csic.org.uk

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CSIC is a Private Service, offering self improvement for those with -

Myasthenia Gravis
Drug related disorders & Rehabilitation
Mood Disorders
Psychosis
Autism
ADHD & Other Childhood Disorders
IBS (Irritable Bowel Sydrome)

Natural Effective Treatments , Life Skill & Management Training & Rehabilitation

Intro: My name is Mr. Chris Constantine, I am the founder of CSIC, I have dedicated much of my life towards finding alternative effective treatments for various psychological and psychosomatic disorders. CSIC was formed to offer effective alternative treatments and rehabilitation, based on a natural approach without the use of any medication.

We have listed below an understanding of some of the disorders we deal with at CSIC. One of these diorders is Myasthenia Gravis also known as (MG), you can read about our research and findings in treating MG, showing a natural alternative method of treating this disorder, just click on 'Research'

What is Myasthenia Gravis (MG)?
Myasthenia gravis is a chronic autoimmune neuromuscular disease characterized by varying degrees of weakness of the skeletal (voluntary) muscles of the body. The name myasthenia gravis, which is Latin and Greek in origin, literally means "grave muscle weakness." With current therapies, however, most cases of myasthenia gravis are not as "grave" as the name implies. In fact, for the majority of individuals with myasthenia gravis, life expectancy is not lessened by the disorder.

The hallmark of myasthenia gravis is muscle weakness that increases during periods of activity and improves after periods of rest. Certain muscles such as those that control eye and eyelid movement, facial expression, chewing, talking, and swallowing are often, but not always, involved in the disorder. The muscles that control breathing and neck and limb movements may also be affected.

Myasthenia gravis is not inherited, and it is not contagious. It is not clear why people develop the disorder, although some researchers believe it could be from a genetic problem. Varying statistics show that up to 2 people in every 10,000 develop myasthenia gravis, although researchers believe the numbers are probably much higher since the disorder is often not diagnosed correctly. For women, the disorder usually starts in their 18-20s and 25-30s; for men, usually after age 50. Symptoms

Often, a person will have specific muscle weakness and not overall tiredness or fatigue. The muscles most commonly affected are:

· drooping eyelids (first symptom in 2/3 of all patients)
· mouth weakness, leading to trouble chewing, swallowing, or talking (first symptom in 1/6 of patients)
· arm or leg weakness (less common as a first symptom)


One clue is that the weakness varies throughout the day, generally being mild when the person wakes up but getting worse as the day goes on, especially if the person is using the affected muscles a lot. This weakness is different than, for example, the tiredness someone might feel in his legs after standing or working all day. "Weakness" means not being able to move, or only barely being able to move, a particular muscle. Other factors that make the muscle weakness worse are being emotionally upset, high stress levels or being sick (especially viral respiratory infections), thyroid problems, increased body temperature, menstruation and pregnancy.

Diagnosis
If a person has symptoms that suggest he might have myasthenia gravis, there are medical tests that can be done to confirm it. The most specific test is to check the blood for the presence of abnormal antibodies using the acetylcholine receptor antibody test. Presence of the antibodies confirms the diagnosis. Another reliable test is the edrophonium chloride test (Tensilon test). This chemical is injected into a vein, and if muscle strength improves after it is given, it is strong support for the diagnosis. However, sometimes one or both of these tests are negative or not clear in someone who seems as if he has myasthenia gravis. You should see your usual General; Practitioner who will advise as he/she sees fit.

Treatment
Common medical treatments for myasthenia gravis include: -

· medications such as Mestinon (pyridostigmine bromide) and Prostigmin (neostigmine bromide)
· corticosteroid medications such as prednisone
· medications that suppress the immune system, such as Imuran (azathioprine) and cyclosporine
· removal of the thymus gland (thymectomy), the main gland in the immune system
· plasma exchange (plasmapheresis), in which the person's blood plasma containing the abnormal antibodies is removed and fresh plasma is put back

Alternative non drug treatment

· CSIC psychoneurological treatment

The Long-Term Outlook
People with myasthenia gravis can in most cases lead full lives. Sometimes the muscle weakness resolves to the point of not being a problem (called spontaneous remission). For some people, the weakness is only in the eyelids. For others, the weakness progresses to a point and stays at that level. Rarely, and usually in the first two years of the disorder, the weakness might extend to the muscles that control breathing, and the person will have to be hospitalized. There is no cure for myasthenia gravis, but the treatments are usually effective in minimizing its problems. Researchers looking at a cure for the disorder are focusing on correcting the problem in the immune system that creates the abnormal antibodies. Researchers are also examining the whole chain of events in the body that occurs with the release of the antibodies, to see if they can interrupt the process along the way and stop antibodies from causing problems. CSIC treatments are alternative natural treatments that are manageable and sustainable by the sufferer allowing sufferers of MG to live a better quality of life An example of CSIC natural effective approach can be seen with CSIC work with Myasthenia Gravis, - I first came across Myasthenia Gravis by chance, a client was recommended to me with Myasthenia Gravis, she was from Greece, aged 19, wheelchair bound with major muscle weakness, problems swallowing, ocular problems and very limited verbal communication.

