Tag: Stress

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Are You Feeling Suicidal?

Suicidal Thoughts and Feelings
Are you feeling Suicidal. The Suicidal Thoughts and Feelings Characterize Depression, although it can happen in other conditions as well.
Suicidal thoughts

How to cope when you are Feeling Suicidal and have Thoughts

If you are having feeling suicidal thoughts, you’re not alone; many of us have had suicidal thoughts at some point in our lives. Feeling suicide thoughts are not a character defect, and it doesn’t mean that you are crazy, weak, or flawed. It only means that you have more pain than you can cope with right now. This pain seems overwhelming and permanent at the moment. But with time and support, you can overcome your problems, and the pain and suicidal feelings will pass. Suicidal thoughts, feelings, and ideations can be recognized and treated. Seek Help. Reach Out.

I’m having suicidal thoughts and feeling suicide is the only way, what do I need to know?

No matter how much pain you’re experiencing right now, you’re not alone. Some of the finest, most admired, needed, and talented people have been where you are now. So many of us have thought about taking our own lives when we’ve felt overwhelmed by depression and devoid of all hope. But a shrink can treat the pain of depression, and Psychiatrists can renew hope. No matter your situation, some people need you, places where you can make a difference, and experiences that can remind you that life is worth living. It takes real courage to face death and step back from the brink. You can use that courage to face life, learn coping skills to overcome depression and find the strength to keep going.

Remember:

  1. Your emotions are not fixed – they are constantly changing. How you feel today may not be the same as how you felt yesterday or how you’ll feel tomorrow or next week.
  2. Your absence would create grief and anguish in the lives of friends and loved ones.
  3. There are many things you can still accomplish in your life.
  4. There are sights, sounds, and experiences in life that have the ability to delight and lift you – and that you would miss.
  5. Your ability to experience pleasurable emotions is equal to your ability to experience distressing emotions.

Why do I have a feeling of suicide?

Many kinds of emotional pain can lead to thoughts of suicide. The reasons for this pain are unique to each of us, and the ability to cope with the pain differs from person to person. We are all different. There are, however, some common causes that may lead us to experience suicide thoughts and feeling.

Why suicide can seem like the only option

If you cannot think of solutions other than suicide, it is not that other solutions don’t exist, but rather that you are currently unable to see them. The intense emotional pain that you’re experiencing right now can distort your thinking. Hence, it becomes harder to see possible solutions to problems or connect with those who can offer support. Therapists, counselors, friends, or loved ones can help you see solutions that otherwise may not be apparent. Give them a chance to help.

A suicide feeling crisis is almost always temporary

Although it might seem as if your pain and unhappiness will never end, it is important to realize that crises are usually temporary. Solutions are often found, feelings change, unexpected positive events occur. Remember: suicide is a permanent solution to a temporary problem. Give yourself the time necessary for things to change and the pain to subside.

Even problems that seem hopeless have solutions

Mental health conditions such as depression, schizophrenia, and bipolar disorder are treatable with lifestyle, therapy, and medication changes. Most people who seek help can improve their situation and recover. Even if you have received treatment for a disorder before, or if you’ve already made attempts to solve your problems, know that it’s often necessary to try different approaches before finding the right solution or combination of solutions. When medication is prescribed, finding the right dosage often requires an ongoing process of adjustment. Don’t give up before you’ve found the solution that works for you. Virtually all problems can be treated or resolved.

Take these immediate actions when feeling Suicide

Step #1: Promise not to do anything right now

Even though you’re in a lot of pain right now, give yourself some distance between thoughts and action. Make a promise to yourself: “I will wait 24 hours and won’t do anything drastic during that time.” Or, wait a week.

Thoughts and actions are two different things—your suicidal thoughts do not have to become a reality. There’s no deadline, and no one’s pushing you to act on these thoughts immediately. Wait. Wait and put some distance between your suicidal thoughts and suicidal action.

Step #2: Avoid habit forming substances

Suicidal thoughts can become even stronger if you have taken habit-forming substances. Therefore, it is important not to use nonprescription medications or habit-forming substances when you feel hopeless or think about suicide.

Step #3: Make your home safe

Remove things you could use to hurt yourself, such as pills, knives, razors, or firearms. If you are unable to do so, go to a place where you can feel safe. If you are thinking of taking an overdose, give your medicines to someone who can return them to you one day at a time as you need them.

Step #4: Don’t keep the suicide feeling to yourself

Many of us have found that the first step to coping with suicidal thoughts and feelings is to share them with someone we trust. It may be a family member, friend, therapist, member of the clergy, teacher, family doctor, coach, or an experienced counselor at the end of a helpline. Find someone you trust and let them know how bad things are. Don’t let fear, shame, or embarrassment prevent you from seeking help from feeling suicidal thoughts. And if the first person you reach out to doesn’t seem to understand, try someone else. Just talking about how you got to this point in your life can release a lot of the pressure building up and help you find a way to cope.

Step #5: Take hope – people DO get through this – Feeling Suicidal is Momentary

Even people who feel as badly as you are feeling now manage to survive these feelings. Take hope in this. There is an excellent chance that you will live through these feelings, no matter how much self-loathing, hopelessness, or isolation you are currently experiencing. Just give yourself the time needed and don’t try to go it alone.

Reaching out for help

Even if it doesn’t feel like it right now, many people want to support you during this difficult time. Reach out to someone. Would you please do it now? If you promised yourself 24 hours or a week in step #1 above, use that time to tell someone what’s going on with you. Talk to someone who won’t try to argue about how you feel, judge you, or tell you to “snap out of it.” Find someone who will listen and be there for you.

It doesn’t matter who it is, as long as it’s someone you trust and who is likely to listen with compassion and acceptance.

How to talk to someone about feeling suicidal thoughts

Even when you’ve decided who you can trust to talk to, admitting your feeling suicidal thoughts to another person can be difficult.

  • Tell the person exactly what you are telling yourself. If you have a suicide plan, explain it to them.
  • Phrases such as ‘I can’t take it anymore’ or ‘I’m done’ are vague and do not illustrate how serious things really are. Tell the person you trust that you are thinking about suicide.
  • If it is too difficult for you to talk about, try writing it down and handing a note to the person you trust. Or send them an email or text and sit with them while they read it.

How to cope with feeling suicidal thoughts

Remember that while it may seem as if these suicidal thoughts and feelings will never end, this is never a permanent condition. You WILL feel better again. In the meantime, there are some ways to help cope with your suicidal thoughts and feelings.

If You Have Suicidal Thoughts and Feelings

Things to do:
  • Talk with someone every day, preferably face to face. Though you feel like withdrawing, ask trusted friends and acquaintances to spend time with you. Or continue to call a crisis helpline and talk about your feelings.
  • Make a safety plan. Develop a set of steps that you can follow during a suicidal crisis. It should include contact numbers for your doctor or therapist, as well as friends and family members who will help in an emergency.
  • Make a written schedule for yourself every day and stick to it, no matter what. Keep a routine as much as possible, even when your feelings seem out of control.
  • Get out in the sun or into nature for at least 30 minutes a day.
  • Exercise as vigorously as is safe for you. To get the most benefit, aim for 30 minutes of exercise per day. But you can start small. Three 10-minute bursts of activity can have a positive effect on mood.
  • Make time for things that bring you joy. Even if very few things please you at the moment, force yourself to do the things you used to enjoy.
  • Remember your personal goals. You may have always wanted to travel to a particular place, read a specific book, own a pet, move to another place, learn a new hobby, volunteer, go back to school, or start a family. Write your personal goals down.
Things to avoid:
  • Being alone. Solitude can make feeling suicidal thoughts even worse. Visit a friend or family member, or pick up the phone and call a crisis helpline.
  • Habit-forming substances. These can increase depression, hamper your problem-solving ability, and can make you act impulsively.
  • Doing things that make you feel worse as in feeling suicide thoughts. Listening to sad music, looking at certain photographs, reading old letters, or visiting a loved one’s grave can all increase negative feelings.
  • Thinking about or feeling suicide and other negative thoughts. Try not to become preoccupied with suicidal thoughts, as this can make them even stronger. Don’t think and rethink negative thoughts. Find a distraction. Giving yourself a break from suicidal thoughts can help, even if it’s for a short time.

Recovering from feeling suicide thoughts

Even if your suicidal thoughts and feeling have subsided, get help for yourself. Experiencing that sort of emotional pain is itself a traumatizing experience. Finding a support group or therapist can be very helpful in decreasing the chances that you will feel suicidal again in the future. 

