Adult Children of Depressed Parents Have Higher Risk of Mental and Physical Illness

As children of depressed parents enter adulthood, they continue to suffer greater risk of mental disorders and begin to report more physical illnesses than grown-up children of non-depressed parents. Researchers funded by the National Institute of Mental Health (NIMH), part of the National Institutes of Health (NIH), published their findings from a 20-year follow-up study on offspring of depressed and non-depressed parents in the June issue of the American Journal of Psychiatry.

At the 20-year follow-up, the average age of the study participants was 35. Those with at least one depressed parent had about a threefold higher risk for developing mood disorders (mostly major depressive disorder) and anxiety disorders (mostly phobias), more than twofold greater risk for alcohol dependence, and sixfold greater risk for drug dependence. Though occurring at greater rates in children of depressed parents, the peak ages of onset for mood and anxiety disorders were similar to those seen in children of non-depressed parents.

Major depressive disorder peaked between ages 15–20, with females comprising the majority of cases; males showed a gradual increase between ages 15–30. The incidence of anxiety disorders was much earlier than for major depressive disorder, peaking before age 10 and tapering off. A second smaller peak in incidence between ages 28 and 32 in offspring with at least one depressed parent was largely attributed to panic disorders among females. Substance dependence among children of depressed parents also peaked between ages 15–20 and was largely attributed to males.

Overall, the offspring of depressed parents showed lower functioning, greater use of outpatient mental health treatment, and more continuous mental health treatment (over the course of months or years), although more than half of the subjects received no psychiatric treatment. In addition to mental disorders, they reported more medical problems, particularly cardiovascular problems with a fivefold increase, and an average age of onset in the early to mid-30s.

This report builds upon findings from similar studies that emphasize the importance of treating depressed parents to benefit their offspring, and for detecting and treating mental disorders early in life to offset or prevent the long-term effects of these chronic disorders.
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The Psychology of Baseball

By Ian Herbert

It’s the seventh game of the World Series — bottom of the ninth inning, your team is down 4-3 with runners on second and third — and you’re on deck. You watch as your teammate gets the second out. That means you’re up with a chance to win a championship for your team...or lose it.

You’re known as a clutch hitter, and you’ve hit safely in 22 straight games — an impressive streak to be sure. But as you step into the batter’s box, your hands are sweating and your mind is racing. You think about the last time you faced this pitcher and the curveball he threw to strike you out. You look at him standing on the mound and he looks tired. You try to pick up clues from his body language. How fast is his fastball today? Will he tempt you with that curveball again?

Psychologists are asking different questions: Does your recent hitting streak really matter? Is there even such a thing as a clutch hitter? Will the pitcher’s curveball fool you? And then there are the more basic questions: How is it possible to hit a 100 m.p.h. fastball without being able to see it for more than a split second? How is it that even sandlot players — mere children — can intuitively do the complex geometry needed to get to precisely the right spot to catch a fly ball?

University of Missouri psychologist Mike Stadler uses research from dozens of behavioral scientists, plus some of his own, to try answering these complicated questions in his new book, The Psychology of Baseball. “Baseball turns out to be a good laboratory for studying psychological phenomena,” Stadler says, “because you’re pushing the human system to its limits. And that’s a good way to see how the system works.”

Psychologists have been studying baseball players almost as long as the Red Sox had been disappointing fans in Boston, and much of the attention has naturally focused on the most heroic part of the game: hitting. Baseball’s great sluggers, such as Babe Ruth, Ted Williams, and Albert Pujols, make it seem so effortless, which makes it hard to accept the scientific consensus that hitting is basically impossible. That’s right, impossible. Why? A ball thrown by a major league pitcher reaches speeds of 100 m.p.h. and an angular velocity (the speed in degrees at which the ball travels through your field of vision) of more than 500 degrees per second. A typical human can only track moving objects up to about 70 degrees per second. Add to this the fact that it takes longer to swing a bat than it does for a pitch to go from the pitcher’s hand to the catcher’s mitt, which means a hitter must start his swing before the ball is released and has less than a half a second to change his mind. All that equals impossible.

Not surprisingly, professional baseball players are able to keep their eye on the ball longer (up to 120 degrees per second) than the average human being. In one study, pro players who were asked to keep their eyes on the ball did one of two things. They either watched the pitch until it reached speeds too fast to keep track of — the farthest a player could track a pitch was 5.5 feet in front of the plate — or, less commonly, they watched for the first few feet and then quickly moved their line of vision to where they thought the ball would end up and watched it as it crossed the plate.

So it turns out that your little league coach’s advice — watch the ball until it meets the bat — is actually physically impossible. But even the worst Major League hitters succeed two out of every 10 trips to the plate. Are the hits they get just pure luck? Not exactly.

“I guess what interests me most in some ways is that even though we have the perceptual limitations and even though we have the reaction time limitations, there’s still enough mental machinery there to help us solve the problem,” Stadler says.

Hitters must make some assumptions and guess where the ball is going to be and when it is going to be there in order to make contact. Because the barrel of the bat is long enough to cover the entire plate but is only a few inches thick, predicting where the ball will end up horizontally across the plate is much less important than predicting where it will be vertically. And a large portion of predicting at what height it will cross the plate has to do with predicting the speed of the ball.

Arizona State’s Rob Gray has used a virtual hitting simulation — something he describes as a “purposefully simplified” video game — to help determine what cues help hitters make contact with the ball. In a 2002 study, he varied the speeds of the virtual ball randomly from about 70 to 80 m.p.h., and hitters failed miserably, with batting averages of about 0.030. That’ll get you cut from a T-ball team.

But in the same simulation, hitters fared much better — with batting averages of 0.120 — when pitches were thrown at just two different speeds: slow (75 m.p.h.) or fast (85 m.p.h.). It’s the randomness, not an overpowering fastball, that fools hitters. Gray’s conclusion: “It is clear that successful batting is nearly impossible in the situation in which pitch speed is random and in which no auxiliary cues (e.g., pitcher’s arm motion or pitch count) are available to the batter.”

So, back to you now in the batter’s box. You can at least take comfort in knowing that the pitcher you’re facing only has a few pitches: a fastball, a changeup, and maybe a slider or a curveball. You’ve practiced hitting each of those pitches thousands of times during your career, and can draw on your knowledge of those at-bats. There are also cues like the pitcher’s arm speed and the rotation of the ball that help you make an educated guess about what pitch is coming. You may need to get used to a pitcher’s speed, but you have a decent idea of where the ball is going — at least enough of a good idea to succeed at your job 30 percent of the time.

Now the question is: Are you going to perform in this clutch situation, with the game and the championship on the line, or will you choke? Research dating back to a 1984 study by Florida State’s Roy Baumeister (an APS Fellow) and including work by Michigan State’s Sian Beilock suggests that if you put a player in a pressure situation, he develops a greater than normal self-focus — what we colloquially call trying too hard. When you learn a process like a baseball swing, it is important to practice it step-by-step, and novice hitters actually think through their actions of shifting their weight, rotating their hips, and so forth. But experts do this naturally. Indeed, Gray used his hitting simulation to show that when expert hitters were asked to focus on a particular part of their swing, it adversely affected their performance.

“If we force you to go back and think about each stage of what you’re doing, you actually start interfering with this procedural knowledge, this motor memory, and you start messing it up,” Gray says. “It’s like tinkering with a machine that’s running really efficiently. You start trying to control everything yourself and it messes it up and it hurts your performance.”
It’s hard to imagine a more pressure-filled situation than the World Series, so it wouldn’t be a stretch to think the hitter might overthink his swing. But what if he’s a clutch hitter? What if he’s been on a hot streak the last few weeks? The scientific consensus is that there is no such thing as a streaky hitter; though try telling that to anyone who’s been on the losing end of one of David Ortiz’s 15 walk-off hits with the Red Sox or Derek Jeter’s 14 consecutive World Series games with a hit. Still, the statistical analysis seems to show that streaks and clutch hitting could just be a result of simple probability.

