Best Mental Health Articles

Mental Health Is Important

Mental health is how people think, feel, and act as they face life’s situations. It affects how people handle stress, relate to one another, and make decisions. Mental health influences the ways individuals look at themselves, their lives, and others in their lives. Like physical health, mental health is important at every stage of life.

All aspects of our lives are affected by our mental health. Caring for and protecting our children is an obligation and is critical to their daily lives and their independence.

Children and Adolescents Can Have Serious Mental Health Problems
Like adults, children and adolescents can have mental health disorders that interfere with the way they think, feel, and act. When untreated, mental health disorders can lead to school failure, family conflicts, drug abuse, violence, and even suicide. Untreated mental health disorders can be very costly to families, communities, and the health care system.

In this fact sheet, “Mental Health Problems” for children and adolescents refers to the range of all diagnosable emotional, behavioral, and mental disorders. They include depression, attention- deficit/hyperactivity disorder, and anxiety, conduct, and eating disorders. Mental health problems affect one in every five young people at any given time.
“Serious Emotional Disturbances” for children and adolescents refers to the above disorders when they severely disrupt daily functioning in home, school, or community. Serious emotional disturbances affect 1 in every 10 young people at any given time.

Mental Health Disorders Are More Common in Young People than Many Realize.

Studies show that at least one in five children and adolescents have a mental health disorder. At least one in 10, or about 6 million people, have a serious emotional disturbance.

The Causes Are Complicated

Mental health disorders in children and adolescents are caused mostly by biology and environment. Examples of biological causes are genetics, chemical imbalances in the body, or damage to the central nervous system, such as a head injury. Many environmental factors also put young people at risk for developing mental health disorders. Examples include:

Exposure to environmental toxins, such as high levels of lead;
Exposure to violence, such as witnessing or being the victim of physical or sexual abuse, drive-by shootings, muggings, or other disasters; Stress related to chronic poverty, discrimination, or other serious hardships; and
The loss of important people through death, divorce, or broken relationships.

Signs of Mental Health Disorders Can Signal a Need for Help

Children and adolescents with mental health issues need to get help as soon as possible. A variety of signs may point to mental health disorders or serious emotional disturbances in children or adolescents. Pay attention if a child or adolescent you know has any of these warning signs:

A child or adolescent is troubled by feeling:

Sad and hopeless for no reason, and these feelings do not go away. Very angry most of the time and crying a lot or overreacting to things.

Worthless or guilty often.

Anxious or worried often.

Unable to get over a loss or death of someone important.
Extremely fearful or having unexplained fears.

Constantly concerned about physical problems or physical appearance.

Frightened that his or her mind either is controlled or is out of control.

A child or adolescent experiences big changes, such as:

Showing declining performance in school.

Losing interest in things once enjoyed.

Experiencing unexplained changes in sleeping or eating patterns.

Avoiding friends or family and wanting to be alone all the time.

Daydreaming too much and not completing tasks.

Feeling life is too hard to handle.

Hearing voices that cannot be explained.

Experiencing suicidal thoughts.

A child or adolescent experiences:

Poor concentration and is unable to think straight or make up his or her mind.

An inability to sit still or focus attention.
Worry about being harmed, hurting others, or doing something “bad”.

A need to wash, clean things, or perform certain routines hundreds of times a day, in order to avoid an unsubstantiated danger.

Racing thoughts that are almost too fast to follow.
Persistent nightmares.

A child or adolescent behaves in ways that cause problems, such as:

Using alcohol or other drugs.

Eating large amounts of food and then purging, or abusing laxatives, to avoid weight gain.

Dieting and/or exercising obsessively.

Violating the rights of others or constantly breaking the law without regard for other people.

Setting fires.

Doing things that can be life threatening.

Killing animals.

Comprehensive Services through Systems of Care Can Help
Some children diagnosed with severe mental health disorders may be eligible for comprehensive and community-based services through systems of care. Systems of care help children with serious emotional disturbances and their families cope with the challenges of difficult mental, emotional, or behavioral problems. To learn more about systems of care, call the National Mental Health Information Center at 1-800-789-2647, and request fact sheets on systems of care and serious emotional disturbances, or visit the Center’s web site at

http://www.mentalhealth.samhsa.gov

Finding the Right Services Is Critical

To find the right services for their children, families can do the following:

Get accurate information from hotlines, libraries, or other sources.