5 steps to recovery

  1. Identify triggers or situations that lead to feelings of despair or generate feeling suicidal thoughts, such as an anniversary of a loss, habit-forming substances, or stress from relationships. Find ways to avoid these places, people, or situations that trigger suicidal thoughts feelings.
  2. Take care of yourself. Eat right, don’t skip meals, and get plenty of sleep. Sleep can be key. Also, Exercise is also key: it releases endorphins, relieves stress, and promotes emotional well-being.
  3. Build your support network. Surround yourself with positive influences and people who make you feel good about yourself. The more you’re invested in other people and your community, the more you have to lose—which will help you stay positive and on the recovery track.
  4. Develop new activities and interests. Find new hobbies, volunteer activities, or work that gives you a sense of meaning and purpose. When you’re doing things you find fulfilling, you’ll feel better about yourself, and feelings of despair are less likely to return.
  5. Learn to deal with stress healthily. Find healthy ways to keep your stress levels in check, including exercising, meditating, using sensory strategies to relax, practicing simple breathing exercises, and challenging self-defeating thoughts.

What if you still don’t feel understood?

Contact the psychiatrist immediately.

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Depression – Medications Play a Key Role in Recovery

Depression Follow-Up
Medications play a key role in recovery from depression and some other conditions.
Medication play a key role in therapy for depression

What are antidepressant medications and mood elevators?

Depression – caused by the imbalance of neurotransmitters in the brain. Therefore, in depression, medications (as much as therapy) play a key role in recovery. Thus, antidepressant medications or mood elevators, prescribed to patients with depression to alleviate their symptoms. Antidepressant medicine is not only used for the treatment of depression. Additionally, also prescribed in other psychiatric conditions. These include anxiety disorders, social anxiety disorders, obsessive-compulsive disorder (OCD), dysthymia (mild chronic depression), etc.,

The use of antidepressant medications, as against therapy, is on the rise for the treatment of depression. Although antidepressants do not cure depression, they relieve the symptoms. Antidepressants come in various types. The first medication to try may not benefit. However, one must consult their doctor and find the right choice of medication/s for their condition.

Antidepressant medications adherence

Non-adherence to antidepressants – one of the causes of major negative consequences on health. Nonetheless, it also majorly contributes to anxiety and depression in maximum cases in the population. Consequently, the doctor must explore a set of reasons why people do not comply with their therapy or treatment. Firstly, forgetting to take medicine. Secondly, other factors that contribute to non-adherence of antidepressants include –

  1. Fear of addiction
  2. High cost of medications
  3. Fear of medication-induced sexual dysfunction
  4. Delayed onset of action of the medication
  5. Poor instructions and protocols by the doctor
  6. Fear of side effects

Benefits of Adherence to Medications

Nevertheless, adherence to the medication with proper guidance from the doctor will decrease the symptoms of depression. Thus, leading them to get back to their normal life. Also, under-treatment of depression at times fatal. However, if the depression escalates, suicidal tendencies can follow despite and apart from these, suddenly stopping the medications – associated with withdrawal symptoms which can get fatal in severe cases.

Indeed, in recent times – depression – a common problem and the reason for the rise of fatalities that it causes. Thus, it is important to consult a doctor to get the condition’s diagnosis and get on the right treatment. Also, of equal importance to adhere to their therapy and abide by the guidelines.

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Types of Depression and Symptoms

Depression Follow-Up
Depression
Depression

Depression (with all its types and symptoms) is frequently confused with natural and circumstantial feelings of grief or sadness. However, depression is not merely a weakness. It is not something to be taken lightly. Indeed, it is quite a serious issue and can last for long periods of time. Accordingly, there are different types of depression and they could present with more than a couple of symptoms.

In fact, depression does not merely involve feelings of hopelessness, helplessness, and worthlessness. To summarize, it is much more terrible and has a negative effect on your day-to-day functioning.

Further, there are many different types of depression. These are:

  1. Firstly, Major depression
  2. Secondly, Bipolar depression
  3. Thirdly, Psychotic depression
  4. Fourthly, Chronic depression (even dysthymia)
  5. Fifthly, Seasonal depression
  6. Sixthly, Substance-induced depression
  7. Seventhly, Postpartum depression
  8. Eighthly, Double depression
  9. Ninthly, Treatment-resistant depression
  10. Tenthly, Secondary depression
  11. Finally, Masked depression
Symptoms: 

First off, signs and symptoms of clinical depression vary. Secondly, they depend largely on how severe, how long-lasting, and how often they come into play. In addition, there are individual differences. Therefore, while some experience a few signs of depression, others experience more. Hereunder is a list of symptoms that might indicate that you may be suffering from depression and that you might want to consult a psychiatrist:

  1. Firstly, Being sad for most parts of the day, especially in the morning
  2. Secondly, Feeling like blaming yourself unnecessarily or feeling worthless almost every day
  3. Thirdly, More inclined towards being negative
  4. Fourthly, Sleep Difficulties i.e. Loss of sleep or Excessive sleep
  5. Fifthly, Regular contemplations of death or suicide
  6. Sixthly, Significant weight gain or weight loss
  7. Seventhly, Appetite loss or overeating
  8. Eighthly, Feelings of high fatigue and low energy levels almost every day
  9. Ninthly, Inability to make decisions or impaired focus and difficulty concentrating
  10. Tenthly, Lack of interest in almost all daily activities or hobbies, including sexual activity
  11. Eleventhly, Irritability, and restlessness
  12. Twelthly, Cramps, headaches, and digestive problems persist even with treatment
Causes: 

Although the exact cause of depression is not yet determined, depression is supposedly caused by a combination of a number of factors:

  1. Biological differences
  2. Hormonal imbalances
  3. Brain chemistry
  4. Inherited traits or genetic disorders.
  5. Social and Psychological factors.
  6. Also, Co-morbid or Chronic Medical Conditions.

And finally, 7. Treatments with certain Medications.

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Depressed Women Vaginismus

Sexual Energy for Men
Sexual Intercourse
Sex or Sexual Intercourse

Sexual problems are very common.

Firstly, talking about vaginismus, a depressed woman comes to mind. It is not only the cyclical changes in physiological and psychological terms that women have to endure and become resilient. Women also need to change to external circumstances.  Hence, they are probably designed to be flexible enough for change.  However, depression can get the better of even the so-called toughest woman. The good news is that it is something that Psychiatrists can treat to the fullest degree. Among the various symptoms of depression that are easily modified with medications, sexual symptoms are rarely discussed. However, one symptom rarely discussed is sexual problems or disinterest due especially to physical causes resulting in depression.  

A specific sexual disturbance, especially during the initiation of first sexual contact or encounter, is dyspareunia. The female version of which is vaginismus, which could be more common in depressed women. Various successful vaginismus treatments do not require interventions. These include medications, surgical operations, psychotherapeutic measures, nor any other complex interventional procedures.


Vaginismus is treatable and the success rates are quite high. 

Among the most effective treatment approaches in depressed women with vaginismus is pelvic floor control exercises, commonly known as kegel exercises. This, along with insertion or dilation training using objects specific to the sexual treatment procedures, is helpful. Resulting in pain elimination techniques using psychotherapeutic measures like exposure and response prevention is helpful. Likewise, transition steps with incremental tolerance to pain and enjoyment of the act are taught. Also, exercises designed to help women identify, express, and resolve any contributing emotional components are helpful. They either are from past experiences or from ill-informed sexual learning experiences, which are mostly hearsay.

Treatment

Women can do their treatments in the comfort of their homes. Thus, allowing a woman to work at her own pace in privacy or cooperation with her health care provider. The sexual pain, tightness, and penetration difficulties due to vaginismus in depressed women are completely treatable. In addition, they fully overcome any remaining pain or discomfort with time.

Women experiencing pain or tightness during sexual activities can expect great benefits. However, if the pain is associated with penile penetration problems, including unconsummated relationships, they can expect a high degree of resolution of vaginismus. This is true even in depressed women. This would allow for full pain-free and adequate intercourse to the satisfaction of both partners.

Vaginismus treatment in depressed women and exercises follow a manageable, step-by-step process ~
Step 1 –

Understanding Vaginismus. Step 1 provides an overview of vaginismus and how symptoms can arise from it. Symptoms include sexual pain, tightness, burning sensations, or penetration difficulties that may result from it. Women start their sexual endeavors with this approach. The women become proactive about their sexual health. This is because understanding vaginismus is fundamental to the process of overcoming it. Topics also include obtaining a solid diagnosis, treatment methods, relationship issues, pelvic/relaxation techniques, conditioned responses, and muscle memories.

Step 2 –

Sexual History Review & Treatment Strategies. A balanced approach helps women review and analyze their history. Exercises help identify and evaluate any events, emotions, or triggers contributing to vaginismus sexual pain or penetration problems. Checklists and detailed exercises map out a woman’s sexual history and pelvic pain events, working toward appropriate treatment strategies. Emotional reviews help detail any negative events, feelings, or memories that may collectively contribute to involuntary pelvic responses. Topics also include blocked or hidden memories. In addition, how to move forward when there have been traumatic events in a woman’s past.