Physicist Ed Purcell of Harvard did a statistical analysis and concluded that all streaks and slumps except for Joe DiMaggio’s remarkable 56-game hit streak fall within what could be expected by chance. Think of it this way: If you flip a fair coin a couple million times, it’s not hard to imagine that there might be times when it comes up heads 20 times in a row.

There is additional support for this view. Dick Cramer, baseball statistician and founder of STATS, Inc., hypothesized that if baseball did have clutch players, they would be consistent from year to year — much like the league’s best home-run hitters are consistent across years. What he found in fact is that a player might be one of baseball’s best clutch hitters one year, then plummet to the bottom the very next year.

Not everyone is ready to discount clutch hitting. Gray, for example, thinks clutch hitters might know how to relax and not try too hard in situations where there is a lot on the line. So maybe it’s not so much being a clutch hitter as it is being a nonchoker. A study of bowlers lends support to this idea. Professional bowlers, the study showed, are much more likely to bowl a strike after a series of strikes than they are to bowl a strike after a series of nonstrikes. That was true for weekend sports, like horseshoes, as well.

It could be that too much of baseball is decided by factors other than the hitter — the pitcher and the fielders certainly have some influence — to be able to accurately determine whether hitters are clutch or streaky. What happens when a “streaky” hitter comes up against a pitcher who’s also on the top of his game? Or what if the hitter makes good contact during two of his at-bats but is robbed by spectacular fielding plays both times?

“Everything ultimately comes down to the hitter succeeded or he didn’t,” Stadler says. “But there’s a lot more behind that number in the box score that the box score just doesn’t capture.”

So, let’s say you’re back at the plate, and you’ve fallen behind in the count 2-2. The next pitch comes and, like you predicted, it’s another curve ball. You’re ready. You give a good swing. The ball sails deep into the outfield. The centerfielder takes off to his right immediately, tracking the ball with ease. He’s not actually computing any complicated formula in his neurons while sprinting, but he seems completely sure about where the ball is going to land. Then, whack! He runs straight into the outfield wall, and the ball flies over his head for a game-winning home run.

Like hitting, fielding also seems like it should be a mental and physical impossibility — which makes it fascinating to psychology researchers. If you put a player in the outfield and make him stay put, he is actually quite bad at predicting where a ball is going to land, yet he will run effortlessly to that spot when allowed to do so. How?

One of the first theories developed to explain fly-ball catching was developed by physicist Seville Chapman, who hypothesized that fielders used the acceleration of the ball to help them determine where the ball will land. To simplify the problem for experimental purposes, balls were only hit directly at the fielders, who then moved either forward or backward in order to keep the ball moving at a constant speed through their field of vision — so, they started with their eyes on home plate and then moved in a way that kept their eyes moving straight up at a constant speed until they made the catch. If they moved too far forward, the ball would move more quickly through their field of vision and go over their head. If they moved too far backwards, the ball would appear to die in front of them.

This theory seemed too simple to Mike McBeath, a psychologist at Arizona State. For one thing, Chapman’s model predicted that fielders would use the same process for balls hit to their left or right, simply making a sideways calculation along with the basic speed calculation. But that would mean balls hit to the side should be harder to catch, and McBeath (and every sandlot outfielder) knows that’s simply not the case. Any outfielder will tell you that a ball hit directly at him is the most difficult to catch, so McBeath reasoned instead that, when a ball is hit directly at a fielder, the fielder lacks some crucial bit of information for making the catch.

He came up with a method that was similar to Chapman’s but included an extra piece: He hypothesized that fielders kept the ball moving through their field of vision in a straight but diagonal line. So if the outfielder is looking at home plate when the ball is hit, he then keeps his eyes on the ball and runs so his head moves along a constant angle until the ball is directly above him, which is when he snags it. To test this, McBeath had fielders put video cameras on their shoulders, and the cameras moved in this manner.

Yet ask any Major Leaguers about this, and you’ll get blank stares. McBeath did talk to pro outfielders, and responses ranged from “Beats me” to “You’re full of it.” That’s because there’s no conscious processing involved; it’s all taking place at the level of instinct, even though the geometry is sophisticated.

It turns out that outfielders aren’t the only ones who operate according to McBeath’s strategy. Dogs use it to catch Frisbees, bats and insects use it to catch prey, infielders use the model — only upside-down — to field ground balls, and now robots use it, too. Because the algorithm for catching fly balls is actually so simple, McBeath has been able to work with robotics experts to program robots to catch fly balls. (Or at least to get to the right spot; catching is a different problem for a robot with no hands.)

“It’s neat,” says McBeath, an expert on perception. “It’s not always true that the way humans and animals do things is the best way. The geometry of a moving fielder from the perspective of the fielder seems like it would be a nightmare of a formula. But what we’ve shown is that we can reduce it down to this really simple geometric solution.”

Chapman’s model is still used to describe the special case of catching balls hit directly at the fielder. Both fly-ball catching theories require that the fielders make adjustments on the go, which explains why we’re so bad at predicting where a ball will go if we stand in one place.

It also explains why our World Series outfielder ran straight into the wall when tracking the game-winning home run. Using McBeath’s method, players tracking a fly ball only know that they are capable of getting to the spot where the ball will land. This intuitive geometry offers no insight into whether that ball is going, going … gone. via

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Deep Brain Stimulation Can Boost Memory

Deep brain stimulation (DBS) appears to help improve memory in people with severe psychiatric disorders such as tough-to-treat depression and obsessive compulsive disorder, a U.S. study finds.

DBS involves the implantation of electrodes in the brain that are connected to a battery-powered "pulse generator" placed in the chest wall.

The Cleveland Clinic study included 10 people with obsessive compulsive disorder and eight people with treatment-resistant depression. They received DBS near brain regions thought to play an important role in emotional behavior and in different aspects of thinking such as planning, attention and memory.

The participants completed tests to assess their thinking skills before and after DBS. After the treatment, the patients showed significant improvements in their recall of prose passages.

The study was slated for presentation Monday at the annual meeting of the American Association of Neurological Surgeons in Washington, D.C.

"The placement of DBS electrodes in specific motor and psychiatric circuits in the brain has previously been shown to improve the symptoms of patients with movement or psychiatric disorders," study author and neuropsychologist Cynthia S. Kubu noted in a prepared statement.

"The findings of this most recent study need to be replicated, and more studies are planned to further understand our results," she added.

DBS has been used for decades to treat persistent pain and, more recently, has been used to treat Parkinson's disease symptoms such as tremor, stiffness and rigidity.
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Video Games and Children

Since video games were first introduced in the 1970s they have become a popular pastime for children and teens as well as quite a few adults. Parents should consider two basic issues when providing guidance to their children and teens regarding the use of video games. (1) Parents should be aware of the content of the games and question whether it is appropriate for the age and developmental level of their child. (2) Parents should monitor how much time their children spend playing video games as well as other activities. It is true that you can have "too much of a good thing."

Evaluating the appropriateness of Video Game Content

Parents have the responsibility of helping their children select books, toys, television programs and movies that are appropriate for each particular child. Entertainment materials should be fun, engaging and spur creative fantasy. Hopefully, they will not be overly frustrating, and they will not present information or images that could be so overly scary they might spawn excessive worry or anxiety or nightmares or too advanced as to create questions or interests that the child is not intellectually or emotionally ready to handle.