At the time I explained that MG was not my specialty and suggested that the parents and the 19 year old see a specialist in this field. Both parents persisted and insisted that I see their daughter, their insistance was due to my work with psychosomatic disorders. I agreed to see this young lady on a consultational basis. I asked the parents to express what they thought or knew the cause of their daughter's MG, they believed and explained that it had occurred whilst she was studying and preparing for exams, they went on to say that their daughter had during her studies been under so much pressure and stress that she was prescribed various medication which seems to have worsened her condition.

From the consultation I realized that stressors were a key issue.

I needed to get an understanding of this young lady’s ability to understand and communicate, I devised a very simplistic system of communication in its most basic form, this was a raise of the finger to indicate the word ‘NO’ and twice for ‘YES’

I realized she was highly suggestable under a state of deep relaxation, the young lady had a higher response level, I continued to relieve her from her stress levels, as this happened her physical and verbal responses increased and improved, I continued for half an hour.

Her parents were tearful and happy to see their daughter respond. Her parents explained that she was unable to speak nor swallow, nor stand or walk. With the permission of this young lady and her parents I increased her level of relaxation and suggested that she move her legs, she did, I suggested that she speak the words ‘Hello my name is ‘XXXX’ she did, I then asked her to stand, she did, I then asked her to walk with her parents support and she did, she was amazed and in tears of happiness and so were her parents.

I saw her a further 8 occasions, her last session left her in a state of clear verbal communication, without problems of swallowing, she was walking well, no ocular dysfunction, and physically behaving as if Myasthenia Gravis had never effected her life.

Thanks to that one patient, I entered into research into this alternative treatment of MG. From this research and alternative treatment we can help people with Myasthenia Gravis lead a fuller and better quality of life.

MG research results can be read on this site..

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Understanding Autism
Autism (sometimes called “classical autism”) is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs). Autism is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests. Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Experts estimate that three to six children out of every 1,000 will have autism. Males are four times more likely to have autism than females.

Autism causes children to experience the world differently from the way most other children do. It's hard for children with autism to talk with other people and express themselves using words. children who have autism usually keep to themselves and many can't communicate without special help.

They also may react to what's going on around them in unusual ways. Normal sounds may really bother someone with autism, so much so that the person covers his or her ears. Being touched, even in a gentle way, may feel uncomfortable.

Kids with autism often can't make connections that other kids make easily. For example, when someone smiles, you know the smiling person is happy or being friendly. But a kid with autism may have trouble connecting that smile with the person's happy feelings.

A person who has autism also has trouble linking words to their meanings. Imagine trying to understand what your parent or guardian is saying if you didn't know what the words really mean. It is doubly frustrating then if a child can't come up with the right words to express his or her own thoughts.

Autism causes children to act in unusual ways. They might flap their hands, say certain words over and over, have temper tantrums, or play only with one particular toy. Most children with autism don't like changes in routines. They like to stay on a schedule that is always the same. They also may insist that their toys or other objects be arranged a certain way and get upset if these items are moved or disturbed.

If someone has autism, his or her brain has trouble with an important job: making sense of the world. Every day, your brain interprets the sights, sounds, smells, and other sensations that you experience this comes from learning, life experiences and intrinsix as well as entrinsic stimuli. If your brain couldn't help you understand these things, you would have trouble functioning, talking, going to school, and doing other everyday stuff. Kids can be mildly affected by autism, so that they only have a little trouble in life, or they can be severely affected, so that they need a lot of help.

What Causes Autism?
Scientists aren’t certain what causes autism, but it’s likely that both genetics and environment play a role. Researchers have identified a number of genes associated with the disorder. Studies of people with autism have found irregularities in several regions of the brain. Other studies suggest that people with autism have abnormal levels of serotonin or other neurotransmitters in the brain. These abnormalities suggest that autism could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how neurons communicate with each other. While these findings are intriguing, they are preliminary and require further study. The theory that parental practices are responsible for autism has now been disproved.

Autism affects about 1 in every 150 children, but no one knows what causes it. Some scientists think that some kids might be more likely to get autism because it or similar disorders run in their families. Knowing the exact cause of autism is hard because the human brain is very complicated.

The brain contains over 100 billion nerve cells called neurons. Each neuron may have hundreds or thousands of connections that carry messages to other nerve cells in the brain and body. The connections and the chemical messengers they send are called neurotransmitters let the neurons that help you see, feel, move, remember, and work together as they should.