Step 3 –

Sexual Pain Anatomy. Women often lack complete information about their body’s sexual anatomy, function, and the causes of pelvic pain and penetration problems. Confusion regarding problems with inner vaginal areas and vaginal muscles frequently leads to misdiagnosis and frustration. Step 3 educates about these sexual body parts, emphasizing their role in sexual pain and penetration issues. Topics include how to distinguish what kind of pain or discomfort is normal with first-time or ongoing sex. Also, what physical changes occur during arousal to orgasm cycles in the context of sexual pain or penetration problems. In this step, explanations about the Anatomy areas such as the hymen and inner vulva. These areas are demystified (for example, there are six diagrams of hymen varieties to help distinguish hymen problems).

Step 4 –

Vaginal Tightness & The Role Of Pelvic Floor Muscles. Female sexual pain and penetration difficulties typically involve some degree of involuntary tightening of the pelvic floor. This step focuses on the role of pelvic floor muscles, especially the pubococcygeus (PC) muscle group. This explains in great detail how triggering the PC once continues their involuntary tightness. This continues with increasing attempts at intercourse. Effective vaginismus treatment focuses on retraining the pelvic floor to eliminate involuntary muscle reactions that produce tightness or pain. Learning how to identify, selectively control, exercise and retrain the pelvic muscles is a trick. This is to reduce pain and alleviate penetration tightness and difficulties is an important step in vaginismus treatment.

Step 5 –

Insertion Techniques. Allowing initial entry without pain for women with painful penetration is the purpose of this technique. In this step, women practice pubococcygeus (PC) muscle control techniques. Women allow the entry of a small object (cotton swab, tampon, or finger) into their vagina. Thus, gradually working completely under their control and pace. The step helps in any previous closure of the entrance to the vagina and prevention of penetration by involuntary muscle contractions. Women begin to take full control over their pelvic floor. They subsequently learn how to flex and relax the pelvic floor at will, eliminating unwanted tightness and allowing entry.

Step 6 –

Graduated Vaginal Insertions: However, when used properly, vaginal dilators are effective tools to help further eliminate pelvic tightness due to vaginismus. Also, dilators provide a substitute means to trigger pelvic muscle reactions. Thus, the effective dilator exercises in Step 6 teach women certain techniques. However, these include overriding involuntary contractions and relaxing the pelvic floor to respond correctly to sexual penetration. Subsequently, graduated vaginal insertion exercises allow women to transition comfortably. Hence, this is to set the stage where they are ready for intercourse without pain or discomfort.

Step 7 –

Sensate Focus & Techniques For Couples To Reduce Pelvic Floor Tension. Helping with the transition to pain-free intercourse, this step explains sensate focus techniques. This is for couples to use to reduce pelvic floor tension and increase intimacy. Couples begin to work together during this step as exercises teach how to practice sensate focus (controlled sensual touch) successfully. In addition, they prepare for pain-free intercourse using techniques from earlier steps. The exercises build trust and understanding. In addition, they assist in the process of adjusting to controlled intercourse without pain.

Step 8 –

Pre-Intercourse Readiness Exercises Finalizing preparations for couples to transition to fully pain-free intercourse, this step completes pre-intercourse readiness—couples review and practice techniques that eliminate pelvic floor tension and prepare to transition to full intercourse. Preparing ahead of time is the key to this step. This is to manage, control, and eliminate pain or penetration difficulties. Hence, the exercises assist with the final transition to pain-free intercourse.

Step 9 –

Making The Transition To Intercourse. Step 9 explains the techniques used to eliminate pain and penetration difficulties while transitioning to normal intercourse. This section includes many troubleshooting topics of great use. Examples include, such as positions to use to maximize control and minimize pain, tips to ensure more comfortable intercourse, etc.

Step 10 –

Full Pain-Free Intercourse & Pleasure Restoration. The final step toward overcoming vaginismus includes penis entry with movement and freedom from any pain or tightness. To educate, build sexual trust and intimacy are the goals of Step 10. They help complete the transition to full sexual intercourse free of pain. Couples can begin to enjoy pleasure with intercourse, initiate family planning, and move forward to live a life free from vaginismus.

CONSULT THE SEXUAL MEDICINE SPECIALIST FOR BEST RESULTS

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Sexual Intercourse or… simply Sex

Family Counseling
Family Counseling
ಲೈಂಗಿಕ ತೊಂದರೆಗಳು or Sexual Problems requiring Family therapy or Medications or both

Love and Relationships can be difficult initially for any couple, and having some knowledge about sex can help immensely in performing sexual intercourse.

When a man and a woman have sexual intercourse or simply sex – where a man’s penis enters the woman’s vagina – it is called vaginal sex. Please find out more about what it is, why people do it and how to do it safely. Sleep Hygiene has a lot to do with Sexual Health.

“Should I have vaginal sex or sexual intercourse?“

Deciding whether to have sex is a very personal thing, and there is no rule to say whether you ‘should.’ The main things to consider are whether it feels right and whether you and your partner are both sure. 

Vaginal sexual intercourse usually starts when a man and a woman get sexually excited from kissing, stroking, caressing, rubbing, and touching each other. You’ll often know you’re getting aroused (which means your body is preparing itself for sexual intercourse) from certain physical signs:

  • for women, the vagina (the sexual opening between the legs) begins to moisten
  • men get an erection, which means their penis will get bigger and harden.

The importance of foreplay (before sex or sexual intercourse)

Try not to rush things for sexual intercourse. The best approach is to enjoy each other’s bodies and make sure you’re relaxed with one another before sex – this is called foreplay, and it’s an equally important part of sex as intercourse itself. It’s also perfectly ok not to go any further than this stage. Many couples enjoy having foreplay for a long time before they move on to having vaginal sex.

If you are both ready to have vaginal sex, foreplay must last for long enough. If the woman is not sexually excited enough, then her vagina will not become lubricated, and it will be difficult for the man’s penis to enter.

How does vaginal sex work?

When you are both aroused and ready to have sex, it helps if you use your hand to guide the penis into the vagina. Take your time, and don’t worry if it takes a few goes to guide it in properly – this is very normal, especially when you are both getting used to each other’s bodies.

Once the penis is inside, you can move your body so that the penis pushes into the vagina and then pulls partly out again. Do what comes naturally and feels good – being slow and gentle is a good idea to start with as you can both make sure one another is comfortable.

What about different positions?

One common position involves the woman lying down, with the man lying or sitting on top (also called the ‘missionary position’). Alternatively, the woman can be on top – or you can both lie on your sides. It is probably easiest to choose one of these positions if you have sexual intercourse for the first time. As you get to know each other’s bodies better, you can experiment with different positions that work for you both.

After a while, you might find certain movements, positions, and ways of touching that lead to one or both of you having an orgasm. This is also called ‘coming’ or ‘climaxing.’ Don’t be too concerned if this doesn’t happen straight away or at all. It takes time to get to know what works for you sexually. And for your partner as well. And sex can be enjoyable whether you climax or not.

Will it hurt – and will the woman bleed?

It can take a bit of time to get used to the sensation of sex. And, some women can find it a little uncomfortable or painful at first. Taking things slowly and using good water-based lubrication can help.

If it’s a woman’s first time having sex, she may bleed a little. This is generally nothing to worry about. Since it’s a sign that her hymen (a fragile piece of skin that partially covers the entrance to the vagina) has broken, sometimes, a woman’s hymen will have been broken through activities—for example, horse riding or through using tampons. So, not all virgins bleed the first time they have sex.

If you continue to bleed every time you have sex, it’s a good idea to speak to a healthcare professional. This is for reassurance and to check. It’s nothing to worry about.

Being safe and sure

Knowing how sex works can help you to feel more relaxed and ready to have sex. However, being clued up about contraception and protection is just as important. If you aren’t, you will put yourself (and your partner) at risk. This includes unwanted pregnancy, sexually transmitted infections (STIs), and HIV.

There are many STIs that you can get through unprotected vaginal sex. These are chlamydia, herpes, or HIV, and they can happen as a result of just having sex once. Using condoms is the only way to be sure that you’re both properly protected is to always.

If you’ve had unprotected sex make sure you seek healthcare advice as soon as possible. This is to access emergency contraception to prevent unwanted pregnancy and perhaps post-exposure prophylaxis (PEP) to prevent HIV infection. 

Talking to your partner about protection before you start having sex will help things go more smoothly. This can be embarrassing, but it’s an important part of having sex. Additionally, if you find it difficult to discuss, then it is a sign you aren’t ready to start having sex yet. That’s fine. However, remember that there are many ways to enjoy being together and explore your sexual feelings until the time is right. If you continue to experience problems and affect your family life consult an expert in the field.