Seek referrals from professionals.

Ask questions about treatments and services.

Talk to other families in their communities.

Find family network organizations.

It is critical that people who are not satisfied with the mental health care they receive discuss their concerns with providers, ask for information, and seek help from other sources.

Important Messages About Child and Adolescent Mental Health:

Every child’s mental health is important.

Many children have mental health problems.

These problems are real, painful, and can be severe.

Mental health problems can be recognized and treated.

Caring families and communities working together can help.

Information is available; call 1-800-789-2647.

This is one of many fact sheets on children’s mental health disorders. All the fact sheets listed below are written in an easy-to-read style. Families, caretakers, and media professionals may find them helpful when looking for information about mental health disorders. For free copies, call 1-800-789-2647, or visit http://www.mentalhealth.samhsa.gov

With Much Love,

Arthur Buchanan

President/CEO

Out of Darkness & Into the Light

43 Oakwood Ave. Suite 1012

Huron Ohio, 44839

567-219-0994 (cell)

http://www.out-of-darkness.com

They are calling Arthur Buchanan’s methods of recovering from mental illness REVOLUTIONARY! (MEDICAL COLLEGE OF MICHIGAN) ‘Arthur Buchanan has given us a revolutionary blue print for recovery in these uncertain times, when Mental Illness at a all time high in the United States of America, yet if you follow this young mans methods, we assure you of positive results and I QUOTE ‘If these methods are followed precisely, their is no way you can’t see positive results with whatever illness you have’ -Dr. Herbert Palos Detroit, Michigan

http://www.freesuccessaudios.com/Artlive.mp3
THIS LINK WORKS, LISTEN TODAY!

Tags: adhd, better, bi polar, BPD, gad, getting, happiness, life, love, mental health disorder, ocd, self helpadhd, better, bi polar, BPD, gad, getting, happiness, life, love, mental health disorder, ocd, self help

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Attention Deficit Hyperactivity Disorder (ADHD), is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention.

It is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children in the United States. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.

ADHD was first described by Dr. Heinrich Hoffman in 1845. A physician who wrote books on medicine and psychiatry, Dr. Hoffman was also a poet who became interested in writing for children when he couldn’t find suitable materials to read to his 3-year-old son.

The result was a book of poems, complete with illustrations, about children and their characteristics. “The Story of Fidgety Philip” was an accurate description of a little boy who had attention deficit hyperactivity disorder.

Yet it was not until 1902 that Sir George F. Still published a series of lectures to the Royal College of Physicians in England in which he described a group of impulsive children with significant behavioral problems, caused by a genetic dysfunction and not by poor child rearingchildren who today would be easily recognized as having ADHD. Since then, several thousand scientific papers on the disorder have been published, providing information on its nature, course, causes, impairments, and treatments.

A child with ADHD faces a difficult but not insurmountable task ahead. In order to achieve his or her full potential, he or she should receive help, guidance, and understanding from parents, guidance counselors, and the public education system. This document offers information on ADHD and its management, including research on medications and behavioral interventions, as well as helpful resources on educational options.

Because ADHD often continues into adulthood, this document contains a section on the diagnosis and treatment of ADHD in adults.

Symptoms

The principal characteristics of ADHD are inattention, hyperactivity, and impulsivity. These symptoms appear early in a child’s life. Because many normal children may have these symptoms, but at a low level, or the symptoms may be caused by another disorder. It is important that the child receive a thorough examination and appropriate diagnosis by a well-qualified professional.

Symptoms of ADHD will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention. Which may not emerge for a year or more. Different symptoms may appear in different settings, depending on the demands the situation may pose for the child’s self-control. A child who “can’t sit still” or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked.

The impulsive child who acts before thinking may be considered just a “discipline problem,” while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADHD.

