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Thursday, January 27, 2011

Wings of Deception by (My Mother) Pamela Carron

 

"Wings of Deception"

By Pamela Carron 



Product Description

Asa, an age old entity needs a new body. He has chosen one that belongs to Jacks, an avid atheist and attorney, specializing in child abuse victims. Honey, an agnostic psychotherapist, is transformed by a child with a terminal illness. Sheila, a legal secretary, is forced into marriage with a member of a dark cult and Dwight, the pastor of a small rural church, finds himself a single parent after the death of his wife. The four all band together to win a battle of good versus evil. In the fight for his life Jacks discovers his soul and his soul mate. This thrilling inspirational, romantic adventure takes place in New York City, rural Mississippi and the Sierra Mountains. 

Biography

Carron grew up in rural Mississippi, the sixth of
eleven children. She currently resides in Neshoba
County, Mississippi. She enjoys traveling and The
Shadows Dim was written in South Portland, Maine,
and Athens, Greece. The sequel, Whisper of the
Sun was published after returning from a summer
spent in a little fishing village, Sayulita, Mx.
When home, Carron spends time with her large extended
family. She is currently working on an exciting
spiritual fantasy due to be released November of 2010.
The Shadows Dim is dedicated to the memory of
her Mother, Catherine Rushing-Harvey,who passed
away five days after her daughter's first book signing.

Carron's life was filled with trials and triumphs
which gave her the aspiration of becoming a
published author. Having a love of words and the
imagination it takes to build unforgettable
characters, she embarks upon a journey which she
invites her readers to accompany her on.
Simple and true to life fiction of The Shadows Dim
and Whisper of the Sun promises chapter after
chapter of suspense and to keep the reader
involved in the story line until the very end, leaving
you wanting more. Only Carron knows if there will
be a third book in this most delightful story of
drama, intrigue, love and forgiveness so stay tuned
to find out.
 
This biography was provided by the author or their representative.

You can find her books at amazon.com! Click on the link below or copy and paste it into your browser!!

http://www.amazon.com/Pamela-Carron/e/B003ZYO72U/ref=ntt_dp_epwbk_0

Sunday, January 16, 2011

Bipolar Pharmacological Treatments

Bipolar Pharmacological Treatments

Robbyn R. Wallace




Bipolar disorder is characterized by many symptoms that can be broken into manic and depressive episodes.  The depressive episodes are characterized by intense feelings of sadness and despair that can become feelings of hopelessness and helplessness.  Some of the symptoms of a depressive episode include anhedonia, disturbances in sleep and appetite, psychomotor retardation, loss of energy, feelings of worthlessness, guilt, difficulty thinking, indecision, and recurrent thoughts of death and suicide (Hollandsworth, Jr. 1990).  The manic episodes are characterized by elevated, expansive or irritable mood, increased energy/hyperactivity, pressure of speech, flight of ideas, inflated self esteem, decreased need for sleep, poor judgment and insight, and often reckless or irresponsible behavior (Hollandsworth, Jr. 1990).  Rarest symptoms were periods of loss of all interest and retardation or agitation (Weisman, 1991).  Most commonly, individuals with manic episodes experience a period of depression.  Bipolar disorder is diagnosed if an episode of mania occurs, whether depression has been diagnosed or not (Goodwin, Guze, 1989, p 11).  Bipolar disorder affects approximately one percent of the population (approximately three million people) in the United States.  As the National Depressive and Manic Depressive Association (MDMDA) have demonstrated, bipolar disorder can create substantial developmental delays, marital and family disruptions, occupational setbacks, and financial disasters. This devastating disease causes disruptions of families, loss of jobs and millions of dollars in cost to society. Many time’s bipolar patients report that the depressions are longer and increase in frequency as the individual ages. Often time's bipolar states and psychotic states are misdiagnosed as schizophrenia.  Speech patterns help distinguish between the two disorders (Lish, 1994).  