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Sexual Problems – How Does It Affect You

Sexual Intercourse
Sexual Intercourse
Sex or Sexual Intercourse

Both men and women can suffer from sexual dysfunction or sexual problems. In common person’s parlance, it is a problem that prevents you from experiencing sexual satisfaction. If you are experiencing sexual dysfunction in any part of the sexual response cycle, you are not alone. This traditionally includes excitement, plateau, orgasm, and resolution. Research suggests that 43% of women and 31% of men report some degree of sexual dysfunction or difficulty.

It also remains a topic that many people are hesitant to discuss and resolve worldwide. Read on to know more about sexual dysfunction. This is so that you can understand it and seek treatment for it. Moreover, this is because treatment options are available and extremely helpful.

Types of sexual dysfunction
Sexual dysfunction is classified into four categories:

  1. Desire disorders: This is a generalized lack of sexual desire or interest in sex
  2. Arousal disorders: Inability to become physically aroused during sexual activity
  3. Orgasm disorders: A delay or absence of orgasm
  4. Pain disorders: Pain during intercourse
Symptoms of sexual dysfunction 

In men:

  1. Erectile dysfunction – An inability to achieve or maintain an erection for penetrative sexual intercourse
  2. Retarded ejaculation – An absent or delayed ejaculation despite sexual stimulation
  3. Early or premature ejaculation – Inability to control ejaculation

In women:

  1. Inadequate vaginal lubrication before or during sex
  2. Inability to relax the vaginal muscles for sexual intercourse to happen
  3. Lack of interest in or desire for sex. An inability to become aroused or pain during intercourse is also classified as sexual dysfunction.
Causes of sexual dysfunction
  1. ​Physical causes – Several medical conditions can cause problems with sexual function. They include diabetes, heart and neurological problems, hormonal imbalances, kidney or liver failure, and the use of habit-forming substances. Antidepressant use can also affect sexual function.
  2. Psychological causes. – Stress and anxiety, sexual performance anxiety, relationship problems, depression. These are some of the psychological causes responsible for sexual disorders. In addition, feelings of not being good enough and the effects of a past sexual trauma also come into play.
Diagnosis of sexual dysfunction

Subsequently, the doctor will begin with history. This includes talking about symptoms, followed by a physical exam to rule out medical problems.

However, a major part of diagnosis is psychological. Therefore, the doctor will evaluate your attitude about sex, as well as other contributing factors. Hence, these may include fear, anxiety, past sexual abuse, relationship problems, medications, habit-forming substances, etc. In conclusion, this is to understand the underlying cause of the problem.

Treatment

In fact, psychiatrists and sexologists can treat most types of sexual dysfunction by addressing the underlying physical or psychological problems. In addition, other common ways to treat sexual dysfunction are:

  1. By changing a medication that may be causing sexual dysfunction. If you have a sexual dysfunction due to hormone deficiencies, you may benefit from hormone shots, pills, or creams. Men can use Viagra or Cialis for erectile dysfunction by increasing blood flow to the penis.
  2. Mechanical aids – Penile implants or vacuum devices can be used in men to maintain an erection. Vacuum devices are used in women too. In addition, there are dilators to help women who have an extremely narrow vaginal opening.
  3. Sex therapy – Marriage counselors and therapists help couples resolve their relationship issues that may be causing sexual dysfunction.
  4. Behavioral therapy helps you seek insight into your behavior, causing sexual dysfunction, and addressing it.
  5. Psychotherapy. This type of therapy can help you resolve prior sexual trauma—feelings of inadequacy, anxiety, fear, or guilt, and poor body image.

In conclusion, kindly click to read more here if you have questions and are suffering from any of the above. We also have a blog post in Kannada(ಲೈಂಗಿಕ ತೊಂದರೆ). Click here to read that article. Also, feel free to contact the expert to have your problem/s solved.

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Migraine We Do Magic

Migraine We Do Magic
We Do Magic to Help Prevent Migraine

Yes!!! That’s right.If you have migraine we do magic to relieve it  

Firstly, a migraine headache is characterized by a severe headache usually affecting one side of the head. In addition, there are other symptoms along with headaches like nausea/vomiting, sensitivity to light and sound. Nevertheless, some patients experience neurological phenomena like changes in vision, temporary loss of sensation, and altered sensation, a phenomenon known as an aura (flashes of light, zigzag patterns, bright spots, tingling in the arms, and the legs). A migraine headache can last for 2 to 3 days. Migraine? We do magic!!

Symptoms: 

The symptoms depend on the stage of a migraine attack. The stages of a migraine attack can be: 

  1. Prodrome, Aura, Headache or attack, and Postdrome. 
  2. Prodrome: One to two days before the migraine attack, the patient may experience; 
  • Mood swings. 
  • Food cravings. 
  • Increased yawning. 
  • Stiff neck. 
  • Constipation and frequent thirst and urination. 

In case of an aura (during or before a migraine), there may be visual, motor, speech, and sensory illusions and disturbances such as, 

  • Loss of vision. 
  • A strange sensation of needles pricking an arm or a leg. 
  • One side of the body becomes weak and numb. 
  • There are visual illusions such as the appearance of flashes of light, zigzag patterns, bright spots. 
  • There is a problem with hearing and speaking. 
  • However, in some cases, there may be a hemiplegic migraine (the limb becomes weak). 
During a Migraine Attack (lasts for 4 to 72 hours), there may be 
  1. Throbbing pain on either one or both sides of the head 
  2. Blurred vision, light-headedness. 
  3. Nausea and vomiting 
  4. Sensitivity to light and sound 
  5. Sensitivity to touch and smell (though rare) 

Finally, in Post-drome (after a migraine), there can be 

  1. Mood swings. 
  2. A person may be sensitive to light and sound. 
  3. Dizziness and weakness 
  4. Confusion 
  5. Extreme fatigue 

Indeed, an amalgamation of environmental and genetic factors may be responsible for migraines. Therefore, triggers vary for each patient: 

  1. Stress and extreme physical exertion 
  2. Obesity 
  3. Caffeinated drinks and habit-forming beverages 
  4. Salty and processed foods 
  5. Altered sleeping habits 
  6. Hormonal alterations in women (Constant fluctuation in the level of estrogen) 
  7. Oral contraceptives and certain vasodilators (nitroglycerin) 
  8. Preservatives like MSG (monosodium glutamate) and Aspartame (sweetener) 
  9. Sunshine, certain odors, travel, etc., can trigger a migraine. 
Treatment and Prevention: 
  1. Medicines under supervision to abort an attack of migraine and special medicines to stop attacks as well as to prevent a migraine from recurring, also known as maintenance therapy
  2. Finally, Lifestyle changes are helpful to decrease attacks: 
  • Avoid your trigger for a migraine. 
  • Follow regular sleep-wake cycle. 
  • Regular exercise, meditation. 
  • Avoidance of caffeine-containing and other habit-forming beverages. 

If you have a concern or query, you can always consult an expert & get answers to your questions! Yes… Migraine We do Magic

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Grief Loss and Bereavement

Grief Loss and Bereavement
Grief Loss and Bereavement

Can Expressing Yourself Help You Cope With Grief Loss and Bereavement?

Medication is necessary to relieve yourself of the pain and grief.

True or false?

1. Which of the following can be a symptom of grief?

Anger 

Fear

Physical symptoms 

All of the above

Answer – All of the above

It is normal to be angry over losing a loved one, loss of a job, severe illness, or other common reasons that cause grief. You might consider it imperative to blame somebody for your loss. Fear is also a common symptom, for you can have many insecurities or fears if you have lost a loved one and are coping with it. Grief loss and bereavement can also come with their share of physical symptoms like nausea, fatigue, vomiting, backaches, weight gain, etc.

2. Which of the following is the first stage of grief?

Denial & shock

Anger

Depression

Bargaining

Answer – Denial & shock

This stage helps to protect the individual from going through the intensity of his loss. It may be useful when the person is preparing to take action (E.g., arrangements for a funeral in case of a death of a loved one). Numbness is also a widespread reaction at this stage. Over time, as the person realizes the impact of the loss, denial and numbness will subside.

3. Expressing your feelings in a tangible way can help to cope with grief

Answer – True

It would be best if you tried writing about your feelings down in a journal. If you’ve lost a loved one, write a poem or a letter saying things you could never say. You can also make an album on the person you’ve lost and celebrate the person’s life or join any social cause or organization that that person had been a part of.

4. You will be able to cope with grief faster if you ignore it

Answer – False

Trying to ignore your pain or preventing it from resurfacing can only make matters worse over time. Grieving or mourning in the face of a loss is very natural and a healthier way of coping with grief. It would be best if you never ignored the wounds your loss has left you with. Acknowledging them and accepting the pain you are feeling will help you overcome your grief and move on in life.