All children are sometimes restless, sometimes act without thinking, sometimes daydream the time away. When the child’s hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, ADHD may be suspected. But because the symptoms vary so much across settings, ADHD is not easy to diagnose. This is especially true when inattentiveness is the primary symptom.

According to the most recent version of the Diagnostic and Statistical Manual of Mental Disorders2 (DSM-IV-TR), there are three patterns of behavior that indicate ADHD. People with ADHD may show several signs of being consistently inattentive. They may have a pattern of being hyperactive and impulsive far more than others of their age. Or they may show all three types of behavior.

This means that there are three subtypes of ADHD recognized by professionals. These are the predominantly hyperactive-impulsive type (that does not show significant inattention); the predominantly inattentive type (that does not show significant hyperactive-impulsive behavior) sometimes called ADDan outdated term for this entire disorder; and the combined type (that displays both inattentive and hyperactive-impulsive symptoms).

Hyperactivity-Impulsivity

Hyperactive children always seem to be “on the go” or constantly in motion. They dash around touching or playing with whatever is in sight, or talk incessantly. Sitting still at dinner or during a school lesson or story can be a difficult task. They squirm and fidget in their seats or roam around the room. Or they may wiggle their feet, touch everything, or noisily tap their pencil. Hyperactive teenagers or adults may feel internally restless. They often report needing to stay busy and may try to do several things at once.

Impulsive children seem unable to curb their immediate reactions or think before they act. They will often blurt out inappropriate comments, display their emotions without restraint, and act without regard for the later consequences of their conduct.

Their impulsivity may make it hard for them to wait for things they want or to take their turn in games. They may grab a toy from another child or hit when they’re upset. Even as teenagers or adults, they may impulsively choose to do things that have an immediate but small payoff rather than engage in activities that may take more effort yet provide much greater but delayed rewards.

Some signs of hyperactivity-impulsivity are:

Feeling restless, often fidgeting with hands or feet, or squirming while seated Running, climbing, or leaving a seat in situations where sitting or quiet behavior is expected
Blurting out answers before hearing the whole question
Having difficulty waiting in line or taking turns.

Inattention Children who are inattentive have a hard time keeping their minds on any one thing and may get bored with a task after only a few minutes. If they are doing something they really enjoy, they have no trouble paying attention. But focusing deliberate, conscious attention to organizing and completing a task or learning something new is difficult.

Homework is particularly hard for these children. They will forget to write down an assignment, or leave it at school. They will forget to bring a book home, or bring the wrong one. The homework, if finally finished, is full of errors and erasures. Homework is often accompanied by frustration for both parent and child.

The DSM-IV-TR gives these signs of inattention:

Often becoming easily distracted by irrelevant sights and sounds.

Often failing to pay attention to details and making careless mistakes.

Rarely following instructions carefully and completely losing or forgetting things like toys, or pencils, books, and tools needed for a task.

Often skipping from one uncompleted activity to another.
Children diagnosed with the Predominantly Inattentive Type of ADHD are seldom impulsive or hyperactive, yet they have significant problems paying attention. They appear to be daydreaming, “spacey,” easily confused, slow moving, and lethargic.

They may have difficulty processing information as quickly and accurately as other children. When the teacher gives oral or even written instructions, this child has a hard time understanding what he or she is supposed to do and makes frequent mistakes. Yet the child may sit quietly, unobtrusively, and even appear to be working but not fully attending to or understanding the task and the instructions.

These children don’t show significant problems with impulsivity and overactivity in the classroom, on the school ground, or at home. They may get along better with other children than the more impulsive and hyperactive types of ADHD. They may not have the same sorts of social problems so common with the combined type of ADHD. So often their problems with inattention are overlooked. But they need help just as much as children with other types of ADHD, who cause more obvious problems in the classroom.

Is It Really ADHD?

Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD. Since most people sometimes blurt out things they didn’t mean to say, or jump from one task to another, or become disorganized and forgetful, how can specialists tell if the problem is ADHD?

Because everyone shows some of these behaviors at times, the diagnosis requires that such behavior be demonstrated to a degree that is inappropriate for the person’s age. The diagnostic guidelines also contain specific requirements for determining when the symptoms indicate ADHD.