Table 1 

Classification of Mood Disorders
────────────────────────────────────────
Bipolar disorder (a) Depressive disorder (b)
────────────────────────────────────────
Bipolar I Major depressive disorder
     Manic episode Major depressive episode
     Mixed episode             Dysthymic disorder
Bipolar II Depressive disorder NOS
     Hypomanic episode
Cyclothymic disorder
Bipolar disorder NOS
────────────────────────────────────────

Note. Categories are from the text revision of the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; APA, 2000). Classification of mood disorders excludes those mood disorders that are due to a general medical condition or a substance. NOS _ not otherwise specified. (a) These disorders involve either depressive episodes or symptoms. (b) By definition, assigning a depressive disorder diagnosis indicates that there has never been a history of manic or hypomanic episodes or symptoms. (Rivas-Vazquez, Rey, Johnson, & Blais, 2002)

The onset of Bipolar disorder usually occurs between the ages of 20 and 30 years of age, with a second peak in the mid-forties for women. A typical bipolar patient may experience eight to ten episodes in their lifetime. However, those who have rapid cycling may experience more episodes of mania and depression that succeed each other without a period of remission (DSM III-R).  The three stages of mania begin with hypomania, in which patients report that they are energetic, extroverted and assertive (Hirschfeld, 1995). The hypomania state has led observers to feel that bipolar patients are "addicted" to their mania. Hypomania progresses into mania and the transition is marked by loss of judgment (Hirschfeld, 1995). Often, euphoric grandiose characteristics are displayed, and paranoid or irritable characteristics begin to manifest. The third stage of mania is evident when the patient experiences delusions with often-paranoid themes. Speech is generally rapid and hyperactive behavior manifests sometimes associated with violence (Hirschfeld, 1995).  When both manic and depressive symptoms occur at the same time it is called a mixed episode. Those afflicted are a special risk because there is a combination of hopelessness, agitation, and anxiety that makes them feel like they "could jump out of their skin"(Hirschfeld, 1995). Up to 50% of all patients with mania have a mixture of depressed moods. Patients’ report feeling dysphoric, depressed, and unhappy; yet, they exhibit the energy associated with mania. Rapid cycling mania is another presentation of bipolar disorder. Mania may be present with four or more distinct episodes within a 12-month period. There is now evidence to suggest that sometimes rapid cycling may be a transient manifestation of the bipolar disorder. This form of the disease exhibits more episodes of mania and depression than bipolar.

Table 2 

Core Features of Mania and Hypomania
──────────────────────────────────────────────────
1. Inflated self-esteem or grandiosity
2. Decreased need for sleep (e.g., feels rested after only 3 hr of sleep)
3. More talkative than usual or pressure to keep talking
4. Flight of ideas or subjective experience that thoughts are racing
5. Distractibility (i.e., attention too easily drawn to unimportant or irrelevant external stimuli)
6. Increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation
7. Excessive involvement in pleasurable activities that have a high potential for painful consequences (e.g., engaging in unrestrained buying sprees, sexual indiscretions, or foolish business investments)
──────────────────────────────────────────────────

Note. From the text revision of the Diagnostic and Statistical Manual for Mental Disorders (4th ed.; APA, 2000). (Rivas-Vazquez, Rey, Johnson, & Blais, 2002)

Lithium has been the primary treatment of bipolar disorder since its introduction in the 1960's.  It is main function is to stabilize the cycling characteristic of bipolar disorder.  In four controlled studies by F. K. Goodwin and K. R. Jamison, the overall response rate for bipolar subjects treated with Lithium was 78% (1990).  Lithium is also the primary drug used for long- term maintenance of bipolar disorder.  In a majority of bipolar patients, it lessens the duration, frequency, and severity of the episodes of both mania and depression.  Unfortunately, as many as 40% of bipolar patients are either unresponsive to lithium or can not tolerate the side effects.  Some of the side effects include thirst, weight gain, nausea, diarrhea, and edema.  Patients who are unresponsive to lithium treatment are often those who experience dysphoric mania, mixed states, or rapid cycling bipolar disorder.  One problem associated with lithium is the fact the long-term lithium treatment has been associated with decreased thyroid function in-patients with bipolar disorder.  Preliminary evidence also suggest that hypothyroidism may actually lead to rapid cycling (Bauer et al., 1990).  

There are other effective treatments for bipolar disorder that are used in cases where the patients cannot tolerate lithium or have been unresponsive to it in the past.  The American Psychiatric Association's guidelines suggest the next line of treatment to be Anticonvulsant drugs such as valproate and lamotrigine.  These drugs are useful as antimanic agents, especially in those patients with mixed states.  Both of these medications can be used in combination with lithium or in combination with each other.  Valproate is especially helpful for patients who are lithium noncompliant, experience rapid cycling, or have comorbid alcohol or drug abuse.  Neuroleptics such as haloperidol or chlorpromazine have also been used to help stabilize manic patients who are highly agitated or psychotic.  Use of these drugs is often necessary because the response to them is rapid, but there are risks involved in their use.  Because of the often-severe side effects, Benzodiazepines are often used in their place.  Benzodiazepines can achieve the same results as Neuroleptics for most patients in terms of rapid control of agitation and excitement, without the severe side effects.  Some doctors as treatment for bipolar disorder have also used antidepressants such as the selective serotonin reuptake inhibitors (SSRI’s) fluovamine and amitriptyline.  A double-blind study by M. Gasperini, F. Gatti, L. Bellini, R.Anniverno, and E. Smeraldi showed that fluvoxamine and amitriptyline are highly effective treatments for bipolar patients experiencing depressive episodes (1992).  This study is controversial however, because conflicting research shows that SSRI’s and other antidepressants can actually precipitate manic episodes.  Most doctors can see the usefulness of antidepressants when used in conjunction with mood stabilizing medications such as lithium.  