5. Medication is absolutely necessary to relieve yourself of the pain and grief

Answer – False

Though medications are prescribed in a few cases, grieving and mourning will always be the most honest ways to deal with your loss. Accepting the pain and moving towards it to embrace that as a part of your reality will work wonders for you in overcoming your grief.

Grief is not an illness that Mental Health Professionals should cure with medicines. Sympathy from your loved ones, compassion, and a clear understanding of your loss also helps. However, when the symptoms are intense or are prolonged, You should consider visiting a psychiatrist at the earliest. This is especially true if you or your loved one’s day-to-day routine has been affected significantly and you have noticed that you/they have been taking a longer time than expected to heal emotionally. Not having moved on and gotten on with daily activities is a sure sign of needing clinical help.

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Sleep Hygiene

Sleep Hygiene

What is sleep hygiene? 

Sleep hygiene is a variety of different practices and habits necessary to have good nighttime sleep quality and full daytime alertness. 

Why is it important to practice good sleep hygiene? 

Obtaining healthy sleep is important for both physical and mental health. It can also improve productivity and overall quality of life. Everyone, from children to older adults, can benefit from practicing good sleep habits. 

How can I improve my sleep hygiene? 

One of the most important sleep hygiene practices is to spend an appropriate amount of time asleep in bed, not too little or too excessive. Sleep needs vary across ages and are especially impacted by lifestyle and health. However, some recommendations can guide how much sleep you need generally. Other good sleep hygiene practices include: 

LIMITING DAYTIME NAPS
  • Limiting daytime naps to 30 minutes.  Napping does not make up for inadequate nighttime sleep. However, a short nap of 20-30 minutes can help to improve mood, alertness, and performance.  
AVOIDING STIMULANTS
  • Avoiding stimulants such as caffeine and nicotine close to bedtime.  And when it comes to habit-forming substances, moderation is key. While these habit-forming beverages are well-known to help you fall asleep faster, too much close to bedtime can disrupt sleep in the second half of the night as the body begins to process the habit-forming beverage.    
EXERCISE
  • Exercising to promote good quality sleep.  As little as 10 minutes of aerobic exercises, such as walking or cycling, can drastically improve nighttime sleep quality.  For the best night’s sleep, most people should avoid strenuous workouts close to bedtime. However, the effect of intense nighttime exercise on sleep differs from person to person, so find out what works best for you.   
FOOD HABITS
  • Steering clear of food that can be disruptive right before sleep.   Heavy or rich foods, fatty or fried meals, spicy dishes, citrus fruits, and carbonated drinks can trigger indigestion for some people. When this occurs close to bedtime, it can lead to painful heartburn that disrupts sleep. 
THE SLEEP-WAKE CYCLE
  • Ensuring adequate exposure to natural light.  This is particularly important for individuals who may not venture outside frequently. Exposure to sunlight during the day and darkness at night helps to maintain a healthy sleep-wake cycle.
A BEDTIME ROUTINE
  • Establishing a regular relaxing bedtime routine. A regular nightly routine helps the body recognize that it is bedtime. This could include taking a warm shower or bath, reading a book, or light stretches. When possible, try to avoid emotionally upsetting conversations and activities before attempting to sleep.
SLEEP ENVIRONMENT
  • Making sure that the sleep environment is pleasant. Mattress and pillows should be comfortable. The bedroom should be cool – between 60 and 67 degrees – for optimal sleep. Bright light from lamps, cell phones, and TV screens can make it difficult to fall asleep, so turn those lights off or adjust them when possible. Consider using blackout curtains, eyeshades, earplugs, “white noise” machines, humidifiers, fans, and other devices to make the bedroom more relaxing.

What are signs of poor sleep hygiene?

Frequent sleep disturbances and daytime sleepiness are the most telling signs of poor sleep hygiene. In addition, if you’re taking too long to fall asleep, you should consider evaluating your sleep routine and revising your bedtime habits. A few simple changes can make the difference between a good night’s sleep and a night spent tossing and turning.

Contact your psychiatrist to find the right kind of therapy for YOU, either counseling or medications or a combination of both for good sleep hygiene.

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Exam Anxiety and Phobia

Exam Phobia Anxiety
Exam Anxiety and Phobia

The exam season has arrived. And so has Exam Anxiety and Phobia.

Students can be seen immersed in their books and notes.

Excitement is in the air and so is anxiety.

While the former is a good thing to see, the latter raises concerns in the minds of parents and teachers. However, the fact is that anxiety before exams is a normal thing.

The pressure to perform will make students experience nervousness. Indeed, this is alright, but only if it is up to a limit. If it reaches an unhealthy level, it needs to be managed.

If a student experiences the following symptoms before exams, then the anxiety is unhealthy. And it is time for a session with a psychiatrist.

  1. Excessive sweating
  2. Fast heartbeat
  3. Nausea
  4. Headache
  5. Diarrhea
  6. Difficulty in breathing
  7. Lightheadedness
  8. Dizziness
  9. Dry mouth
  10. Gastrointestinal discomfort

These symptoms are an indication of the student being in the grip of panic and fear.

Nevertheless, it can be managed and controlled with the following tips.

Make a study plan for preparation: 

In some cases, students get anxious because they are not ready with the preparation. However, just days before the exam, they feel at a loss. They become anxious as to how they will answer the questions in the exam. To avoid this, students should make a plan for preparation. Indeed, devoting adequate time to each topic so that the entire syllabus is covered and their preparation is complete.

Meditate and try breathing techniques: 

Meditation is a great relaxation technique that soothes the mind and body. Also, taking deep breaths (inhaling and exhaling). For example, 15 to 20 minutes can go a long way in controlling the symptoms of anxiety. In addition, meditation gives you confidence, removes negative thoughts, and improves your concentration and memory.

Exercise regularly: 

Getting involved in physical activity before an exam seems like a waste of time to many. However, it is necessary to avoid tension and stay healthy. So, if sports cannot be indulged in, one should do exercises such as stretching and aerobics. Indeed, they relax the tensed muscles and keep fatigued at bay.

Eat green vegetables and light food: 

Eating healthy is also important during exam preparation. If one skips meals or takes recourse to fast foods, it makes anxiety worse. In fact, junk food makes one drowsy. On the other hand, fruits and vegetables are light and easy to digest. They also provide complete nutrition and ensure the sustained release of energy during the study sessions.

Sleep well: 

Many students compromise on sleep. They think that it would help in studies. However, lack of sleep leads to poor focus and concentration, which further affects the studies. It also makes one irritable and drowsy. So, one should make sure that one is getting 6 hours of sleep every day.

Exam anxiety and phobia are not an uncommon phenomenon. In fact, a small amount of anxiety is a good thing. Indeed, it acts as it motivates one to perform better. It leads to nervous energy, which keeps one alert. However, the moment it gets out of hand, it is a cause for concern. So, one must seek help if one is experiencing anxiety symptoms and follow the above-mentioned tips. It will surely help a student. Call your counselor or child psychiatrist to learn more.

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Exams and Concentration Difficulties

Exam and Concentration Difficulties
Exams and Concentration Difficulties

Exams and Concentration difficulties are all too common. ADHD, CDD, short-term memory loss, forgetfulness, insomnia, and many more terminologies we would have come across very often.

They all seem to have evolved from a common origin, and that is concentration issues. Have you pondered on these questions!! Why can’t it be easy to concentrate? Why can’t it be easy to remember everything? If yes, then read on to know more.

Concentrate! Focus! Pay attention! These are not just words but one huge and complicated process in itself. Many children and adults often develop this issue wherein they find it extremely difficult to concentrate.

Science behind exams and concentration difficulties: 

When an individual performs a single task, for example, reading a book, the image of what he sees hits the retina. The nerve fibers carry the image to the brain from the retina, which stimulates the brain cells to fire an action potential. The signal from here moves to the thalamus and proceeds to the visual cortex. This signal activates locus coeruleus, which is a brain stimulant. It targets the particular area of the brain, becoming the deciding factor as to how one responds to a stimulus, which is an image. When there is deregulation of the locus coeruleus, it is then that a person develops disorders like

ADHD, anxiety, depression, insomnia and others.

Factors influencing concentration:

Concentration is a skill that requires you to prioritize your senses while doing any work. It is an ability to block out distractions.
  • Dedication to the task
  • Interest in the task
  • One’s ability to complete the task
  • Physical and emotional state
  • Conducive environment with few distractions.
Attention deficit hyperactivity disorder (ADHD) and concentration deficit disorder (CDD)

Attention deficit hyperactivity disorder (ADHD) and concentration deficit disorder (CDD) are the two predominant concentration issues. The first one is more common among the children while the latter is observed in mostly the adults. Any individual with ADHD or CDD can show abnormalities in their behavior and social life.