The behaviors must appear early in life, before age 7, and continue for at least 6 months. Above all, the behaviors must create a real handicap in at least two areas of a person’s life such as in the schoolroom, on the playground, at home, in the community, or in social settings. So someone who shows some symptoms but whose schoolwork or friendships are not impaired by these behaviors would not be diagnosed with ADHD. Nor would a child who seems overly active on the playground but functions well elsewhere receive an ADHD diagnosis.

To assess whether a child has ADHD, specialists consider several critical questions: Are these behaviors excessive, long-term, and pervasive? That is, do they occur more often than in other children the same age?

Are they a continuous problem, not just a response to a temporary situation? Do the behaviors occur in several settings or only in one specific place like the playground or in the schoolroom? The person’s pattern of behavior is compared against a set of criteria and characteristics of the disorder as listed in the DSM-IV-TR.

Diagnosis

Some parents see signs of inattention, hyperactivity, and impulsivity in their toddler long before the child enters school. The child may lose interest in playing a game or watching a TV show, or may run around completely out of control.

But because children mature at different rates and are very different in personality, temperament, and energy levels, it’s useful to get an expert’s opinion of whether the behavior is appropriate for the child’s age. Parents can ask their child’s pediatrician, or a child psychologist or psychiatrist, to assess whether their toddler has an attention deficit hyperactivity disorder or is, more likely at this age, just immature or unusually exuberant.

ADHD may be suspected by a parent or caretaker or may go unnoticed until the child runs into problems at school. Given that ADHD tends to affect functioning most strongly in school, sometimes the teacher is the first to recognize that a child is hyperactive or inattentive and may point it out to the parents and/or consult with the school psychologist.

Because teachers work with many children, they come to know how “average” children behave in learning situations that require attention and self-control. However, teachers sometimes fail to notice the needs of children who may be more inattentive and passive yet who are quiet and cooperative, such as those with the predominantly inattentive form of ADHD.

With Much Love,

Arthur Buchanan
President/CEO
Out of Darkness & Into the Light
43 Oakwood Ave. Suite 1012
Huron Ohio, 44839
567-219-0994 (cell)
http://www.out-of-darkness.com

They are calling Arthur Buchanan’s methods of recovering from mental illness REVOLUTIONARY! (MEDICAL COLLEGE OF MICHIGAN) ‘Arthur Buchanan has given us a revolutionary blue print for recovery in these uncertain times, when Mental Illness at a all time high in the United States of America, yet if you follow this young mans methods, we assure you of positive results and I QUOTE ‘If these methods are followed precisely, their is no way you can’t see positive results with whatever illness you have’ -Dr. Herbert Palos Detroit, Michigan

Listen to Arthur Buchanan on the Mike Litman Show!
http://www.freesuccessaudios.com/Artlive.mp3
THIS LINK WORKS, LISTEN TODAY!

Tags: adhd, better, bi polar, BPD, gad, getting, happiness, life, love, mental health disorder, ocd, self helpadhd, better, bi polar, BPD, gad, getting, happiness, life, love, mental health disorder, ocd, self help

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Schizophrenia is a devastating brain disorderthe most chronic and disabling of the severe mental illnesses. The first signs of schizophrenia, which typically emerge in young people in their teens or twenties, are confusing and often shocking to families and friends. Hallucinations, delusions, disordered thinking, unusual speech or behavior, and social withdrawal impair the ability to interact with others.

Most people with schizophrenia suffer chronically or episodically throughout their lives, losing opportunities for careers and relationships. They often are stigmatized by lack of public understanding about the disease. However, several new antipsychotic medications developed within the last decade, which have fewer side effects than the older medications, in combination with psychosocial interventions have improved the outlook for many people with schizophrenia.

Some Facts about Schizophrenia

In the U.S., approximately 2.2 million adults, or about 1.1 percent of the population age 18 and older in a given year, have schizophrenia.

Rates of schizophrenia are very similar from country to countryabout 1 percent of the population.

