a person with ADHD may become so engrossed with painting a picture that they tune out or completely ignore everything else. This behavior is known as hyperfocus. Did you relate to any of the signs we’ve mentioned? Let us know in the comments below. If you found this video helpful, be sure to like, subscribe, and share this video with those who might benefit from it. And don’t forget to hit the notification bell icon to get notified whenever Psych2Go posts a new video. As always, the references and studies used in this video are added in the description below.Thanks so much for watching and see you in our next video. 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Anxiety and Sensory Processing Disorder – Which Comes First?

So today we’re talking about sensory processing disorder and anxiety and which comes first. Is it sometimes that we get anxious and therefore we become sensory reactive and super sensitive or under aroused or is it that our sensory causes the problem and this is a really good question and it’s a really important one to address well so we’re really just going to introduce some of the concepts just now and bring some things into the room that we need to think about we’re not going to solve all the problems that this question brings up because that would take days. So let’s give it a go – from an occupational therapy perspective when we think about sensory processing disorder and anxiety we’re really starting to wonder if the distress that our client is carrying is really secondary to the sensory processing disorder the challenges that that brings and so that’s really where I’m going to speak to today and we will bring in a psychologist later to talk about when anxiety is the primary part of the picture and more of the root cause of what’s going on. So if we think about the sensory systems and really try and unpack them and go deep with what it might mean to have a dysfunction in one or many of them then we can start to understand that it would naturally, be a cause of anxiety because movement needs to be organized and under our control to feel safe our sensory systems have a very primitive function of keeping us alive as well as helping us to move, move beautifully, move with finesse, navigate spaces, and become social creatures. The first piece though is this safety – keeping us alive Our sense of balance, our vestibular sense – that spirit level of the liquid in the inner ear and crystals that tells us if we’re upright against gravity or where we are – that system, its first function is to keep us alive and if we get turned upside down real quick it’s gonna make all the alarms go off and it’s going to be telling us that we need to change something pretty quick so we go into a state of flight or into a state of fight or even more severe into a frozen state when this system sends all the alarms are off. Also when the system isn’t getting enough information it starts to wonder if I’m safe and alarm systems, alarm bells start to ring. So for example, if you’ve ever been in an elevator and there’s that moment before you can really tell if you’re moving yet or not, there’s that moment and people start to look at each other like “are we okay? what’s about to happen here?” because we’re not getting enough data enough information from our vestibular system to really assess if we’re safe if the situation is okay – which way we’re moving.
And again that sense of alarm that you get when you’re on a public transport, maybe a bus and the bus next to you – which one’s moving is it me or the bus next to me? My visual system and my vestibular system are in conflict and I can’t tell what’s going on, I go into alarm. So these are just examples trying to help us empathize with individuals who struggle with their vestibular information on a day-to-day basis and that state of heightened alarm, arousal that they get into or that they exist in for most of the day, which would look like an anxiety disorder but it’s not – it’s not clinical anxiety in those situations, it’s anxiety that’s caused by a lack of integration of the vestibular system with perhaps other systems competing for information, not enough information and being too quickly and too often in a state of fight or flight or freeze. The same goes for our position sense – our proprioceptors which are predominantly in our joints and when we get compression or when we get traction on our joints, we know where we are in space. I often would fall asleep on my arm and go to that point past pins and needles when my arm is just like – is it even there?! and that – if you’ve ever experienced that – is really alarming, the alarm systems go off and your body starts to say this is not okay, I’ve lost a whole limb here and you know what’s happened is that there’s that blood flow has been a problem, the proprioceptors aren’t functioning very well. Your sense of proprioception keeps you locked and grounded in your own body and when that the system is unreliable, it’s inconsistent, it’s not giving you great the information then your arousal goes up and you start to have alarm bells going off in your lower brain saying I’m not safe, I need to be wary, I need to orient to everything that’s going on around me and that looks again that vigilance, that anxiety. But it’s got a sensory root in these cases, but we don’t call these anxiety disorders, we’re calling that a response to what’s going on with the sensory systems and we could go on with example after example. A really an important one to think about is the child who really has trouble with multiple sensory systems at once and the most challenging environment for that the child generally speaking is school because the school environment is loud, it has bells, it has visual clutter, there are things hanging from the ceiling, there are Mobile’s, there are posters, there are Halloween displays, there are echoes in the cafeteria, children are completely unpredictable and they knock you and they push you and your nervous system is constantly vigilantly trying to keep you alive and you look like an anxious child an aggressive child a child with behaviors but it come back down to sensory processing. So this is where we start to say with some of our children is the sensory or is this anxiety? When this child’s at school they cannot cope, their tolerance for stress is minimal because they’re using all their resources just to get through the day, or are they so stressed that they’re reactive and we need to figure out which one comes first. And some of these children where the multi-sensory piece is the problematic piece – so what we do with those kids is we reduce as much stress as possible, we cater to their sensory systems, we nourish their sensory systems, we put them in the right therapy, we look at the other stresses in their life – are they getting enough sleep? Are they drinking enough water? Are they eating enough food? How are their relationships? What is their timetable? How are they getting to school? What’s their socioeconomic status? All of these stresses – we look at them, we nourish the sensory systems and then we wait and we watch and we start to unpack. And if this child is able to adapt better when we nourish their sensory systems and adapt to the environment, then we know that fundamentally what’s going on here is not anxiety but the sensory stresses are so great that they’re causing an anxiety response. But if after adapting and treating for sensory anxiety is still very prevalent than we refer – we find a really good mental health provider who understands sensory but we refer to them and we get them involved and we start unpacking the rest of the picture and what’s going on and that’s really important.
So that’s been a a little introduction to sensory processing disorder and anxiety and the interactions between the two. It’s sensory awareness month. I’m Virginia Spielmann the associate director of STAR Institute here and we are trying to raise awareness, educate and research more into sensory processing disorders so there will be a link that we’d love you to click on to show your support. Please share, comment, and let us know what you want to discuss…