Individuals with ADHD tend to forget and face problems sticking to one task and may even display excessive fidgeting. CDD individuals tend to be lethargic, move slowly, and have trouble staying alert. Adults may become socially withdrawn and exhibit slow information processing.

Solutions for concentration issues:

Moreover, concentration issues require a lot of time to be overcome. You can try to figure out what causes the distractions and avoid them as much as possible by refocusing your mind only on what you are doing. Also, you can give yourself timers that comprise “distraction time” and “focus time.” This strategy helps if one’s mind is actively processing other things.

You may also create subtasks by listing the things you need to do and then ruling out one by one once you accomplish them.

Always breathe better and try for long inhalation and exhalation. This helps to bring down your anxiety levels which hinder concentration.

However, although the above-mentioned strategies help you improve your concentration, they are not the ultimate cure for any issues.

Thus, every individual is unique, and sometimes accepting oneself can solve many complications as it reduces the need for unnecessary thinking. Finally, always bear positive thoughts in your mind as they will act as a driving source.

In case you have a concern or query you can always consult an expert & get answers to your questions!

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How to Help Your Child Learn to Read

Help Learn Read Reading Disorders

As a parent, you feel a special deep panic when you realize that your child—your beautiful, clever, funny child, who regularly surprises you with precocious bons mots, who built an ingenious bow out of tubing and rubber bands that can shoot a chopstick across the living room with remarkable accuracy—is having trouble learning to read.

Meanwhile, all the other kids appear to be breezing along, polishing off Harry Potter books while your child stumbles over the difference between “how” and “now.” You don’t want to be one of those hysterical parents who gets all crazy about every little developmental bump in the road, but, hey, your kid can’t really read yet, and the others can. In your darker moments you feel the desolate urge to ratchet down your ambitions for your child from valedictorian to graduating at all. So, How to Help Your Child with reading disorders Learn to Read…

Such fears may be exaggerated, but they’re not irrational. Reading ability does predict school achievement and success (which is, of course, related to income, health, and other factors), and reading gains ever greater importance beyond school, as more jobs are now based on information and technology. Failure to read places significant limits on how one fares in other parts of life. And a lot of people never do learn to read well: Approximately 40 percent of fourth grade children in the United States lack basic reading skills; 20 percent of all graduating high school seniors are classified as functionally illiterate (meaning that their reading and writing skills are insufficient for ordinary practical needs) ; and about 42 million adults in the United States cannot read. So, you’re not nuts to take a reading problem seriously.

Perspective

Now for some perspective. First, let’s take a moment to recognize that compared with the development of oral language, the acquisition of reading is unnatural. Speech and the ability to understand speech can be considered the result of a natural process in the sense that the requisite skills emerge without formal training. Several species of animal employ sounds such as clicking, whistles, song, or foot tapping in a fashion that constitutes focused and targeted communication (and dolphins actually seem to have names for one another). Before children can speak fluently, they move from sounds to words, words to phrases, and so on, acquiring their growing expertise from exposure to the speech around them. They then make efforts to speak, with little formal guidance. By contrast, children must be taught to read.

The good news for kids who have trouble reading is that while a deficiency in reading may look like an across-the-board failure, it is often a local problem in just one or two of the components that add up to the ability to read. Reading, like golfing or playing the guitar, is not one big global skill but a constellation of many smaller ones. When we read fluently, the little skills weave together so seamlessly that they look like a single expertise.

There are components to – How to Help Your Child Learn to Read – It is important to look at the components because a holdup in the development of any single one may be at fault in a child’s poor performance in reading. If we can identify the component that’s not doing its share, we can do a great deal to improve reading.

The components that make up reading are interrelated and overlapping, but distinguishable:

  1. Vocabulary: knowing the meanings of words. A child’s comprehension of what is read depends on this. Better vocabulary better prepares a child for reading.
  2. Comprehension: understanding and being able to interpret what is read, connecting the printed words and sentences with human experience.
  3. Phonological awareness: identifying and manipulating units of oral language, such as words, syllables, onsets, and rimes. Children who have phonological awareness can recognize that sentences are made up of words, words can be broken down into sounds and syllables, sounds can be deleted from words to make new words, and different words can begin or end with the same sound or have the same middle sound(s).
  4. Decoding: breaking down words into their constituent sounds and building words from those sounds. This begins with blending sounds (“puh” plus “al” equals “pal”) and extends into sounding out words the child has never seen before by recognizing the sounds of letters and syllables that form them.
  5. Fluency: reading smoothly with accuracy, speed, and expression that conveys the sense of what’s being read.

As a parent with no particular professional expertise in teaching literacy, there’s a lot you can do on the level of normal play and routine home life to promote reading—and without turning it into a chore or a high-pressure struggle.

To start with:

Parents can begin working on the components of reading when their child is still an infant and extend the process throughout childhood. To begin with, the more the child knows about oral language, the better. When she begins to read, she will draw upon a reserve of expertise that she first built up as a speaker and listener: vocabulary, comprehension, phonological awareness, connecting words to things.

With infants, talk to the child and encourage him to make a range of talk like sounds. Begin reading to the child, and keep books around, including some within the child’s reach. Do what you can to make reading fun, enjoyable, peaceful, and engaging, setting the stage for what comes next at the toddler level. You are building command of sounds, love of reading, and an appreciation of the value and importance of books.

With toddlers and pre-schoolers, it helps to connect reading to some routine such as bed time, nap time, or a pre or after meal lull. Select topics she likes; let the child select books for you to read. Get in the habit of activities or games that rhyme and otherwise play with sounds: songs, jingles, made-up phrases (e.g., “Billy is silly” to catch the rhyming sounds, “Sally sounds silly” to catch the sound of the initial S). Nursery rhymes are especially rich in words, rhyming, and other fundamentals. Talk about a greater range of subjects, even very mundane ones—like pointing to the parts of a car or animal in an illustration and labelling them.

As you read, stop and ask a gentle question: “What do you think Babar is thinking here?” or “What do you think will happen next?” These are great for comprehension. If the question is too difficult, offer a little more guidance by attaching a statement: “I’ll bet Babar is a little lonely. What do you think would make him feel better?” Also, you can encourage your child to experiment with writing, which helps reading because she uses sounds to try to write the word. You might see the child write “sn” for “sun,” a great start that shows awareness of sounds and the breakdown of words into sounds.

How to Help Your Child Learn to Read:

As your child continues in elementary school and begins to work hard during the school day on reading, it’s a good idea to continue reading with and to him, mixing in casual writing practice (some kids will go for the idea of alternating entries in a journal with a parent) and talking over dinner and in other family settings about what the child has read.

If there’s a series of books that speaks to one of your child’s enthusiasms, helping him get into that series will allow him to become familiar with continuing characters and engage with a larger story, which makes even new books seem familiar.

Keep a dictionary around and easily accessible, and use it once in a while. Thus, inviting your child to do this with you. The dictionary not only reinforces vocabulary and comprehension, it helps your child decode words. Hence, by showing that they are composed of syllables that can be sounded out.

Make up word games to play while driving or in a store. “Think of words that sound like snow” is good for a first or second grader. However, you can work up to more complicated games for older children. If you make the play competitive (if your family is into that), please resist the temptation. The temptation to rattle off 50 words in a row and then do your special taunting wiggly victory dance.

Next Steps:

And, of course, continue to show by your actions. Not just your pronouncements – that reading is engaging, relevant, and a path to fresh experiences. Keep books around where your child can pick them up in the natural course of things. And don’t forget to pick up a book yourself. Model the desired intimacy with books; don’t just preach it.

You can’t add becoming a fulltime reading tutor to the already fulltime demands of parenting. Nonetheless, children will vary in interest, ability, and attention. So, you’ll inevitably have to select just a few of the many possible activities to promote reading skills. In general, go for regularity—a little almost every day. And, as part of a routine that links reading to the more relaxed moments in the day. Rather than a Shakespeare marathon one Saturday a month. That is How to Help Your Child Learn to Read.