Given what seems to be an increase in violent acts by children, the media and video games have been identified as possible causes for this phenomena. Research has not fully supported this notion. It is known that SOME children are more likely to act out what they see than others. Some children may have a poor understanding of the difference between reality and fantasy. Others may have poor impulse control and become overly intense in their acting out of violent scenes. On the other hand, some children may be emotionally disturbed for any number of reasons and may gravitate to this material as a result of the disturbance. Parents should have a good knowledge and understanding of each child so that they can assist them in selecting appropriate play materials.

Children and adults have always found some amount of violence to be entertaining. Certainly many stories contained in books have violent themes and depict violent scenes. Many of the original Grimm Fairytales had some very violent scenes. Certainly violence in movies has become more graphic. However, the mind is very capable of creating very vivid violent scenes from reading a book.

Children have always engaged in some form of aggressive play. Often it involves portraying roles from one form of literature or another. In the olden days it was "cops and robbers," "cowboys and Indians," "Superman," "Prince Valiant," "Space Patrol," or "Flash Gordon" to name a few. Much of the action today is the same but with different fictional characters. Many parents from the "baby boomer" generation decided to not buy guns or war toys for their kids only to find them using tinker toys or other materials to construct guns and other weapons.

For a more thorough discussion of this subject we suggest looking at Video Game Violence: What Does the Research Say? by David Walsh, Ph.D. (President, National Institute on Media and the Family) and/or Media & TV Cautions provided by the American Academy of Pediatrics.

Again, parents may want to help their children and teens select play and entertainment materials that are balanced in content. Some can be educational while others are just plain fun. By the way, it is thought by some child psychologists that some fantasy video games may help children develop cognitive skills such as the ability to plan ahead as well as develop visual spatial and eye-hand coordination skills.

Parents should spend time playing the games with their children as well as talking with them about the child's thoughts, feelings and perceptions related to playing the game. They can also engage in a discussion of values that may guide the child down a path that is safe and leads to the development of a sound moral character.

Parents can visit the website of the Entertainment Software Rating Board and use their search page to look up any video game and view it's rating.

Effects of Other Characteristics of Video Games

Some adults believe that video games offer benefits over the passive medium of television. Among mental health professionals, there are those who maintain that in playing video games, certain children can develop a sense of proficiency which they might not otherwise achieve. However, other authorities speculate that performing violent actions in video games may be more conducive to children's aggression than passively watching violent acts on television. According to this view, the more children practice violence acts, the more likely they are to perform violent acts (Clark, 1993). Some educational professionals, while allowing that video games permit children to engage in a somewhat creative dialogue, maintain that this engagement is highly constrained compared to other activities, such as creative writing (Provenzo, 1992).

Another problem seen by critics of video games is that the games stress autonomous action rather than cooperation. A common game scenario is that of an anonymous character performing an aggressive act against an anonymous enemy. One study (Provenzo, 1992) found that each of the top 10 Nintendo video games was based on a theme of an autonomous individual working alone against an evil force. The world of video games has little sense of community and few team players. Also, most video games do not allow play by more than one player at a time.

The social content of video games may influence children's attitudes toward gender roles. In the Nintendo games, women are usually cast as persons who are acted upon rather than as initiators of action; in extreme cases, they are depicted as victims. One study (Provenzo, 1992) found that the covers of the 47 most popular Nintendo games depicted a total of 115 male and 9 female characters; among these characters, 20 of the males struck a dominant pose while none of the females did. Thirteen of the 47 games were based on a scenario in which a woman is kidnapped or has to be rescued.

Studies have indicated that males play video games more frequently than females. Television program producers and video game manufacturers may produce violent shows and games for this audience. This demand for violence may not arise because of an innate male desire to witness violence, but because males are looking for strong role models, which they find in these shows and games (Clark, 1993). via

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What is autism?

Autism is not a disease, but a developmental disorder of brain function. People with classical autism show three types of symptoms: impaired social interaction, problems with verbal and nonverbal communication and imagination, and unusual or severely limited activities and interests. Symptoms of autism usually appear during the first three years of childhood and continue throughout life. Although there is no cure, appropriate management may foster relatively normal development and reduce undesirable behaviors. People with autism have a normal life expectancy.

Autism affects an estimated two to 10 of every 10,000 people, depending on the diagnostic criteria used. Most estimates that include people with similar disorders are two to three times greater. Autism strikes males about four times as often as females, and has been found throughout the world in people of all racial and social backgrounds.

Autism varies a great deal in severity. The most severe cases are marked by extremely repetitive, unusual, self-injurious, and aggressive behavior. This behavior may persist over time and prove very difficult to change, posing a tremendous challenge to those who must live with, treat, and teach these individuals. The mildest forms of autism resemble a personality disorder associated with a perceived learning disability.

What are some common signs of autism?

The hallmark feature of autism is impaired social interaction. Children with autism may fail to respond to their names and often avoid looking at other people. Such children often have difficulty interpreting tone of voice or facial expressions and do not respond to others' emotions or watch other people's faces for cues about appropriate behavior. They appear unaware of others' feelings toward them and of the negative impact of their behavior on other people.

Many children with autism engage in repetitive movements such as rocking and hair twirling, or in self-injurious behavior such as biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of "I" or "me." Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking.

People with autism often have abnormal responses to sounds, touch, or other sensory stimulation. Many show reduced sensitivity to pain. They also may be extraordinarily sensitive to other sensations. These unusual sensitivities may contribute to behavioral symptoms such as resistance to being cuddled.

How is autism diagnosed?

Autism is classified as one of the pervasive developmental disorders. Some doctors also use terms such as "emotionally disturbed" to describe people with autism. Because it varies widely in its severity and symptoms, autism may go unrecognized, especially in mildly affected individuals or in those with multiple handicaps. Researchers and therapists have developed several sets of diagnostic criteria for autism. Some frequently used criteria include:1

• Absence or impairment of imaginative and social play
• Impaired ability to make friends with peers
• Impaired ability to initiate or sustain a conversation with others
• Stereotyped, repetitive, or unusual use of language
• Restricted patterns of interests that are abnormal in intensity or focus
• Apparently inflexible adherence to specific routines or rituals
• Preoccupation with parts of objects

Children with some symptoms of autism, but not enough to be diagnosed with the classical form of the disorder, are often diagnosed with pervasive developmental disorder - not otherwise specified (PDD - NOS). The term Asperger syndrome is sometimes used to describe people with autistic behavior but well-developed language skills. Children who appear normal in their first several years, then lose skills and begin showing autistic behavior, may be diagnosed with childhood disintegrative disorder (CDD). Girls with Rett's syndrome, a sex-linked genetic disorder characterized by inadequate brain growth, seizures, and other neurological problems, also may show autistic behavior. PDD - NOS, Asperger syndrome, CDD, and Rett's syndrome are sometimes referred to as autism spectrum disorders.

Since hearing problems can be confused with autism, children with delayed speech development should always have their hearing checked. Children sometimes have impaired hearing in addition to autism. About half of people with autism score below 50 on IQ tests, 20 percent score between 50 and 70, and 30 percent score higher than 70. However, estimating IQ in young children with autism is often difficult because problems with language and behavior can interfere with testing. A small percentage of people with autism are savants. These people have limited but extraordinary skills in areas like music, mathematics, drawing, or visualization. via

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Understanding Alcohol Use Disorders and Their Treatment,

When does drinking become a problem?