Table 3 

Beyond Lithiuma: Current Pharmacological Armamentarium for Bipolar Disorder
──────────────────────────────────────────────────
Anticonvulsants       Calcium channel blockers   Atypical antipsychotics   Benzodiazepines   Antidepressants
──────────────────────────────────────────────────
valproatea         verapamil               olanzapinea            lorazepam            bupropion
carbamazepine        diltiazem               risperidone            clonazepam             paroxetine
lamotrigine         nifedipine               clozapine                          fluoxetine
gabapentin         nimodipine               quetiapine                       citalopram
topiramate                          ziprasidone                       sertraline
tiagabine                                           venlafaxine
──────────────────────────────────────────────────

Note. Drug names: valproate (Depakote); carbamazepine (Tegretol); lamotrigine (Lamictal); gabapentin (Neurontin); topiramate (Topamax); tiagabine (Gabitril); verapamil (Calan); diltiazem (Cardizem); nifedipine (Procardia); nimodipine (Nimotop); olanzapine (Zyprexa); risperidone (Risperdal); clozapine (Clozaril); quetiapine (Seroquel); ziprasidone (Geodon); lorazepam (Ativan); clonazepam (Klonopin); bupropion (Wellbutrin); paroxetine (Paxil); fluoxetine (Prozac); citalopram (Celexa); sertraline (Zoloft); venlafaxine (Effexor). Approved by the Food and Drug Administration for the treatment of acute mania.  (Rivas-Vazquez, Rey, Johnson, & Blais, 2002)

In addition to the mentioned pharmacological treatments of bipolar disorder, there are several other options available to bipolar patients, most of which are used in conjunction with medicine.  One such treatment is light therapy.  One study compared the response to light therapy of bipolar patients with that of unipolar patients.  Patients were free of psychotropic and hypnotic medications for at least one month before treatment.  Bipolar patients in this study showed an average of 90.3% improvement in their depressive symptoms, with no incidence of mania or hypomania.  They all continued to use light therapy, and all showed a sustained positive response at a three-month follow-up (Hopkins and Gelenberg, 1994).  Another study involved a four-week treatment of bright morning light treatment for patients with seasonal affective disorder and bipolar patients.  This study found a statistically significant decrement in depressive symptoms, with the maximum antidepressant effect of light not being reached until week four (Baur, Kurtz, Rubin, and Markus, 1994).  Hypomanic symptoms were experienced by 36% of bipolar patients in this study.  Predominant hypomanic symptoms included racing thoughts, decreased sleep and irritability.  Surprisingly, one-third of controls also developed symptoms such as those mentioned above.  Regardless of the explanation of the emergence of hypomanic symptoms in undiagnosed controls, it is evident from this study that light treatment may be associated with the observed symptoms. Based on the results, careful professional monitoring during light treatment is necessary, even for those without a history of major mood disorders.  Another popular treatment for bipolar disorder is electro-convulsive shock therapy. ECT is the preferred treatment for severely manic pregnant patients and patients who are homicidal, psychotic, catatonic, medically compromised, or severely suicidal. In one study, researchers found marked improvement in 78% of patients treated with ECT, compared to 62% of patients treated only with lithium and 37% of patients who received neither, ECT or lithium (Black et al., 1987).  A final type of therapy is outpatient group psychotherapy. According to Dr. John Graves, spokesperson for The National Depressive and Manic Depressive Association has called attention to the value of support groups, and challenged mental health professionals to take a more serious look at group therapy for the bipolar population.  Research shows that group participation may help increase lithium compliance, decrease denial regarding the illness, and increase awareness of both external and internal stress factors leading to manic and depressive episodes. Group therapy for patients with bipolar disorders responds to the need for support and reinforcement of medication management, and the need for education and support for the interpersonal difficulties that arise during the course of the disorder.
It is clear that in our society many people live with bipolar disorder; however, despite the abundance of people suffering from the disorder, we are still waiting for definite explanations for the causes and cure. The one fact of which we are painfully aware is that bipolar disorder severely undermines its’ victims ability to obtain and maintain social and occupational success. Because bipolar disorder has such debilitating symptoms, it is imperative that we remain vigilant in the quest for explanations of its causes and treatment.