Adult ADHD (College Health Guru)

ADHD and ADD are learning disorders that affect up to 5 percent of U.S. children, but what does it really mean to have these conditions? More Videos: http://College.Healthguru.com/?yt

Anxiety and Sensory Processing Disorder – Which Comes First?

  So today we’re talking about sensoryprocessing ill and suspicion and which comes first.Is it sometimes that we get anxious and therefore we become sensory reactive andsuper sensitive or under energized or is it that our sensory causes theproblem and this is a really good question and it’s a really important oneto address well so we’re really just going to introduce some of the conceptsjust now and generating some things into the room that we need to think aboutwe’re not going to solve all the problems that the issue fetches upbecause that would take days.So let’s give it a go from anoccupational care position when we think about sensory processing disorderand anxiety we’re really starting to wonder if the distress that our client is carrying is really secondary to the sensory processing disorder thechallenges that that generates and so that’s really where I’m going to speakto today and we will bring in a psychologistlater to talk about when feeling is the primary part of the picture and more ofthe root cause of what’s going on. So if we think about the sensory systems andreally try and unpack them and go deep with what it might mean to have adysfunction in one or many of them then we can start to understand that it wouldnaturally be a cause of nervousnes because fluctuation needs to be organized and underour assure to feel safe our sensory structures have a awfully primitive functionof impeding us alive as well as helping us to move, move beautifully, move withfinesse, navigate gaps and become social creatures.The firstly patch though is this safety keeping us aliveOur sense of balance, our vestibular sense that spirit level ofliquid in the inner ear and quartzs that tells us if we’re upright againstgravity or where we are that method, its first part is to keep us aliveand if we get turned upside down real quickit’s gonna make all the alarms go off and it’s going to be telling us that weneed to change something pretty quick so we go into a regime of flight or into astate of push or even more serious into a freeze district when this system sendsall the alarms off.Also when the system isn’t getting enough informationit starts to wonder if I’m safe and alarm systems, alarm bells start to ring.So for example if you’ve ever been in an elevator and there’s that time beforeyou can really tell if you’re moving yet or not, there’s that instant andpeople start to look at each other like are we okay? what’s about to happen here? because we’re not had enough data sufficient information from our vestibularsystem to really assess if we’re safe, if the situation is okay which course we’removing. And again that sense of frighten that you get when you’re on a publictransport, maybe a bus and the bus next to you which one’s moving is it me orthe bus next to me? My visual arrangement and my vestibular arrangement are in conflict andI can’t tell what’s going on, I go into alarm.So these are just examplestrying to help us empathize with individuals who struggle with theirvestibular information on a daytoday basis and that state of deepened fright, arousal that they get into or that they exist in for most of the day, which wouldlook like an anxiety disorder but it’s not it’s not clinical nervousnes in thosesituations, it’s anxiety that’s caused by a lack of integration of the vestibular arrangement with perhaps other organisations contesting report , not enoughinformation and being too quickly and too often in a state of oppose or flight orfreeze.The same falls for our position sense our proprioceptors which arepredominantly in our joints and when we get compression or when we get tractionon our seams we know where we are in space. I often would fall asleep on myarm and go to that level past pins and needles when my limb is just like is iteven there ?! and that if you’ve ever known that is really alarming, thealarm systems go off and your mas starts to say this is not okay, I’ve losta whole limb here and you know what’s happened is that there’s that blood flowhas been a problem, the proprioceptors aren’t serving very well.Your senseof proprioception maintains you fastened and grinded in your own body and when thatsystem is inaccurate, it’s inconsistent, it’s not giving you greatinformation then your arousal goes up and you start to have alarm bells goingoff in your lower mentality saying I’m not safe, I need to be wary, I need to orientto everything that’s going on around me and that inspects again that caution, thatanxiety.But it’s got a sensory root in these cases, but we don’t call theseanxiety agitations, we’re visit that a response to what’s going on with thesensory systems and we could go on with speciman after speciman. A reallyimportant one to think about is the child who really has trouble withmultiple sensory organisations at once and the most challenging environment for thatchild generally speaking is institution because the school environment isloud, it has buzzers, it has visual jumble, there are things hanging from theceiling, there are Mobile’s, there are still posters, there’s Halloween presentations, there’s resembles in the cafeteria, children are entirely unpredictable and they slap you andthey push you and your nervous system is constantly vigilantly trying to keep youalive and you looks just like a uneasy child an vigorous child a child withbehaviors but it comes back down to sensory processing. So this is wherewe start to say with some of our children is the sensory or is thisanxiety? When this child’s at clas they cannot coping, their patience for stressis minimal because they’re using all their resources just to get through theday, or are they so stressed that they’re reactive and we need to figure out whichone comes first.And some of these children where the multisensory piece isthe problematic piece so what we do with those minors is we increase as much stressas possible, we cater to their sensory systems, we nourish their sensory plans, we settled them in the claim regiman, we look at the other accentuates in their life arethey getting enough sleep? Are they imbibing enough water? Are they eatingenough food? How are their relationships? How is their timetable? How are theygetting to school? What’s their socioeconomic status? All of thesestresses we look what i found, we nourish the sensory systems and then we wait and wewatch and we start to unpack.And if this child is able to adapt better when wenourish their sensory systems and adapt the environment, then we know thatfundamentally what’s going on here is not anxiety but that the sensorystresses are so great that they’re causing an anxiety response. But if afteradapting and treating for sensory the suspicion is still particularly prevailing then werefer we find a really good mental health provider who are familiar with sensory but we refer to them and we get them involved and we start unpacking the restof the picture and what’s going on and that’s really important. So that’s been alittle introduction to sensory processing disorder and nervousnes and theinteractions between the two. It’s sensory awareness month. I’m VirginiaSpielmann the associate chairman of STAR Institute now and weare trying to raise awareness, educate and research more into sensoryprocessing ailments so there will be a link that we’d love you to click on toshow your subsistence. Please share, note and give us know what you want todiscuss ..   As found on YouTube New Explaindio 4 is revolutionary technology which creates fascinating videos by combining 2D & 3D animations, whiteboard sketch elements, and full motion video, all into one powerful, attention grabbing video. This is why I am extremely excited to be able to tell you that now there is Explaindio 4, which is an easy to use video content creation software that allows you to combine 2D & 3D animations, whiteboard sketch elements, and full motion video, all into one powerful, attention grabbing video.