For some reason, some of the cells and connections in the brain of a child with autism, especially those that affect communication, emotions, and senses do not develop properly or get damaged. Scientists are still trying to understand how and why this happens.

What role does inheritance play?
Recent studies strongly suggest that some people have a genetic predisposition to autism. In families with one autistic child, the risk of having a second child with the disorder is approximately 5 percent, or one in 20. This is greater than the risk for the general population. Researchers are looking for clues about which genes contribute to this increased susceptibility. In some cases, parents and other relatives of an autistic child show mild impairments in social and communicative skills or engage in repetitive behaviors. Evidence also suggests that some emotional disorders, such as manic depression, occur more frequently than average in the families of people with autism.

Do symptoms of autism change over time?
For many children, autism symptoms improve with treatment and with age. Some children with autism grow up to lead normal or near-normal lives. Children whose language skills regress early in life, usually before the age of 3, appear to be at risk of developing epilepsy or seizure-like brain activity. During adolescence, some children with autism may become depressed or experience behavioral problems. Parents of these children should be ready to adjust treatment for their child as needed.

Signs of autism may appear during infancy and the disorder is usually diagnosed by the age of 3. Sometimes the child's development appears normal until about 2 years old and then regresses rapidly. Symptoms of autism occur in various combinations, from mild to severe.

Infants with the disorder often display abnormal reactions to sensory stimuli (i.e., senses may be over- or underactive). Touches may be experienced as painful, smells may be overwhelmingly unpleasant, and ordinary daily noises may be painful. Loud noises (e.g., motorcycle going by, vacuum cleaner) and bright lights may cause inconsolable crying.

Other signs of the disorder in infants include the following:

* Appears indifferent to surroundings
* Appears content to be alone, happier to play alone
* Displays lack of interest in toys
* Displays lack of response to others
* Does not point out objects of interest to others (called protodeclarative pointing)
* Marked reduction or increase in activity level
* Resists cuddling

What Do Doctors Do?
Figuring out if a child has autism can be difficult. A parent is usually the first to suspect that something is wrong. Maybe the child is old enough to speak but does not do so, the child may not show interest in people, or behaves in other unusual ways. But autism isn't the only problem that can cause these kinds of symptoms. For example, children who have hearing problems might have trouble speaking, too.

Usually, the results of lab tests and other medical tests are normal in children with autism, but doctors may do them to make sure the child doesn't have other problems. These medical tests can include blood and urine tests, a hearing exam, an EEG (a test to measure brain waves), and an MRI (a picture that shows the structure of the brain). Intelligence (IQ) tests also might be done.

Often, specialists work together as a team to figure out what is wrong. The team might include a pediatrician, a pediatric neurologist, a pediatric developmentalist, a child psychiatrist, a child psychologist, speech and language therapists, and others. The team members study how the child plays, learns, communicates, and behaves. The team listens carefully to what parents have noticed, too. Using the information they've gathered, doctors can decide whether a child has autism or another problem.

How Is Autism Treated?
There is no cure for autism. Therapies and behavioral interventions are designed to remedy specific symptoms and can bring about substantial improvement. The ideal treatment plan coordinates therapies and interventions that target the core symptoms of autism: impaired social interaction, problems with verbal and nonverbal communication, and obsessive or repetitive routines and interests. Most professionals agree that the earlier the intervention, the better.

Educational/behavioral interventions: Therapists use highly structured and intensive skill-oriented training sessions to help children develop social and language skills. Family counseling for the parents and siblings of children with autism often helps families cope with the particular challenges of living with an autistic child.
Medications: Doctors often prescribe an antidepressant medication to handle symptoms of anxiety, depression, or obsessive-compulsive disorder. Anti-psychotic medications are used to treat severe behavioral problems. Seizures can be treated with one or more of the anticonvulsant drugs. Stimulant drugs, such as those used for children with attention deficit disorder (ADD), are sometimes used effectively to help decrease impulsivity and hyperactivity.
Other therapies: There are a number of controversial therapies or interventions available for autistic children, but few, if any, are supported by scientific studies. Parents should use caution before adopting any of these treatments
CSIC: life skills & management in Autistic Children & Adults to help them develop life skills, manage and progress towards independant living

There is no cure for autism, but doctors, therapists, and special teachers can help children with autism overcome or adjust to many difficulties. The earlier a child starts treatment for autism, the better.

Different children need different kinds of help, but learning how to communicate is always an important first step. Spoken language can be hard for kids with autism to learn. Most understand words better by seeing them, so therapists teach them how to communicate by pointing or using pictures or sign language. That makes learning other things easier, and eventually, many kids with autism learn to talk.