For most adults, moderate alcohol use-no more than two drinks a day for men and one for women and older people-is relatively harmless. (A "drink" means 1.5 ounces of spirits, 5 ounces of wine, or 12 ounces of beer, all of which contain 0.5 ounces of alcohol.) Moderate use, however, lies at one end of a range that moves through alcohol abuse to alcohol dependence:

• Alcohol abuse is a drinking pattern that results in significant and recurrent adverse consequences. Alcohol abusers may fail to fulfill major school, work or family obligations. They may have drinking-related legal problems, such as repeated arrests for driving while intoxicated. They may have relationship problems related to their drinking.
• People with alcoholism-technically known as alcohol dependence-have lost reliable control of their alcohol use. It doesn't matter what kind of alcohol someone drinks or even how much: alcohol-dependent people are often unable to stop drinking once they start. Alcohol dependence is characterized by tolerance (the need to drink more to achieve the same "high") and withdrawal symptoms if drinking is suddenly stopped. Withdrawal symptoms may include nausea, sweating, restlessness, irritability, tremors, hallucinations, and convulsions.
• Although severe alcohol problems get the most public attention, even mild to moderate problems cause substantial damage to individuals, their families, and the community.

According to the National Institute on Alcohol Abuse and Alcoholism (NIAAA), 1 in 13 American adults is an alcohol abuser or alcoholic at any given time. A 1997 government survey revealed that drinking problems are also common among younger Americans. For example, almost 5 million youths aged 12 to 20 engage in binge drinking, which involves females consuming at least four drinks on a single occasion and males at least five.

What causes alcohol-related disorders?

Problem drinking has multiple causes, with genetic, physiological, psychological and social factors all playing a role. Not every individual is equally affected by each cause. For some alcohol abusers, psychological traits such as impulsiveness, low self-esteem, and a need for approval prompt inappropriate drinking. Some individuals drink to cope with or "medicate" emotional problems. Social and environmental factors such as peer pressure and the easy availability of alcohol can play key roles. Poverty and physical or sexual abuse increase the odds of developing alcohol dependence.

Genetic factors make some people especially vulnerable to alcohol dependence. Contrary to myth, being able to "hold your liquor" means you're probably more at risk-not less-for alcohol problems. Yet a family history of alcohol problems doesn't mean that children of those with alcohol problems will automatically grow up to have these problems-nor does the absence of family drinking problems necessarily protect children from developing these problems.

Once people begin drinking excessively, the problem can perpetuate itself. Heavy drinking can cause physiological changes that make more drinking the only way to avoid discomfort. Individuals with alcohol dependence may drink partly to reduce or avoid withdrawal symptoms.

How do alcohol-use disorders affect people?

While some research suggests that small amounts of alcohol may have beneficial cardiovascular effects, there is widespread agreement that heavier drinking can lead to health problems. In fact, 100,000 Americans die from alcohol-related causes each year. Short-term effects include memory loss, hangovers, and blackouts. Long-term problems associated with heavy drinking include stomach ailments, heart problems, cancer, brain damage, serious memory loss, and liver cirrhosis. Heavy drinkers also markedly increase their chances of dying from automobile accidents, homicide, and suicide. Although men are much more likely than women to develop alcoholism, women's health suffers more, even at lower levels of consumption.

Drinking problems also have a very negative impact on mental health. Alcohol abuse and alcoholism can worsen existing conditions such as depression or induce new problems such as serious memory loss, depression, or anxiety.

Alcohol problems don't just hurt the drinker. According to NIAAA, more than half of Americans have at least one close relative with a drinking problem. Spouses and children of heavy drinkers are more likely to face family violence; children are more likely to suffer physical and sexual abuse and neglect and to develop psychological problems. Women who drink during pregnancy run a serious risk of damaging their fetuses. Relatives and friends can be killed or injured in alcohol-related accidents and assaults.

When should someone seek help?

Individuals often hide their drinking or deny they have a problem. How can you tell if you or someone you know is in trouble? Signs of a possible problem include having friends or relatives express concern, being annoyed when people criticize your drinking, feeling guilty about your drinking and thinking that you should cut down but finding yourself unable to do so, and/or needing a morning drink to steady your nerves or relieve a hangover.

Some people with drinking problems work hard to resolve them, and often, with the support of family members and/or friends, these individuals are able to recover on their own. However, those with alcohol dependence usually can't stop drinking through willpower alone. Many need outside help. They may need medically supervised detoxification to avoid potentially life-threatening withdrawal symptoms such as seizures. Once people are stabilized, they may need help resolving psychological issues associated with problem drinking.

There are several approaches available for treating alco-hol problems. No one approach is best for all individuals.

How can a psychologist help?

Psychologists who are trained and experienced in treating alcohol problems can be helpful in many ways. Before the drinker seeks assistance, a psychologist can guide the family or others in helping to increase the drinker's motivation to change.

A psychologist can begin with the drinker by assessing the types and degrees of problems the drinker has experienced. The results of the assessment can offer initial guidance to the drinker about what treatment to seek and help motivate the problem drinker to get treatment. Individuals with drinking problems definitely improve their chances of recovery by seeking help early.

Using one or more of several types of psychological therapies, psychologists can help people address psychological issues involved in their problem drinking. A number of these therapies, including cognitive-behavioral coping skills treatment and motivational enhancement therapy, were developed by psychologists. Additional therapies include 12-Step facilitation approaches that assist those with drinking problems in using self-help programs such as Alcoholics Anonymous (AA). All three of these therapies-cognitive-behavioral coping skills treatment, motivational enhancement therapy, and 12-Step facilitation approaches-have demonstrated their effectiveness through well-designed, large-scale treatment trials. These therapies can help people boost their motivation to stop drinking, identify circumstances that trigger drinking, learn new methods to cope with high-risk drinking situations, and develop social support systems within their own communities.

Many individuals with alcohol problems suffer from other mental health conditions, such as severe anxiety and depression, at the same time. Psychologists can be very helpful for diagnosing and treating these "co-occurring" psychological conditions when they begin to create impairment. Further, a drinker in treatment may receive services from many health professionals, and a psychologist may play an important role in coordinating these services.

Psychologists can also provide marital, family, and group therapies, which often are helpful for repairing interpersonal relationships and for long-term success in resolving problem drinking. Family relationships influence drinking behavior, and these relationships often change during an individual's recovery. The psychologist can help the drinker and significant others navigate these complex transitions, help families understand problem drinking and learn how to support family members in recovery, and refer family members to self-help groups such as Al-Anon and Alateen.

Because a person may experience one or more relapses and return to problem drinking, it can be crucial to have an appropriate health professional such as a trusted psychologist with whom that person can discuss and learn from these events. If the drinker is unable to resolve alcohol problems fully, a psychologist can help with reducing alcohol use and minimizing problems.

Psychologists can also provide referrals to self-help groups. Even after formal treatment ends, many people seek additional support through continued involvement in such groups.

Alcohol-related disorders severely impair functioning and health. But the prospects for successful long-term problem resolution are good for people who seek help from appropriate sources. Psychologists are applying the substantial knowledge they have to help people resolve alcohol problems, and they are working to make treatment services available wherever needed.

The American Psychological Association Practice Directorate and the APA Practice Organization College of Professional Psychology gratefully acknowledge the assistance of Peter E. Nathan, Ph.D., John Wallace, Ph.D., Joan Zweben, Ph.D., and A. Thomas Horvath, Ph.D., in developing this fact sheet.

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Children and Television Violence

Violence on television affects children negatively, according to psychological research.

The three major effects of seeing violence on television are:

• Children may become less sensitive to the pain and suffering of others.
• Children may be more fearful of the world around them.
• Children may be more likely to behave in aggressive ways toward others.

Studies by George Gerbner, Ph.D., at the University of Pennsylvania, have shown that children's television shows contain about 20 violent acts each hour and also that children who watch a lot of television are more likely to think that the world is a mean and dangerous place.