Methods

Participants

Participants were 20 Bipolar I patients receiving outpatient treatment from South Mississippi Psychiatric Group, who agreed to participate in a longitudinal study of the pharmacotherapy of the course of illness.  Patients had been diagnosed according to Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) criteria, and all had a history of at least one manic episode.  All the patients in the clinic received a 3- to 4-hr diagnostic evaluation from at least one staff psychiatrist, who also obtained detailed information on prior psychiatric history and treatment, including dates of previous hospitalizations for bipolar disorder.  Following evaluation, patients were referred for treatment, and all the bipolar patients in the present study were on medication and followed by a staff psychiatrist.  A research staff member, a monitored patient’ clinical status on the basis of psychiatrists’ records.  When patients achieved remission or best clinical state, they were recruited.  After participants received a complete description of the study, written informed consent was obtained.  


Procedure

An ongoing symptom assessment was used.  Patients were seen on an as-needed basis by their psychiatrists (usually monthly, but varying by individual need from weekly to every 3 months).  At each visit, the psychiatrist completed a DSM-IV checklist of symptoms, including those occurring since the last visit, of mania, hypomania, and major and minor depression; the psychiatrist also completed his case notes.  Changes in symptoms were dated as carefully as possible.  The physicians also made ratings of medication compliance and noted current medication treatment.  The patient was blind to physician records including routine clinic procedures.  
The information from patient visit reports were transferred by research staff to individual symptom time lines that indicated diagnostic status and dates and duration of symptoms.  The research staff, to determine whether and when patients experienced a significant change over the course of the follow-up inspected the time lines.  The time lines were also used to determine how many, if any, and how often relapses occurred during year 1; and also to determine how many remained in remission at the year 1 follow-up.  The research staff inspected each patient’s records every 2 weeks for year 1.  At each 2-week inspection of records, it was noted whether the patient remained in remission or had a relapse.  Also, the inspection noted whether the patients’ medications had changed when relapse occurred.  At the end of year 1 each patient’s records were reviewed by the research staff and analyzed for success of attaining remission status.


Results

Among the patients, 4 were full-time students, 2 were professionals, 6 were too disabled to work (although a few performed voluntary services), and the rest worked at least part-time on a regular basis.  Overall, 60% remained in remission at the end of year 1; whereas, 40% were not in remission at the end of year 1.  Patients who remained in remission with less than 2 relapses in year 1 consisted of 2 students and 2 professionals.  Patients which remained in remission with 2 but less than 4 relapses in year 1 consisted of 2 students, 1 disabled, and 1 part-time worker.  Patients who remained in remission at the end of year 1 with 5 or more relapses and at least one hospitalization consisted of 2 disabled and 2 part-time workers.  Patients who were not in remission at the end of year 1 that were hospitalized 2 or more times consisted of 3 disabled and 5 part-time workers. 


Conclusion

Students and professionals are more likely to have fewer relapses than disabled are and part-time workers are.  Disabled and part-time workers are more likely to be hospitalized.  

NOTE:  -2 is remission with less than 2 relapses in year 1.  +2 / -4 is remission with more than 2 but less than 4 relapses in year 1.  +5 is remission with more than 5 relapses and at least one hospitalization is year 1.  Hospital is not in remission with one or more hospitalizations in year 1.