OCD & Anxiety: Symptoms, Treatment & How to Cope

http://bbrfoundation.org http://www.facebook.com/bbrfoundation Presented by: Helen Blair Simpson, M.D., Ph.D. 2010 NARSAD Independent Investigator Grantee Director of the Anxiety Disorders Clinic & OCD Research Program, New York State Psychiatric Institute Professor of Clinical Psychiatry, College of Physician and Surgeons at Columbia University Attending Psychiatrist, Columbia-Presbyterian Medical CenterMeet the Scientist Webinar Series from the Brain & Behavior Research Foundation: Hear leading mental health researchers present the latest in new technologies, diagnostic tools, early intervention strategies and next generation therapies for mental illness. Webinars take place the second Tuesday of every month (in 2013). Visit: http://bbrfoundation,org/webinar for details and registration.

They Called Her Son A Bully, So She Spoke Out To Show There’s More Than Meets The Eye

Any parent would be horrified to learn that their child has been labeled a bully.

In the case of Australian mom Sonia Buckley, that’s exactly what happened. After her son Billy was called a bully, Buckley noticed kids shunning him and not allowing him to participate in their group activities. Buckley decided to reach out to other children’s parents via Facebook and read an open letter with the hopes that Billy would be able to make friends and shirk the nasty label.

“You may think he’s a bully. He may have said some nasty things or even hurt your child, and for that I’m truly sorry,” Buckley said. “From a very young age Billy has suffered from ADHD, ODD, intellectual learning disability, and severe behavioral disorder.”

Facebook / Sonia Buckley

Read More: Every Day, This Dad Has A Talk With His Daughter That’ll Warm Your Heart

“Billy interprets everything very differently to what most people would. If Billy doesn’t understand he may react,” she continued. “People think Billy is a bully… but Billy doesn’t understand the world and the world doesn’t understand him.”

Facebook / Sonia Buckley

Buckley ends with a plea to parents to educate their children about disabilities. Listen to the full open letter here.

Teaching children to treat other kids with respect is essential, but it’s important to acknowledge that it’s much harder to do with behavioral disorders.

I can’t imagine what a difficult position this mom is in, so here’s hoping her letter is just the start of an important conversation in the community.

Read more: http://www.viralnova.com/bully-with-disability/