Children often behave differently after they've been watching violent programs on television. In one study done at Pennsylvania State University, about 100 preschool children were observed both before and after watching television; some watched cartoons that had many aggressive and violent acts; others watched shows that didn't have any kind of violence. The researchers noticed real differences between the kids who watched the violent shows and those who watched nonviolent ones.

Children who watched the violent shows were more likely to strike out at playmates, argue, disobey authority and were less willing to wait for things than those children who watched nonviolent programs.

Field studies by Leonard Eron, Ph.D. and his associates at the University of Illinois, found that children who watched many hours of television violence when they were in elementary school tended to also show a higher level of aggressive behavior when they became teenagers. By observing these youngsters until they were 30 years old, Dr. Eron found that the ones who'd watched a lot of television when they were eight years old were more likely to be arrested and prosecuted for criminal acts as adults.

Questionable Influences

For most of television's early years, it was difficult to find role models who would inspire young girls in the viewing audience.

In the mid-1970s, a new genre of programs such as "Charlie's Angels," "Wonder Woman," and "The Bionic Woman" entered the scene.

Now, there were females on television who were in control, aggressive and were not dependent upon males for their success.

Conventional wisdom might suggest this phenomena would have a positive impact on younger female viewers. But, a recent study by L. Rowell Huesmann, Ph.D. -- a psychologist at the Aggression Research Group at the University of Michigan's Institute for Social Research -- refutes that premise.

Huesmann's research states that young girls who often watched shows featuring aggressive heroines in the 1970s have grown up to be more aggressive adults involved in more confrontations, shoving matches, chokings and knife fights than women who had watched few or none of these shows.

One example cited by Huesmann is that 59 percent of those who watched an above-average amount of violence on television as children were involved in more than the average number of such aggressive incidents later in life.

Huesmann says that ages six to eight are very delicate and critical years in the development of children. Youngsters are learning "scripts" for social behavior that will last them throughout their life.

Huesmann found those "scripts" didn't always have happy endings.

In the onset of his research -- which took place between 1977 and 1979 -- Huesmann asked 384 girls in the first through fifth-grades in Oak Park, Ill. about their viewing habits.

In his follow-up between 1992 and 1995, he tracked down 221 of the original subjects and collected information on their life histories. Huesmann had subjects enter responses into a computer and as an accuracy check, Huesmann got information about each subject from a close friend or spouse.

What Is Being Done About The Problem

The television industry took steps toward implementing a ratings system for its programming at a meeting with President Clinton in late February.

The policy is to develop a ratings system for television programs that will give parents an indication of content not suitable for children.

The rating system may use letter codes (such as PG-7 for programs deemed suitable for children aged 7 and up, PG-10, PG-15, etc.), or the television industry may develop a short description of content which would be broadcast prior to the program.

Unlike the Motion Picture Association of America, which uses an independent third-party board to rate films, television networks will rate their own programs.

"I agree with President Clinton's and the industry's decision to promote some sort of ratings system and the use of the V-chip," said Dorothy Cantor, PsyD, former president of the American Psychological Association. "We live in an era where both parents are often working and children have more unsupervised time. Parents need help in monitoring the amount of television and the quality of what kids watch while they're young."

According to recent studies, the following steps can help parents maintain some control in shaping their child's viewing habits.

• Watch at least one episode of the program your child views so you can better understand the content and discuss it with them.
• Explain questionable incidents (e.g. random violence) that occur and discuss alternatives to violent actions as ways to solve problems.
• Ban programs that are too violent or offensive.
• Restrict television viewing to educational programming and shows or programs which demonstrate helping, caring and cooperation.
• Encourage children to participate in more interactive activities such as sports, hobbies or playing with friends.
• Limit the amount of time children spend watching television.

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Healthy marriages have healthy boundaries

Healthy marriages are characterized by healthy boundaries. A boundary is something that separates one thing from another. When two people are in an intimate relationship (like a marriage) we can think about that relationship as being bounded. The two relationship partners share secrets and experiences with one another that are not shared with other people as though there is a literal boundary or barrier that keeps these secrets and experiences within their mutual private domain.

The boundary around a healthy marriage is a flexible thing; it needs to be able to bend but it should never break. Although there may be strain that develops within a marriage, a healthy couple ultimately continues to act as a unit (or at least to act in concert with one another's desires) despite the best efforts of the world and others around them to pull them in different directions. For example, a healthy couple doesn't allow parents who are critical of their union to break that union in two, nor will they allow their child to play them against each other. A healthy couple will not break confidences or promises they have made with and to each other. Maintaining the boundary around the marriage means making the welfare of the marriage first priority, even in the face of other 'first priority' activities such as parenting.

At the same time that healthy married partners keep their marriage as their number one priority, they are also not enmeshed; not joined at the hip. Each partner participates in relationships outside the marriage (family, friends, employment, etc.) and allows themselves to be influenced by those other relationships. The healthy marriage boundary can stretch to accommodate this activity. However, if push comes to shove, healthy married partners close ranks and act as a unit independent of outsiders (In-laws and even children are considered outsiders in this context!).

Healthy marriage partners act positively towards each other

Marital satisfaction is affected by how frequently partners get into conflicts, but not by whether they get into conflicts at all. Marriages vary widely in terms of how much conflict the partners tolerate. Partners in a volatile marriage are highly expressive and willing to give and take a fairly large amount of conflict, whereas partners in a conflict-avoiding marriage, by definition, try to minimize clashes and downplay displays of emotionality. What distinguishes these two groups most starkly is the vigor with which partners attempt to change their partner's minds. The varying tolerances for displays of emotionality, expressive persuasions and outright conflicts observed across different marriages derive from the constituent partner's personalities and temperaments. These differences in willingness to bicker and fight appear to be normal variations in how partners communicate and are not particularly significant in themselves. It is only when bickering and fighting between spouses results in lasting contempt or hurt feelings that it suggests anything about the health of the relationship.

If the extent to which partners are willing to conflict with one another doesn't tell you much about the health of their relationship, the relative amount of time they spend in conflict with one another vs. having more positive interactions does. Healthy stable couples are observed to produce about five positive (happy, pleasant) interchanges for each negative (angry, hostile, upset) one. Couples whose marriages are in trouble are substantially less positive towards each other than couples with healthier marriages. These findings suggest that it is not how willing one partner is to attack the other that indicates problems within the marriage; it is the frequency of those attacking episodes that is associated with marital problems.

Marriages wax and wane with regard to closeness

Marital satisfaction is never completely constant, even in healthy marriages. All marriages tend to be experienced as becoming less satisfying as time passes. As one would expect, marital happiness and satisfaction are highest during the first several 'honeymoon' years of togetherness, and tend to drop to lower but still satisfying levels as time passes. The initial drop in marital satisfaction that is so commonly experienced appears to occur as each partner develops a more realistic appreciation of what they can expect and not expect from their spouse, and also as young children are introduced into the marriage. Major family changes and disruptions such as the birth of children and transitions of children into and out of school are particularly stressful times for most marriages, as reflected by partners' decreased satisfaction ratings.

The generalized lowering of marital satisfaction level over time notwithstanding, mild waxing and waning affection and attentiveness levels spouses may have for each other appear to be a normal part of married life and nothing to overly worry about. Cause for concern only occurs when partners' periods of detachment extend for very long periods of time via
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Relationship Problems

While thinking about the divorce rate is often depressing, there are developments that are more happy to contemplate. Scientists have been hard at work for years now studying the ways that marriages can come apart and much has been learned. As it turns out, most relationships fail in predictable ways. Reasonably effective therapy strategies based on the knowledge that has been learned are now available for partners who recognize they are in trouble and want help. The various sections of this document will provide an overview of what is now known about how relationships fail, and a brief survey of some of the techniques that one might encounter in a state-of-the-art marital therapy situation. Not all troubled marriages can be saved, but perhaps with what is now known, more have a chance to survive than before.