Discussion

Diagnostic and treatments associated with bipolar disorder poses a challenge, particularly the various classes of medication currently used in pharmacotherapy for the disorder.  (Rivas-Vazquez, Rey, Johnson, & Blais, 2002)  This study was only to provide information on what type of patients attain remission versus not attaining remission.  The results showed that students and professionals are the most successful at attaining remission with the least amount of relapses in year 1.  They are more likely to be successful in remission because they are more educated.  It shows that part-time workers are the most likely to not attain remission and to be hospitalized in year 1, with disabled patients coming in close second.  Part-time workers may have a more difficult time reaching remission due to life-stress, such as social- or work-related.  Disabled patients are usually monitored more closely with their medications, but are more prone to not take medications properly or stop taking medications, which can cause relapses.  In all cases, it seems to be extremely important to have some type of therapy for support of medication therapy.  A patient having had psychosocial interventions is more likely to attain remission.  Although pharmacotherapy represents the primary treatment for bipolar disorder, augmentation with various psychotherapeutic techniques is now being recommended by practice guidelines (Rivas-Vazquez, Rey, Johnson, & Blais, 2002).  To offset high rates of medication discontinuation and overall noncompliance, psychotherapy is becoming the primary target.  Psychotherapeutic interventions are targeting risk factors associated with mood instability.  (Rivas-Vazquez, Rey, Johnson, & Blais, 2002)  Over the last several years, various forms of adjacent psychotherapy have been developed for bipolar disorder, including cognitive-behavioral, interpersonal, psycho-educational, and family therapies (Rivas-Vazquez, Rey, Johnson, & Blais, 2002).  In this study we reviewed Bipolar disorder, diagnostic and pharmacological treatments, but did not review how psychotherapeutic interventions can impact the success of a patient to attain and maintain remission.  The success rate is believed to be higher in-patients who receive psychotherapeutic interventions along with medications.  Although lithium remains the most widely used resource, limitations associated with its use have prompted clinicians and researchers to explore the application of several different classes of agents, including anticonvulsants, calcium channel blockers, atypical antipsychotics, benxodiazepines and antidepressants, to the acute and long-term management of bipolar disorder.  Psychotherapeutic modalities can serve as adjunctive interventions to pharmacotherapy.  (Rivas-Vazquez, Rey, Johnson, & Blais, 2002)


References

Barlow, D. H., Durand, V. M. (2002). Abnormal Psychology: an integrative approach, 3rd ed. Canada: Wadsworth Group.

Bauer, M.S., Kurtz, J.W., Rubin, L.B., and Marcus, J.G. (1994). Mood and Behavioral effects of four-week light treatment in winter depressives and controls. Journal of Psychiatric Research. 28, 2: 135-145.

Bauer, M.S., Whybrow, P.C. and Winokur, A. (1990). Rapid Cycling Bipolar Affective Disorder: I. Association with grade I hypothyroidism. Archives of General Psychiatry. 47: 427-432.

Black, D.W., Winokur, G., and Nasrallah, A. (1987). Treatment of Mania: A naturalistic study of electroconvulsive therapy versus lithium in 438 patients. Journal of Clinical Psychiatry. 48: 132-139.

Gasperini, M., Gatti, F., Bellini, L., Anniverno, R., Smeralsi, E., (1992). Perspectives in clinical psychopharmacology of amitriptyline and fluvoxamine. Pharmacopsychiatry. 26:186-192.

Goodwin, F.K., and Jamison, K.R. (1990). Manic Depressive Illness. New York: Oxford University Press.
Goodwin, Donald W. and Guze, Samuel B. (1989). Psychiatric Diagnosis. Fourth Ed. Oxford University. p.7.

Hirschfeld, R.M. (1995). Recent Developments in Clinical Aspects of Bipolar Disorder. The Decade of the Brain. National Alliance for the Mentally Ill. Winter. Vol. VI. Issue II.

Hollandsworth, James G. (1990). The Physiology of Psychological Disorders. Plenem Press. New York and London. P.111.

 Hopkins, H.S. and Gelenberg, A.J. (1994). Treatment of Bipolar Disorder: How Far Have We Come? Psychopharmacology Bulletin. 30 (1): 27-38.

Jacobson, S.J., Jones, K., Ceolin, L., Kaur, P., Sahn, D., Donnerfeld, A.E., Rieder, M., Santelli, R., Smythe, J., Patuszuk, A., Einarson, T., and Koren, G., (1992). Prospective multicenter study of pregnancy outcome after lithium exposure during the first trimester. Laricet. 339: 530-533.

Lish, J.D., Dime-Meenan, S., Whybrow, P.C., Price, R.A. and Hirschfeld, R.M. (1994). The National Depressive and Manic Depressive Association (DMDA) Survey of Bipolar Members. Affective Disorders. 31: pp.281-294.

Rivas-Vazquez, R.A., Rey, G.J., Johnson, S.L., Blais, M.A. (2002). Professional Psychology: Research and Practice. 33, 2, 212-223.

Weisman, M.M., Livingston, B.M., Leaf, P.J., Florio, L.P., Holzer, C. (1991). Psychiatric Disorders in America. Affective Disorders. Free Press.