And when setting priorities, bear in mind that two activities are clearly the most critical:
  1. Firstly, read aloud to the child. So, it shows that reading is important, part of everyday life, and fun. Also, it allows you to model the basic component skills. However, it’s fine to read the same books over and over, as many children like to do. Research indicates that repeated readings help a child to integrate words better; comprehend meaning; and connect sounds, words, and meaning. Even on the 50th time through the same story, interact during the reading to bring the child into the activity. “What is Pooh doing? What do you think is in the jar?”
  2. Secondly, help the child understand that letters are related to sounds and that words can break down into sounds. Finally, the child’s reading will advance by being able to sound out words, not by memorizing individual words. There are alphabet books to help you work with your child to connect letters to sounds. In the middle of reading, stop and sound out a word. “Let’s sound this out together: Err … un. Run! He’s getting ready to run.”
Conclusion

Reading may be important and complex and very scary when your child has trouble with it. However, parents should take heart. And remember that mundane low-pressure practice during games and other activities with you can make an enormous difference. Even a slightly increased sensitivity to breaking down sounds or rhyming may help. Also, a slightly heightened familiarity with books and motivation to engage with them, can provide a significant boost at school. Reading preparation is at the top of the list of factors that make a difference in school achievement. Such preparation need not – and should not – feature threats, severity, and drudgery. Instead, help your child to read by doing what you do anyway. This includes, playing with him, talking with her – in a slightly more purposeful manner. How to Help Your Child Learn to Read may be difficult. Indeed, you may need a school counselor or a child psychiatrist.

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Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder or ADHD is among the most common conditions that lead to poor academic performance.

Overview

Attention Deficit Hyperactivity Disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

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  • Inattention means a person wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized, and these problems are not due to defiance or lack of comprehension.
  • Hyperactivity means a person seems to move about constantly, including in situations in which it is not appropriate or excessively fidgets, taps, or talks. In adults, it may be extreme restlessness or wearing others out with constant activity.
  • Impulsivity means a person makes hasty actions that occur at the moment without first thinking about them and that may have a high potential for harm, or a desire for immediate rewards, or an inability to delay gratification. An impulsive person may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences.

Signs and Symptoms of ADHD

Inattention and hyperactivity/impulsivity are the key behaviors of Attention Deficit Hyperactivity Disorder. There are many types of ADHD. Some people with ADHD only have problems with one of the behaviors, while others have inattention and hyperactivity-impulsivity. Most children have the combined type of ADHD.

In preschool, the most common Attention Deficit Hyperactivity Disorder symptom is hyperactivity.

It is normal to have some inattention, unfocused motor activity, and impulsivity, but for people with ADHD, these behaviors:

  • are more severe
  • occur more often
  • interfere with or reduce the quality of how they function socially, at school, or in a job

Inattention in ADHD

People with symptoms of inattention may often:

  1. Overlook or miss details, make careless mistakes in schoolwork, at work, or during other activities
  2. Have problems sustaining attention in tasks or play, including conversations, lectures, or lengthy reading
  3. Not seem to listen when spoken to directly.
  4. Not follow through on instructions and fail to finish schoolwork, chores, or duties in the workplace or start tasks but quickly lose focus and get easily side-tracked
  5. Have problems organizing tasks and activities, such as what to do in sequence, keeping materials and belongings in order, having messy work and poor time management, and failing to meet deadlines
  6. Avoid or dislike tasks that require sustained mental effort, such as schoolwork or homework, or for teens and older adults, preparing reports, completing forms, or reviewing lengthy papers.
  7. Lose things necessary for tasks or activities, such as school supplies, pencils, books, tools, wallets, keys, paperwork, eyeglasses, and cell phones
  8. Be easily distracted by unrelated thoughts or stimuli
  9. Be forgetful in daily activities, such as chores, errands, returning calls, and keeping appointments

Hyperactivity-Impulsivity in ADHD

People with symptoms of hyperactivity-impulsivity may often:

  1. Fidget and squirm in their seats
  2. Leave their seats in situations when staying seated is expected, such as in the classroom or the office.
  3. Run or dash around or climb in situations where it is inappropriate or, in teens and adults, often feel restless
  4. Be unable to play or engage in hobbies quietly.
  5. Be constantly in motion or “on the go,” or act as if “driven by a motor.”
  6. Talk nonstop
  7. Blurt out an answer before a question has been completed, finish other people’s sentences, or speak without waiting for a turn in the conversation
  8. Have trouble waiting for his or her turn
  9. Interrupt or intrude on others, for example, in conversations, games, or activities

Diagnosis of Attention Deficit Hyperactivity Disorder:

This requires a comprehensive evaluation by a licensed clinician, such as a psychiatrist, psychologist, or child psychiatrist with expertise in ADHD. For a person to receive a diagnosis of ADHD, the symptoms of inattention and/or hyperactivity-impulsivity must be chronic or long-lasting, impair the person’s functioning, and cause the person to fall behind normal development for his or her age. The doctor will also ensure that any ADHD symptoms are not due to another medical or psychiatric condition. Most children with ADHD receive a diagnosis during the elementary school years. For an adolescent or adult to receive a diagnosis of ADHD, the symptoms need to have been present before age 12.

Difficulties for Parents:

ADHD symptoms can appear as early as between the ages of 3 and 6 and can continue through adolescence and adulthood. Symptoms of ADHD can be mistaken for emotional or disciplinary problems or missed entirely in quiet, well-behaved children, leading to a delay in diagnosis. Adults with undiagnosed ADHD may have a history of poor academic performance, problems at work, or difficult or failed relationships.

ADHD symptoms can change over time as the personages. In young children with ADHD, hyperactivity-impulsivity is the most predominant symptom. As a child reaches elementary school, inattention symptoms may become more prominent and cause the child to struggle academically. In adolescence, hyperactivity seems to lessen and may show more often as feelings of restlessness or fidgeting, but inattention and impulsivity may remain. Many adolescents with ADHD also struggle with relationships and antisocial behaviors. Inattention, restlessness, and impulsivity tend to persist into adulthood.

Risk Factors for Attention Deficit Hyperactivity Disorder:

Scientists are not sure what causes Attention Deficit Hyperactivity Disorder. Like many other illnesses, several factors can contribute to ADHD, such as:

  • Genes
  • Use of habit-forming substances or beverages during pregnancy
  • Exposure to environmental toxins during pregnancy
  • Exposure to environmental toxins, such as high levels of lead, at a young age
  • Low birth weight
  • Brain injuries

ADHD is more common in males than females, and females with ADHD are more likely to have problems primarily with inattention. Other conditions, such as learning disabilities, anxiety disorder, conduct disorder, depression, and substance abuse, are common in ADHD.

Treatment and Therapies

While there is no cure for ADHD, currently available treatments can help reduce symptoms and improve functioning. Treatments include medication, psychotherapy, education or training, or a combination of treatments.

Medication

ADHD medications reduce hyperactivity and impulsivity for many people and improve their ability to focus, work, and learn. The medication also may improve physical coordination. Sometimes psychiatrists or developmental pediatricians must try several different medications or dosages before finding the right one that works for a particular person. Anyone taking medications must be monitored closely and carefully by their prescribing doctor.

Stimulants

The most common type of medication used for treating ADHD is called a “stimulant.” Although it may seem unusual to treat ADHD with a medication that is considered a stimulant, it works because it increases the brain chemicals dopamine and norepinephrine, which play essential roles in thinking and attention.

Under medical supervision, stimulant medications are considered safe. However, there are risks and side effects, especially when misused or taken more than the prescribed dose. For example, stimulants can raise blood pressure and heart rate and increase anxiety. Therefore, a person with other health problems, including high blood pressure, seizures, heart disease, glaucoma, liver or kidney disease, or an anxiety disorder, should tell their doctor before taking a stimulant.

Talk with a doctor if you see any of these side effects while taking stimulants: decreased appetite, sleep problems, tics (sudden, repetitive movements or sounds); personality changes, increased anxiety and irritability, stomach-aches headaches

Non-stimulants.

A few other ADHD medications are non-stimulants. These medications take longer to start working than stimulants and improve focus, attention, and impulsivity in a person with ADHD.
Doctors may prescribe a non-stimulant:

  • when a person has bothersome side effects from stimulants;
  • when a stimulant was not effective;
  • or in combination with a stimulant to increase effectiveness.
  • Although not approved specifically for treating ADHD, some antidepressants are sometimes used alone or combined with a stimulant to treat ADHD.
  • Antidepressants may help all of the symptoms of ADHD and can be prescribed if a patient has bothersome side effects from stimulants.
  • Antidepressants can be helpful in combination with stimulants if a patient also has another condition, such as an anxiety disorder, depression, or another mood disorder.

Doctors and patients can work together to find the best medication, dose, or medication combination.

Psychotherapy

Adding psychotherapy to treat ADHD can help patients and their families to better cope with everyday problems.

Behavioral therapy is a type of psychotherapy that aims to help a person change his or her behavior. It might involve practical assistance, such as help organizing tasks or completing schoolwork, or working through emotionally difficult events.

Behavioural therapy also teaches a person how to monitor his or her own behaviour give oneself praise or rewards for acting in a desired way, such as controlling anger or thinking before acting

Parents, teachers, and family members also can give positive or negative feedback for certain behaviors and help establish clear rules, chore lists, and other structured routines to help a person control his or her behavior.