If your relationship is in trouble, we want you to know two things: one, that help for your marriage is available to you and your partner if you seek it out, and two, that you can survive whatever the outcome of your marital difficulties. Relationships are organic living things that grow up between individuals over time. Like any living things, relationships can be healthy and live a long life, or they can get sickly and die. If your relationship dies, this doesn't mean that you too will experience the end of your life. When a relationship between two people becomes unworkable, each person may be crushed, but they are not necessarily defeated. It is important to keep in mind that in crisis, there is also opportunity for new growth. If a given relationship ends, it is possible and even probable that new satisfying relationships can be born in the future. It is also possible that, if there is still a mutual spark between you and your partner, that spark can be fanned back into a healthy flame; that your relationship can be repaired if you are both willing to compromise, seek help, and work hard to make your relationship work. via
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Smoking in pregnancy tied to mental problems

Mental health problems, such as anxiety disorders and depression, are common in women who smoke during pregnancy and may be part of the reason they do so, researchers have found.

"Given the decades-long campaign to get women to stop smoking during pregnancy, the persistence of the problem is vexing," lead investigator Dr. Renee D. Goodwin told Reuters Health. "The high rate of depression among nicotine-addicted pregnant women could shed new light on this persistent problem, and bring needed help to the women and their babies at risk."

Goodwin and colleagues at Columbia University, New York, analyzed data based on interviews with 1516 women who took part in a survey involving alcohol use. All said they had been pregnant in the past year.

A total of 22 percent reported that they smoked cigarettes, and 12 percent were could be classified as being nicotine dependent, the team reports in the medical journal Obstetrics and Gynecology. Almost half of cigarette smokers (45 percent) had a mental disorder such as depression or panic disorder, as could 57 percent of those with nicotine dependence.

"Health professionals with pregnant patients who smoke, but can't seem to quit, need to know that depression and anxiety might actually be the bigger problem standing in the way of their patients' efforts to quit," Goodwin said.

"And for them, some form of mental health treatment, such as behavioral or supportive therapy, in addition to a smoking cessation plan may be a much more effective treatment plan than a simple nicotine patch," she concluded.

SOURCE: Obstetrics and Gynecology, April 2007. via

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Take Time to Make the Right Decision For Sex

The word sex is used in a lot of ways. It can mean what sex you were born (male or female) or physical appeal (being sexy). It can also mean a wide range of sensual activities, like kissing, touching or "making out."

When people talk about having sex, they usually mean sexual intercourse, which is penetration of the vagina by the penis. You're a virgin if you haven't had sexual intercourse. You're not a virgin if you've had sexual intercourse.

All my friends are having sex...

Don't assume that "everybody's doing it." Your friends might say they're having sex, but they may just be bragging to sound cool or to be popular. They may be stretching the truth, or they may be making stuff up from what they've seen in magazines, on TV or on the Internet.

Don't give in to peer pressure about sex. Nobody can tell you what to do with your body or when to do it. Having sex to fit in won't make you feel cool or grown up. And you can get a reputation for being "fast" or "easy," which may make you feel uncomfortable. Whether you have sex or not is private. You don't have to share that kind of information with friends if you don't want to.

What are the risks of having sex?

Some of the health risks include pregnancy and catching one or more sexually transmitted infections (STIs) like herpes, chlamydia, genital warts, gonorrhea, syphilis and HIV. Having sex before you develop physically can also hurt. Girls who start having sex before age 18 tend to have more health problems, including a higher risk of cervical cancer.

Sex also has some emotional risks. If you have sex when you're not ready or because someone is pressuring you, you may feel bad about yourself or wonder if your partner really cares about you. You may have to deal with consequences you hadn't thought of, such as pregnancy or an STI.

What is abstinence?

Abstinence means choosing not to have sex, and it isn't an outdated idea. It's an important option to think about. A lot of young people like you make the choice to wait. Some people abstain because of religious or spiritual beliefs or because of personal values. Others abstain to avoid pregnancy or STIs, or just because they aren't ready to have sex. If you abstain, that's great. You should feel good about your choice. And if you have a friend or partner who abstains, give him or her your support.

I had sex, but now I wish I hadn't.

Maybe you made a decision you regret, and now you know you weren't ready to have sex. You've learned something about your feelings. Now you can make better choices in the future, which may include deciding not to have sex again until you're older. You might want to talk about your feelings with someone you trust.

How will I know if I'm ready to have sex?

Figuring out when you're ready can be hard. Your body may give you signals that seem to say you're ready. That's natural. But your body isn't the only thing you should listen to. Your beliefs, values and emotions play a bigger role in when you choose to have sex.

One sure sign that you're not ready is if you feel pressured or if you feel really nervous and unsure. Take a step back. Try to figure out what you really want. Talk to someone you can trust, like your parents, a counselor, a teacher, a minister or your family doctor.

"You'd do it if you loved me."

Don't let anyone use this line to push you into having sex. Even if you really like the person, don't fall for it. Having sex to keep a partner usually doesn't work. Even if it does, you might not feel good about your decision. If someone wants to break up with you because you won't have sex, then that person isn't worth your time in the first place.

Don't use this line on someone else, or you risk losing the person and feeling bad about yourself. Respect your partner's feelings and beliefs.

What if I decide to have sex?

If you're going to have sex, or if you're already having sex, you should be as safe as possible. (Remember, though, the "safest" sex is no sex.) To protect yourself and your partner, use a latex condom. Condoms offer the most protection against STIs. Using a spermicide with condoms can offer better protection against pregnancy, but may not be right for everyone. For example, spermicides containing nonoxynol-9 can cause genital irritation and may increase your risk of catching an STI. Remember that condoms won't work if you don't use them correctly every time. Read the packages to figure out how to use them, or go to your family doctor or a health clinic so someone can help you figure it out. via
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Tips on dealing with your emotions

• Learn to express your feelings in appropriate ways. It's important to let people close to you know when something is bothering you. Keeping feelings of sadness or anger inside takes extra energy and can cause problems in your relationships and at work or school.
• Think before you act. Emotions can be powerful. But before you get carried away by your emotions and say or do something you might regret, give yourself time to think.
• Strive for balance in your life. Make time for things you enjoy. Focus on positive things in your life.
• Take care of your physical health. Your physical health can affect your emotional health. Take care of your body by exercising regularly, eating healthy meals and getting enough sleep. Don't abuse drugs or alcohol.

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Keeping Your Emotional Health

Good emotional health

People who are emotionally healthy are in control of their thoughts, feelings and behaviors. They feel good about themselves and have good relationships. They can keep problems in perspective.

It's important to remember that people who have good emotional health sometimes have emotional problems or mental illness. Mental illness often has a physical cause, such as a chemical imbalance in the brain. Stress and problems with family, work or school can sometimes trigger mental illness or make it worse. However, people who are emotionally healthy have learned ways to cope with stress and problems. They know when they need to seek help from their doctor or a counselor.

What about anger?


Mental Health: Keeping Your Emotional Health
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What is good emotional health?
People who are emotionally healthy are in control of their thoughts, feelings and behaviors. They feel good about themselves and have good relationships. They can keep problems in perspective.

It's important to remember that people who have good emotional health sometimes have emotional problems or mental illness. Mental illness often has a physical cause, such as a chemical imbalance in the brain. Stress and problems with family, work or school can sometimes trigger mental illness or make it worse. However, people who are emotionally healthy have learned ways to cope with stress and problems. They know when they need to seek help from their doctor or a counselor.

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What about anger?