NATURE VS. NURTURE CONTROVERSY

Nature vs. Nurture Controversy


By Robbyn Wallace
2003


There is a big controversy between whether inherited genes or the environment influences and affect our personality, development, behavior, intelligence and ability. This controversy is most often recognized as the nature verses nurture conflict. Some people believe that it is strictly genes that affect our ways of life, others believe that it is the environment that affects us, and some believe that both of these influence us. Either way, social scientists have been struggling for centuries deciding whether our personalities are born or made. Tests are done often on identical twins that were separated to see how they are influenced. In the past twenty years, it has been discovered that there is a genetic component to about every human trait and behavior. However, genetic influence on traits and behavior is partial because genetics account on average for half of the variation of most traits. Researchers are finding that the balance between genetic and environmental influences for certain traits change as people get older. Also, people may react to us in a certain way because of a genetically influenced personality and, we may choose certain experiences because they fit best with our instinctive preferences. This means that our experiences may be influenced by our genetic tendencies. One way researchers study the development of traits and behaviors is by measuring the influence of genetics through out ones life span, and it is found to be that the genetic influence on certain trait increase as people age. A research was done to see whether a trait would show up in a child if it was environmentally influenced or genetically influenced. A child was given more negative attention than another was, and it increased the chances of the child having depressive symptoms and anti-social behavior. But these symptoms disappeared when accounted for genetic influences and how parents treat their children. There are three types of gene/environment relations. The first one is called a passive correlation. It is to be explained as, for example, if a musical ability was genetic, and a child was passed a musical ability trait, than the child would most likely have musically inclined parents. Their parents then would provide them with the genes and environment to promote the development of that ability. The second one is called evocative. This happens when genetically distinct people evoke different reactions from peers and parents and others. And the third association is called an active correlation. This is when people actively select experiences that fit with their genetically influenced preferences. This doesn't mean that there are no environmental influences on behavior, because, for example, it is found to be that a loss of a parent during childhood promotes alcoholism in women. It is shown that genetics play a big role on influences in people and society. Leadership is a big quality that everyone has and has a wide range of variations. Heritability is what researchers call 'the degree to which behavioral variations within a population can be accounted for by genes.' Heritability is what is found to make up a lot of one's personality. For a while, scientists have been trying to draw a line between heredity and leadership also. There is no single leadership personality. Even intelligence can go so far with leadership. It also involves how people make decisions, and how they give and carry out rules, how they are involved with a group, how they inspire and respect others. The list of characteristics is endless. Although genes seem to play as a map for a person's life, researchers caution that genes act only as an influence. Anyone who has enough will or a strong enough experience could affect the way they act or react for the rest of their life. In other words, if an environmental background is changed, the amount of variation that is due to genetics can change. In conclusion, it is safe to say that the role of genetics and the environment equalize people's traits and behavior. You cannot blame either one because without one, the other would not be activated. Genes affect a lot of your personality and behavior but the environment mutates and molds the way people are going to act. This will always be an ongoing controversy because it is nearly impossible to pin point accurately where the role of genes and the environment steps in. 


Byfield, T. & Byfield, V.  (1994, October 3).  Lykken, David; nature & nurture.  Alberta report/newsmagazine, 21(42), 36.  Retrieved from:    http://search.epnet.com/direct.asp?an=9412027619&db=f5h

DesAutels, P.  (1997, March).  LESSONS From an Optical Illusion (Book); BOOKS.  Philosophical Psychology, 10(1), 122.  Retrieved from:  http://search.epnet.com/direct.asp?an=9705044684&db=f5h

Glass, J.  (1999, Dec./2000, Jan.). CHILD development; PARENTING.  Parenting,13(10),156.  Retrieved from:  http://search.epnet.com/direct.asp?an=2499192&db=f5h

Lang, S. S.  (1995).  Child development; interpersonal relations; nature & nurture.  Human ecology, 23(3), 3.  Retrieved from:  http://search.epnet.com/direct.asp?an=9509232109&db=f5h

Parrenas, J.  (2000, October).  Nature & nurture; homosexuality—research.  Lesbian news, 26(3), 29.  Retrieved from:  http://search.epnet.com/direct.asp?an=3735848&db=f5h

(1998, January 3).  Twins -- research; nature & nurture—research.  Economist, 346(8049), 74.  Retrieved from:  http://search.epnet.com/direct.asp?an=35349&db=f5h


Childern Are What They Live

CHILDREN ARE WHAT THEY LIVE
By Dorothy Law Nolte, Ph.D.
If children live with criticism, they learn to condemn.
If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those about them.
If children live with friendliness, they learn the world is a nice place in which to live.