Therapists may also teach children social skills, such as waiting their turn, sharing toys, asking for help, or responding to teasing. Learning to read facial expressions and the tone of voice in others and how to respond appropriately can also be part of social skills training.

Cognitive-behavioral therapy can also teach a person mindfulness techniques or meditation. So, a person learns how to be aware and accept one’s own thoughts and feelings to improve focus and concentration. The therapist also encourages the person with ADHD to adjust to the life changes that come with treatment, such as thinking before acting or resisting the urge to take unnecessary risks.

Family and marital therapy can help family members and spouses find better ways to handle disruptive behaviors, encourage behavior changes, and improve interactions with the patient.

Education and Training

Firstly, children and adults with ADHD need guidance and understanding from their parents, families, and teachers to reach their full potential and succeed. So, frustration, blame, and anger may have built up within a family before a child is diagnosed. However, parents and children may need special help to overcome negative feelings. Thus, mental health professionals can educate parents about ADHD and how it affects a family. In addition, they also will help the child and his or her parents develop new skills, attitudes, and ways of relating to each other.

Secondly, parenting skills training (behavioral parent management training) teaches parents the skills they need to encourage and reward positive behaviors in their children. Thus, it helps parents learn how to use a system of rewards and consequences to change a child’s behavior. So, parents are taught to give immediate and positive feedback for behaviors they want to encourage and ignore or redirect behaviors they want to discourage. Finally, they may also learn to structure situations in ways that support desired behavior.

In addition, stress management techniques can benefit parents of children with ADHD by increasing their ability to deal with frustration to respond calmly to their child’s behavior.

Support groups can help parents and families connect with others who have similar problems and concerns. Groups often meet regularly to share frustrations and successes, exchange information about recommended specialists and strategies, and talk with experts.

Tips to Help Kids and Adults with ADHD Stay Organized

For Kids:

Parents and teachers can help kids with ADHD stay organized and follow directions with tools such as:

  1. Firstly, keeping a routine and a schedule. Keep the same routine every day, from wake-up time to bedtime.
  2. In addition, include times for homework, outdoor play, and indoor activities. Also, keep the schedule on the refrigerator or a bulletin board in the kitchen.
  3. Then, write changes on the schedule as far in advance as possible.
  4. Organizing everyday items. As such, have a place for everything and keep everything in its place. This includes clothing, backpacks, and toys.
  5. Accordingly, using homework and notebook organizers. Therefore, use organizers for school material and supplies. So, emphasize to your child the importance of writing down assignments and bringing home the necessary books.
  6. Also, being clear and consistent. Children with ADHD need consistent rules they can understand and follow.
  7. In addition, praising and rewarding children is helpful. Children with ADHD often receive and expect criticism. Look for good behavior, and praise it.
For Adults:

Indeed, a professional counselor or therapist can help an adult with Attention Deficit Hyperactivity Disorder learn how to organize his or her life with tools such as:

  • Keeping routines
  • Making lists for different tasks and activities
  • Using a calendar for scheduling events
  • Using reminder notes
  • Assigning a special place for keys, bills, and paperwork
  • Breaking down large tasks into more manageable, smaller steps to complete each part of the task provides a sense of accomplishment.

In either case it is best to consult your psychiatrist.

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Reading Disorders

How Do I know If My child Has Reading Disorders

Reading disorders occur when a person has trouble with any part of the reading process. Reading and language-based learning disabilities are commonly called dyslexia. These disorders are present from a young age. Thus, usually result from specific differences in the way the brain processes language.

There are many different symptoms and types of reading disorders, and not everyone with a reading disorder has every symptom. People with reading disorders may have problems recognizing words that they already know and may also be poor spellers. Other symptoms may include the following:

  • Trouble with handwriting
  • Difficulty reading quickly
  • Problems reading with correct expression
  • Problems understanding the written word

Reading disorders are not a type of intellectual and development disorder. Also, they are not a sign of lower intelligence or unwillingness to learn. People with reading disorders may have other learning disabilities, too, including problems with writing or numbers. Visit learning disabilities for more information about these problems.

Types of Reading Disorders

Dyslexia is a brain-based type of learning disability that specifically impairs a person’s ability to read. Individuals with dyslexia typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, there are some common characteristics among people with dyslexia. They are difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding. Dyslexia can be inherited in some families. Moreover, recent studies have identified a number of genes that may predispose an individual to developing dyslexia. Examples of specific types of reading disorders include:

  • Word decoding. People who have difficulty sounding out written words; matching the letters to sounds to be able to read a word.
  • Lack of fluency. People who lack fluency have difficulty reading quickly, accurately, and with proper expression (if reading aloud).
  • Poor reading comprehension. People with poor reading comprehension have trouble understanding what they read.

A related problem is alexia (pronounced uh-LEK-see-uh), or an acquired inability to read. Unlike most reading disabilities, which are present from when a child starts to learn to read, people with alexia were once able to read. However, they lost the ability after a stroke or an injury to the area of the brain involved with reading.

How will I know if my child has a reading problem?

The news usually comes in one or more of three ways.

  1. School feedback. If your child’s teacher alerts you to a problem, resist falling into the blame games. If the teacher asks, “Do you ever read to him at home?” don’t come back with, “Aren’t you teaching him to read at school? Whatever you’re doing isn’t working.”
  2. Your child’s statements. The child may well make general or specific comments. Like “I don’t want to read.” or “I can’t do this”. “I don’t get what’s happening in this story.” More likely, your child will just express frustration. Strong resistance against practicing reading, including blanket statements like “Reading is dumb” is an obvious sign.
  3. Behavior’s you can observe. Reluctance to be read to, getting stuck on most words in a sentence. And slow or no reaction when you ask a simple question. For example, “What is the sound of that letter?” Another warning sign would be if the child’s reading is very slow. Accuracy in early reading is much more important than speed. However, if you can wash and dry the dishes before the sentence is completed, fluency is a problem. Or you may notice that the child gets the beginning of the word but guesses at the rest of it. Like, reading “smoke” as “smile,” for instance—which suggests she is trying to memorize whole words. Instead of breaking them down to sound them out.
Reading Disorders

Can’t I just wait until the child gets to school, where they have teachers trained to teach reading?

You could, but it would be better if you did not. Practicing the components of reading in the home doesn’t mean you force reading before your child is ready to. However, you can help develop important skills without rushing the process. Also, the child who does practice those skills will do better when he does get to school and is ready to read in earnest. Studies show that having more of the component skills in place at age 5 predicts better school achievement at ages 7 and 15.

What do I do if I think my child has a reading problem?

Indeed, a reading evaluation can be very important. A trained specialist can identify weakness in any of the component skills and will know how to work on it. Bear in mind that the child’s negative reaction to reading alone will not necessarily show you where the problem is. Your best bet is to ask your child’s teacher, school psychologist, or principal to bring in a reading specialist. Or if you prefer to seek out help on your own, you can do your own search. Search for a reading specialist online or in the phone book.

Moreover, a little respectful tact in dealing with your child’s teacher may well be necessary. However, you’re not questioning the teacher’s competence or going over her head by consulting a specialist. Thus, reading is a well-developed area of educational specialization, with masters and doctoral level professionals. Hence, they can offer very focused assistance that goes beyond what can happen in the classroom. So, plan to work with the teacher as will any reading specialist your child ends up seeing.

However, there are more serious problems—auditory disorders, dyslexia, pervasive developmental disorder—that can lead to reading impairment. Thus, one reason to go to a specialist is that there are different strategies. Hence, these are associated with addressing each of the many causes of a reading problem.

What if my child can read, but just won’t? What if my child just has an attitude problem?

You can be certain of motivational problems only if all of the component skills are well established. So, as a parent, you probably cannot determine this on your own. However, if you’ve taken your child for a reading evaluation and problem is just motivational then you might try these. So, establish more reading routines and engage in more talking about reading at the dinner table and have the child select a book to read together at the bookstore; switch to engaging magazines or something else other than a book that has words to read; read stories connected to movies, and see the movies with the child.


My child is pulled out of class for an intensive reading program. If I enroll her in an outside program for a few weeks, will that bring her up to speed?

Nevertheless, a few weeks in an intensive reading program, all by itself, probably will not be enough. A program that is sustained and supported in the home is more likely to have staying power. Also, research suggests that much can be done to help the child and build the skills needed. In addition, that steady progress takes precedence over a quick fix. Therefore, notably the mundane game like activities I’ve discussed above will go far to improve reading and complement school activities. Thus, if you can start early, all the better. Then, you have the option, select day care, preschool, and kindergarten that emphasize sounding out, rhyming, and other pre-reading skills.

But do not leave the teaching of reading to the school. Without becoming a whip cracking achievement monster, you can accomplish a great deal. This is as part of a regular routine of play and home life.