Schizophrenia ranks among the top 10 causes of disability in developed countries worldwide.

The risk of suicide is serious in people with schizophrenia.

News and entertainment media tend to link mental illnesses including schizophrenia to criminal violence.

Most people with schizophrenia, however, are not violent toward others but are withdrawn and prefer to be left alone.

Drug or alcohol abuse raises the risk of violence in people with schizophrenia, particularly if the illness is untreated, but also in people who have no mental illness.

Research Findings

Family studies indicate that genetic vulnerability is a risk factor for schizophrenia. A person with a parent or sibling with schizophrenia has approximately a 10 percent risk of developing the disorder compared to a 1 percent risk for a person with no family history of schizophrenia. At the same time, among individuals with schizophrenia who have an identical twin, and thus share the exact genetic makeup, there is only a 50 percent chance that both twins will be affected with the disease. Scientists conclude that no genetic factors, such as environmental stress perhaps occurring during fetal development or at birth, also may contribute to the risk of schizophrenia.

Research suggests that schizophrenia may be a developmental disorder resulting from impaired migration of neurons in the brain during fetal development.

Advances in neuroimaging have shown that some people with schizophrenia have abnormalities in brain structure consisting of enlarged ventricles, the fluid-filled cavities deep within the brain.

Schizophrenia can appear in children, though it is very rare. Neuroimaging research of childhood-onset schizophrenia has shown evidence of progressive abnormal brain development.

While providing clues about the brain regions involved in schizophrenia, these findings are not yet sufficiently specific to schizophrenia to be useful as a diagnostic test.

Treatments for Schizophrenia

The newer medications for schizophreniathe atypical antipsychoticare very effective in the treatment of psychosis, including hallucinations and delusions, and may help treat the symptoms of reduced motivation or blunted emotional expression. Intensive case management, cognitive-behavioral approaches that teach coping and problem-solving skills, family educational interventions, and vocational rehabilitation can provide additional benefit.

Evidence suggests that early and sustained treatment involving antipsychotic medication improves the long-term course of schizophrenia. Over time, many people with schizophrenia learn successful ways of managing even severe symptoms.

Because schizophrenia sometimes impairs thinking and problem solving, some people may not recognize they are ill and may refuse treatment. Others may stop treatment because of medication side effects, because they feel their medication is no longer working, or because of forgetfulness or disorganized thinking. People with schizophrenia who stop taking prescribed medication are at high risk for a relapse of illness. a good doctor-patient relationship may help people with schizophrenia continue to take medications as prescribed.

Present and Future Research Directions

In addition to the development of new treatments, NIMH research is focusing on the relationships among genetic, behavioral, developmental, social and other factors to identify the cause or causes of schizophrenia. Utilizing increasingly precise imaging techniques, scientists are studying the structure and function of the living brain.

New molecular tools and modern statistical analyses are enabling researchers to close in on the particular genes that affect brain development or brain circuitry involved in schizophrenia. Scientists are continuing to investigate possible prenatal factors, including infections, which may affect brain development and contribute to the development of schizophrenia.

With Much Love,

Arthur Buchanan
President/CEO
Out of Darkness & Into the Light
43 Oakwood Ave. Suite 1012
Huron Ohio, 44839
567-219-0994 (cell)

http://www.out-of-darkness.com

They are calling Arthur Buchanan’s methods of recovering from mental illness REVOLUTIONARY! (MEDICAL COLLEGE OF MICHIGAN) ‘Arthur Buchanan has given us a revolutionary blue print for recovery in these uncertain times, when Mental Illness at a all time high in the United States of America, yet if you follow this young mans methods, we assure you of positive results and I QUOTE ‘If these methods are followed precisely, their is no way you can’t see positive results with whatever illness you have’ -Dr. Herbert Palos Detroit, Michigan

Listen to Arthur Buchanan on the Mike Litman Show!

Tags: adhd, better, bi polar, BPD, gad, getting, happiness, life, love, mental health disorder, ocd, self helpadhd, better, bi polar, BPD, gad, getting, happiness, life, love, mental health disorder, ocd, self help

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