Engraved

Engraved


By Robbyn Wallace


As I lye here and cry, only to ask why


An angel entered my life, just to leave me in strife


Ten years had passed, and I wonder 'why so fast'


Now as I fold, memories I will still hold


My heart reaches out, finding nothing but doubt


For death is upon us, there need not be a fuss


Between me and you, I may always feel blue


Life is not a game, nothing remains the same


I have been left behind, with nothing but time

 

Feeling days with despairs, and having too many cares

My heart he will be near, and I will not fear


The emptiness in my soul, feeling hollow like a hole


It overwhelms me with grief, that our time was so brief


But he is engraved in my mind, for all eternity of time


As sanity slips away, reality is here to stay


He may not be here with me, but safe I know he will be




By your big sis Robbyn Wallace to my beloved little brother

Christopher Glen Wallace
Born 24 June 1988
Died 4 July 1998
Whom I will miss very much and love always!

Big Sis

BIG SIS

By Robbyn Wallace


Christopher

With you, I changed my first diaper

With me, you took your very first steps

With you, I played, taught and listened

With me, you shared your most intimate secretes, emotions, feelings and experiences

With you, I felt needed and wanted

With me, you felt understood

With you, I felt appreciated and loved

With me, you took hiking trips and adventures through the woods

With you, I remembered and understood what a childhood was and is

With me, you allowed me to be a great big sister

With you, I was allowed the opportunity to really know and appreciate you

I just want to say Thank You!!

Beyond My Mind's Eye

BEYOND MY MIND'S EYE

By Robbyn Wallace

Beyond my mind's eye is a dangerous place.
Saved only by your sweet embrace.

Void of your guidance I am condemned to chaos.
I yearn to experience the love you have for us.

Lost is what I risk to become. 
I pray to you do not be done.

Guide me through this journey called life.
 Hold my hand through each day of strife.

I realize the human mind is the gateway to enlightenment.
To get lost within the maze of consciousness is confinement.

Emotions are the key.
 I truly know only me.

Each time I come to a separation in my path.
I make a choice in which I hath.

Help me to hold fast to the positive.
Allow me to release the negative.

Enrich my soul allowing freedom from this human existence.
Only then may I bask in your almighty presence.

~ME~

Thursday, January 6, 2011

REJECTION: Learning to Repair The Damage (An exercise included)

By Robbyn R. Wallace

What is "Rejection"?

(Social, also including work-related) rejection occurs when an individual is deliberately excluded from a interpersonal relationship or social relation (in any setting).

A person can be rejected on an individual basis or by an entire group of people. Furthermore, rejection can be either active, by bullying, teasing, or ridiculing, etc. or passive, by ignoring a person, giving the "silent treatment", etc. The experience of being rejected is subjective for (aka... based on individual perception of) the recipient, and it can be perceived when it is not actually present. Although humans are social beings, some level of rejection is an inevitable part of life. Nevertheless, rejection can become a problem when it is prolonged or consistent, when the relationship is important, or when the individual is highly sensitive to rejection. The experience of rejection can lead to a number of adverse psychological consequences such as loneliness, low self-esteem, aggression, and depression. It can also lead to feelings of insecurity and a heightened sensitivity to future rejection.

Rejection being subjective for the recipient means that anytime you feel excluded or isolated from a person or persons, no matter the situation or experience, "you" are being "rejected" regardless of what the true circumstances or intentions of the situation or experience were or is. Even if it may not have been intentional or known about by the culpretes, it still does damage to the recipient. Who am I to say what another person feels, as a result of their perception of the situation or experience, is true or false! We are all only capable of truly knowing what we feel and determining our own truth, which is not always the same truth another person may hold to be true to themself! Therefore, it is important that each person first strive for self-awareness on the journey to self-discovery, before expecting any understanding of human behavior... 

What type/kind of emotions do you think stem from being rejected on an individual basis or by an entire group of people?  What about the possible emotions steming from a rejector? How did or does it make you feel to be rejected or to be a rejector? How did being rejected or being the rejector in the past shape how you "NOW" react to, or the feeling of, being rejected?  How does past rejection(s) effect you today, or likewise being the rejector effect you today?

Now on to the exercise portion!

The 4 step exercise will not only help you better understand yourself, your own thoughts and perceptions, experiences or even your reactions to past and present experiences and emotions, but it should inspire a greater understanding and insight of human emotions and behaviours deriving from not only rejection but also any other negatively driven behavior and/or emotion (whether it be an action or reaction)... Just take a moment to exchange "rejection" with any other action/ behavior or emotion! Hopefully this will help you better understand why you (and possibly others) feel toward/about and/or react to people or experiences in negative or even positives ways.