People are sometimes not aware of what causes their anger, how much anger they are holding inside or how to express anger. You may be angry about certain events or your own or other people's actions. Also, many little things can build up to make you feel that life is unfair.

If you find yourself becoming increasingly irritable or taking unhealthy risks (like drinking too much or abusing drugs), you may have a problem dealing with anger. It's very important to talk with your doctor or a counselor about getting help.

What can I do to avoid problems?

First, notice your emotions and reactions and try to understand them. Learning how to sort out the causes of sadness, frustration and anger in your life can help you better manage your emotional health. The box to the right gives some other helpful tips.

How does stress affect my emotions?

Your body responds to stress by making stress hormones. These hormones help your body respond to situations of extreme need. But when your body makes too many of these hormones for a long period of time, the hormones wear down your body -- and your emotions. People who are under stress a lot of are often emotional, anxious, irritable and even depressed.

If possible, try to change the situation that is causing your stress. Relaxation methods, such as deep breathing and meditation, and exercise are also useful ways to cope with stress.

Can emotional problems be treated?

Yes. Counseling, support groups and medicines can help people who have emotional problems or mental illness. If you have an ongoing emotional problem, talk to your family doctor. He or she can help you find the right type of treatment.
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Salaries And Earnings for Psychologists

Median annual earnings of wage and salary clinical, counseling, and school psychologists in May 2004 were $54,950. The middle 50 percent earned between $41,850 and $71,880. The lowest 10 percent earned less than $32,280, and the highest 10 percent earned more than $92,250. Median annual earnings in the industries employing the largest numbers of clinical, counseling, and school psychologists in May 2004 were:

• Offices of other health practitioners - $64,460
• Elementary and secondary schools - $58,360
• Outpatient care centers - $46,850
• Individual and family services - $42,640

Median annual earnings of wage and salary industrial-organizational psychologists in May 2004 were $71,400.

The middle 50 percent earned between $56,880 and $93,210. The lowest 10 percent earned less than $45,620, and the highest 10 percent earned more than $125,560.

Source: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition, Psychologists, on the Internet at http://www.bls.gov/oco/ocos056.htm via
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Nature of Psychology Work

What Do Psychologists Do?

Psychologists study the human mind and human behavior. Research psychologists investigate the physical, cognitive, emotional, or social aspects of human behavior. Psychologists in health service provider fields provide mental health care in hospitals, clinics, schools, or private settings. Psychologists employed in applied settings, such as business, industry, government, or nonprofits, provide training, conduct research, design systems, and act as advocates for psychology.

Like other social scientists, psychologists formulate hypotheses and collect data to test their validity. Research methods vary with the topic under study.

Psychologists sometimes gather information through controlled laboratory experiments or by administering personality, performance, aptitude, or intelligence tests. Other methods include observation, interviews, questionnaires, clinical studies, and surveys.

Psychologists apply their knowledge to a wide range of endeavors, including health and human services, management, education, law, and sports. In addition to working in a variety of settings, psychologists usually specialize in one of a number of different areas.
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Working Conditions of Psychologists

A psychologist's subfield and place of employment determine his or her working conditions. Clinical, school, and counseling psychologists in private practice have their own offices and set their own hours. However, they often offer evening and weekend hours to accommodate their clients. Those employed in hospitals, nursing homes, and other health care facilities may work shifts that include evenings and weekends, while those who work in schools and clinics generally work regular hours.

Psychologists employed as faculty by colleges and universities divide their time between teaching and research and also may have administrative responsibilities; many have part-time consulting practices.

Most psychologists in government and industry have structured schedules.

Increasingly, many psychologists are working as part of a team, consulting with other psychologists and professionals. Many experience pressures because of deadlines, tight schedules, and overtime. Their routine may be interrupted frequently. Travel may be required in order to attend conferences or conduct research.
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When Your Child Comes Out: Lesbian, Gay, Bisexual or Trans

What Do You Do?

What do you do when your child comes out to you as gay, lesbian, bisexual or transgender?

How can you be supportive of your GLBT son or daughter?
Whether your child has come out to you, of if you found out unintentionally that your son or daughter is gay, lesbian, bisexual or transgender, your child needs you now. Every child's worst fear is that by coming out their parents will reject them. No matter what your beliefs, fears or prejudices, you need to let your child know that you love him.

Your child is the same person she was before coming out of the closet. Remember, someone's sexual orientation is just one part of who they are. Your child who loved pro wrestling and The Beatles is still the same kid you've loved since birth. Nothing about her has changed. You just have more knowledge about her life.

Take this opportunity to connect as you did before you knew she was gay. Was there a meal you liked to cook together, a favorite TV show you watched? Make sure you continue to do the things you did as a family.

Show an Interest in Your Gay Child's life

Talk to your son or daughter. If you feel comfortable asking questions about her sexual orientation, do so. But you don't need to focus on sexual orientation. Talk to her about school, her job, other activities and interests. Studies show that children whose parents take an interest in their lives are less likely to engage in risky behavior.

What You May Be Going Through

You may blame yourself for your child’s homosexuality. Don’t. It’s not your fault. Most scientists and psychologists agree, people are born gay or lesbian. It is not something that you could have influenced.

You may feel depressed and isolated, like you have no one you can talk to. Find yourself a supportive counselor if you need it. Log onto the Lesbian Life Forum and talk to lesbians who may have some advice for you about what your child may be going through and how to be supportive.

Things will be different now then perhaps you hoped for you child. Most parents believe their children will grow up to be heterosexual, get married and have children. Letting go of that dream for your child can be hard. Remember though, that was your dream. Your child may still choose to spend their life with one partner and have children. Gay marriage may even become legal in his lifetime. Even though your child did not choose to be gay, they may make some life choices you do not agree with. Although this may be hard for you, remember, it's their life and they have the right to live it as their own.

What Your Gay Child is Going Through

When people come out, they often question their place in society. They wonder how they will fit in with the family. Will they still have a family? Get married, have children? How will their church or faith community accept them? Will their friends accept or reject them?

You have a choice. You can help your child feel accepted and loved, or you can add to their feelings of isolation. Make sure your child knows they still have a place in the family, no matter what the outside world tells them.

You can help your child connect with a supportive community. Many cities have support groups for gay and lesbian youth. First check the group out. Offer to drive your child to a meeting. Your local PFLAG (Parents & Friends of Lesbians and Gays) chapter can offer support to both your and your child.

Support your child if someone makes a disparaging remark against gays. If she is a victim of harassment or homophobia, stand by her side.

Who Can I Tell?

Who to come out to is ultimately your child's choice. Who you tell can have a consequence on his life. On the other hand, you might need to talk to someone and don't want to keep such important information to yourself. It's important that you be able to get the support that you need. Check in with your son or daughter before you tell anyone about their sexual orientation. Let her know you need to be able to talk to people to get support for yourself.

If Your Religion Says Homosexuality is a Sin

Some religions call homosexuality a sin. Others are more open and accepting of gays and lesbians. The debate is still out on this topic and probably will be for a long time. If your child was raised in the same religion as you she is probably having lots of conflicting feelings. Take a look at the work of some Biblical scholars who have a different interpretation of the Bible. What the Bible Really has to Say About Homosexuality is a great place to start.
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Mobilize Against Depression

Mainstay treatments for depression—psychotherapy and prescribed drugs—are extremely effective. But there are also things you can do for yourself to feel better, and one of the best of these is exercise.

While exercise cannot take the place of medical care and therapy, it often is highly beneficial. Studies have shown that regular physical activity can brighten mood, increase energy, and improve sleep. It may not work this way for everyone, but most exercisers of all ages increase their stamina and reduce their risk of diseases like diabetes, heart disease, and osteoporosis. Especially when you are depressed, it is good to know that you are taking positive action for your health.