The main purpose to this exercise is to teach an easy method to not only self-discovery but also to understanding yourself and others, which will hopefully lead to more positive interactions with the people you interact with, especially those nearest and dearest to your heart!

1. Apply "Rejection" in ANY scenario, then ask yourself, and ponder on, how it would feel to be the "rejected" AND the "rejector"!

2. Now, I want you to ponder and consider how it could make someone, anyone, else feel!

3. Then compare and contrast how you would feel versus how someone else "might" feel in the same scenario!

Feel free to do this with as many different types of scenarios as you can think of! Also, take time to recognize past and present "real-life" scenarios that have affected and do affect you or someone you care about or even know, and try to allow yourself to empathize and/or sympathize with whomever the scenario envolves, whether it be yourself or someone else or both!

4. Lastly, once you have pondered long and hard on the scenario(s) and all envolved, take a minute to appreciate your own thoughts and what they reveal to you, then appreciate (hopefully) the understanding of how you have and do handle your own emotions and how others "might" handle theirs... Above all, give just one more moment to give appreciation that we are all unique beings and all handle emotions and situations differently... AND... "Thank God"... Appreciate that God gave us a brain to learn with, ears to listen with, mouth to speak with, heart to love with, eyes to see with, people who have the desire to teach others, and the internet and FaceBook as a great tool to reach others' hearts and minds!

This exercise will not only help you better understand yourself, your own thoughts and perceptions, experiences or even your reactions to past and present experiences and emotions, but it should inspire a greater understanding and insight of human emotions and behaviours deriving from not only rejection but also any other negatively driven emotion and/or behavior (whether it be an action or reaction)... Just take a moment to exchange "rejection" with any other action, behavior or emotion! Hopefully this will help you better understand why you (and possibly others) feel toward/about and/or react to people or experiences in negative or even positives ways. The main purpose to this exercise is to teach a/one method to not only self-discovery but also to understanding others, which will hopefully lead to more positive interactions with the people you interact with especially those nearest and dearest to your heart!

Emotions are so flippin human!!!! Just imagine an existence NOT driven by human emotion but only by love and true understanding. Can you truly grasp the overwhelming presence of peace in that?!?! Anyway, that would be nice but impossible in the human realm.

Please keep in mind that all people are unique in how they perceive and react to the world depending on factors such their mental health, their environment past and present, their own collective, good and bad, experiences and the experiences of those who have had and do have any influence in their life (such as a sibling, friend, acquaintance or even a stranger), etc. AND always remember, the more you understand yourself, the easier it will become to understand, accept, have compassion for, even tolerate others and their shortcomings... In turn this "could" and "should" allow you to be a better communicator, which is an essential part to any type of relationship (aka... family, friendships, work relationships or any type of other relationship)!

However, we are ALL more "alike" than you could ever imagine, emotions can only be felt in so many different ways even though we are all unique individuals... Ultimately we all are just living THE HUMAN existence, confined to it til death do us part for better or worse! It is up to us to make the best of our own journey, and are benefited greatly by understanding, accepting, and loving others that happen to be on our path!

We are all imperfect. However, not all people experience the same things or problems or in the same way, and some are fortunate to not experience much negative in life. However, most all people, whether they are consciously aware of it or not at the time, struggle with all the different types of emotions, to different degrees even, at some point in there life, whether it be from the past, present, or possibly the future. Even if you can not relate to rejection par say, you might know someone that has or may in the future face this delima or one similar OR eventually you may experience it yourself! Either way, it never hurts to gain a better and deeper understanding of human behaviors and emotions, because sooner or later it WILL benifit you or someone you care about! Interaction with others is a MUST in today's world!

Every action/behavior has a reaction/consequence. Everything we do in life sends a ripple effect out into the world, it is up to each individual as to the ripple effect! Once that ripple is started it is out of your control, so it is very important that each ripple is done with self-awareness as to what type of effects, positive or negative, we are releasing into the world! Just remember, for every action there is a reaction! If you desire good reactions from others or life in general, then always "try" to be aware of the type actions/behaviors you are distributing not only to others but to all that you do and are in life! 

Each and every person has the potential to make a difference in the world, one person at a time! Right?

ABSOLUTELY RIGHT!!!!

Remember, sometimes it is the small stuff that make the biggest difference!

Good Luck on your path to self-discovery, and hopefully on your path to be the "person" you were truly meant to be in this life-time!

P.S. Leaning patience and tolerance for others will lead to a happier and more fulfilling life!! God Bless!! ~ME~  :)

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