What Kind of Exercise?

No one form of exercise has been shown to be superior for depression. Aerobic activities (for example, brisk walking, jogging, swimming, and biking) and nonaerobic activities (stretching and weight training) are both beneficial. Walking at any pace, the most readily available exercise, may be an especially handy option.

What is important is to choose a physical activity that you enjoy—and to do it regularly. You do not need to push yourself to extremes. In fact, studies have shown that moderate exercise improves mood more than excessively long, hard workouts. Your goal should be to feel pleasantly tired, a normal feeling after any physical activity.


A program that many people find easy, pleasurable, and valuable is 30 to 45 minutes of walking, three to five times a week. The American College of Sports Medicine also recommends strength training two to three times a week and flexibility workouts two to three times a week.

But if you are not used to exercise, you may need to work up to this level gradually. Just a few minutes of walking (or other exercise) is a good place to start, and you may find that in a few weeks you want to do it longer and more often.

Be Realistic

Many people who have depression experience a lack of energy, fatigue, and difficulties with motivation, which can present significant exercise hurdles. The key is to start slowly and be patient with yourself: Time is on your side. As your depression lifts with the help of treatment, you will probably find it easier to exercise. The half-hour walk that looks impossible today may feel invigorating 3 weeks from now.

Don't let exercise become a burden. Try to fit it into your schedule as much as you can: Taking a 15-minute walk at lunchtime may make a lot more sense than getting up an hour earlier for a morning workout. You get similar fitness benefits when you break your exercise into smaller, more manageable chunks throughout the day.

Maximize the Pleasure

What kind of exercise is most enjoyable for you? Choose activities and settings that will increase the fun. Here are a few things that others have found useful:

Make it social. Exercise is a good way to spend time with other people. Join an aerobics class or a regular walking group, or simply arrange for a lunchtime stroll with a health-minded coworker.

Exercise outdoors. Trees, grass, pleasant surroundings—nature has a way of lifting spirits and putting things in new perspectives. Outdoor light has been shown to improve mood, especially during the winter months.

Create a positive environment. Put on your favorite music while you work out at home, or wear headphones when you jog or stroll, as long as you're away from heavy traffic.

Remember: This information is not intended as a substitute for medical treatment. Before starting an exercise program, consult a physician.via
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Visualization in Sport

Imagery can improve performance

Many athletes use visualization techniques routinely as a part of training. There are stories and examples of how such techniques provide not only a competitive edge, but a renewed mental awareness and sense of well-being.

Visualization has also been called guided imagery, mental rehersal, mediation, and a host of new names. Generally speaking, visualization is the process of creating a mental image or intention, of what you want to happen or to feel.

An athlete can use this technique to 'intend' and outcome of a race, training session or simply rest in a feeling of calm and well-being.

By imagining a scene, complete with images or movies, of a previous best performance or a new desired outcome, the athlete will simply 'step into' that feeling. While imagining these scenarios, the athlete should try to imagine the detail and the way it feels to perform in the desired way. These images can be visual (images and pictures), kinesthetic (how the body feels), or auditory (the roar of the crowd). Using the mind, an athlete can call up these images over and over, enhancing the skill through repetition or rehearsal, similar to physical practice. With mental rehearsal, minds and bodies become trained to actually perform the skill imagined.

Both physical and psychological reactions in certain situations can be improved with such visualization. Such repeated imagery can build both experience and confidence in an athlete's ability to perform certain skills under pressure, and in a variety of possible situations. The most effective visualization techniques result in a very vivid sport experience in which the athlete has complete control over a successful performance and a belief in this new 'self.'

Guided imagery, visualization, mental rehersal, or whatever you like to call it, can maximize the efficiency and effectiveness of your training. In a world where sports performance and success is measured in one hundredths of a second, most athletes will use every possible training technique at hand. Visualization is used by many to gain that very slim margin. via
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The Irritable Heart

Using open source data from a federal project digitizing medical records on veterans of the American Civil War (1860-1865) called the Early Indicators of Later Work Levels, Disease, and Death Project, researchers have identified an increased risk of post-war illness among Civil War veterans, including cardiac, gastrointestinal, and mental diseases throughout their lives. In a project partly funded by the National Institutes of Aging, military service files from a total of 15,027 servicemen from 303 companies of the Union Army stored at the United States National Archives were matched to pension files and surgeon's reports of multiple health examinations.

A total of 43 percent of the men had mental health problems throughout their lives, some of which are today recognized as related to post-traumatic stress disorder (PTSD). Most particularly affected were men who enlisted at ages under 17. Roxane Cohen Silver and colleagues at the University of California, Irvine published their results in the February 2006 issue of Archives of General Psychiatry.


Studies of PTSD to date have connected war experiences to the recurrence of mental health problems and physical health problems such as cardiovascular disease and hypertension and gastrointestinal disorders. These studies have not had access to long-term health impacts, since they have been focused on veterans of recent conflicts. Researchers studying the impact of modern conflict participation report that the factors increasing risk of later health issues include age at enlistment, intimate exposure to violence, prisoner of war status and having been wounded.

The Trauma of the American Civil War

The Civil War was a particularly traumatic conflict for American soldiers. Army soldiers commonly enlisted at quite young ages; between 15 and 20 percent of the Union army soldiers enlisted between ages of 9 and 17. Each of the Union companies was made up of 100 men assembled from regional neighborhoods, and thus often included family members and friends. Large company losses--75 percent of companies in this sample lost between five and 30 percent of their personnel--nearly always meant the loss of family or friends. The men readily identified with the enemy, who in some cases represented family members or acquaintances. Finally, close-quarter conflict, including hand-to-hand combat without trenches or other barriers, was a common field tactic during the Civil War.

To quantify trauma experienced by Civil War soldiers, researchers used a variable derived from percent of company lost to represent relative exposure to trauma. Researchers found that in military companies with a larger percentage of soldiers killed, the veterans were 51 percent more likely to have cardiac, gastrointestinal and nervous disease.

The Youngest Soldiers were Hardest Hit

The study found that the youngest soldiers (ages 9-17 at enlistment) were 93% more likely than the oldest (ages 31 or older) to experience both mental and physical disease. The younger soldiers were also more likely to show signs of cardiovascular disease alone and in conjunction with gastrointestinal conditions, and were more likely to die early. Former POWs had an increased risk of combined mental and physical problems as well as early death.

One problem the researchers grappled with was comparing diseases as they were recorded during the latter half of the 19th century to today's recognized diseases. Post-traumatic stress syndrome was not recognized by doctors--although they did recognize that veterans exhibited an extreme level of 'nervous disease' that they labeled 'irritable heart' syndrome.

Children and Adolescents in Combat

Harvard psychologist Roger Pitman, writing in an editorial in the publication, writes that the impact on younger soldiers should be of immediate concern, since "their immature nervous systems and diminished capacity to regulate emotion give even greater reason to shudder at the thought of children and adolescents serving in combat." Although disease identification is not one-to-one, said senior researcher Roxane Cohen Silver, "I've been studying how people cope with traumatic life experiences of all kinds for twenty years and these findings are quite consistent with an increasing body of literature on the physical and mental health consequences of traumatic experiences."

Boston University psychologist Terence M. Keane, Director of the National Center for PTSD, commented that this "remarkably creative study is timely and extremely valuable to our understanding of the long term effects of combat experiences." Joseph Boscarino, Senior Investigator at Geisinger Health System, added "There are a few detractors that say that PTSD [Post-traumatic stress disorder] does not exist or has been exaggerated. Studies such as these are making it difficult to ignore the long-term effects of war-related psychological trauma."
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