Therapists also help children learn social skills, such as how to greet people, wait for a turn, and follow directions. Some children need special help with living skills (like brushing teeth or making a bed). Others have trouble sitting still or controlling their tempers and need therapy to help them control their behavior. Some children take medications to help their moods and behavior, but there's no medicine that will make a children autism go away.
Students with mild autism sometimes can go to regular school. But most children with autism need calmer, more orderly surroundings. They also need teachers trained to understand the problems they have with communicating and learning. They may learn at home or in special classes at public or private schools.

Living With Autism
Some children with mild autism will grow up and be able to live on their own. Those with more serious problems will always need some kind of help. But all children with autism have brighter futures when they have the support and understanding of doctors, therapists, teachers, caregivers, parents, brothers, sisters, and friends.

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What is drug abuse / Drug addiction?
Drug abuse, also known as substance abuse, involves the repeated and excessive use of chemical substances to achieve a certain effect. These substances may be “street” or “illicit” drugs, illegal due to their high potential for addiction and abuse. They also may be drugs obtained with a prescription, used for pleasure rather than for medical reasons.

Different drugs have different effects. Some, such as cocaine or methamphetamine, may produce an intense “rush” and initial feelings of boundless energy. Others, such as heroin, benzodiazepines or the prescription oxycontin, may produce excessive feelings of relaxation and calm. What most drugs have in common, though, is overstimulation of the pleasure center of the brain. With time, the brain’s chemistry is actually altered to the point where not having the drug becomes extremely uncomfortable and even painful. This compelling urge to use, addiction, becomes more and more powerful, disrupting work, relationships, and health.

Physical signs of abuse/addiction?
Drug abuse affects the brain and body directly. While high, the drug affects the entire body, from blood pressure to heart rate. Stimulants like cocaine and methamphetamine “amp up” the body, increasing blood pressure, metabolism and reducing the ability to sleep. Drugs like opiates and barbiturates slow down the body, reducing blood pressure, breathing and alertness sometimes to dangerous levels. Some physical signs of abuse and addiction include: * Cycles of increased energy, restlessness, and inability to sleep (often seen in stimulants)
* Abnormally slow movements, speech or reaction time, confusion and disorientation (often seen in opiates, benzodiazepines and barbiturates)
* Sudden weight loss or weight gain
* Cycles of excessive sleep
* Unexpected changes in clothing, such as constantly wearing long sleeved shirts, to hide scarring at injection sites
* Suspected drug paraphernalia such as unexplained pipes, roach clips or syringes
* For snorted drugs, chronic troubles with sinusitis or nosebleeds
* For smoked drugs, a persistent cough or bronchitis, leading to coughing up excessive mucus or blood.
* Progressive severe dental problems (especially with methamphetamine)
Mental & emotional signs of abuse/addiction?
Abuse and addiction also affect mood, as drugs are abused for the temporary good feelings they provide. These feelings can vary depending on the drug used. Some mental and emotional signs include:

* Cycles of being unusually talkative, “up” and cheerful, with seemingly boundless energy.
* Increased irritability, agitation and anger
* Unusual calmness, unresponsiveness or looking “spaced out”
* Apathy and depression
* Paranoia, delusions
* Temporary psychosis, hallucinations
* Lowered threshold for violence

Child use and abuse of drugs?
It can sometimes be hard for parents to tell if their teenager has a drug problem. After all, teenagers are notorious for oversleeping, being argumentative and pushing boundaries, or wanting their own privacy and space. If you suspect your teen has a drug problem, look for marked changes in behavior, appearance and health. Is your teen suddenly having trouble in school? Does he/or she seem more and more isolated, or have a new group of friends? A teen with drug problems may spend a lot of time sleeping- or be keyed up or unable to sleep. Have you noticed that money or objects that could be sold for drugs seem to be disappearing? Do prescription drugs seem to be used up too quickly?

Drug abuse & the family?
Sadly, drug abuse and addiction doesn’t only affect the person abusing drugs. It affects friends, family and the entire society. Child abuse and neglect is much more common when there is drug abuse in the family. The abuser may neglect a child’s basic needs in the quest for more drugs, or lack of impulse control can lead to increased physical and emotional abuse. Drug abuse by a pregnant woman affects the developing baby’s health. Domestic violence also happens more frequently. Abusing drugs leads to higher risk of injuries and death to self and others in car accidents.

Understanding the process required towards recovery?
You cannot force someone you love to stop abusing drugs. As much as you may want to, and as hard as it is seeing the effects of drug abuse, you cannot make someone stop using. The final choice is up to them. The right support can help you make positive choices for yourself, and balance encouraging your loved one to get help without losing yourself in the process.

Don’t expect your loved one to be able to quit without support. Withdrawal symptoms can be unpleasant, painful, and even deadly. While medical input is always a good idea, if your loved one is addicted to benzodiazepines or is a heavy drinker, withdrawal can be dangerous and should be done under medical supervision.

Recovery will be an ongoing process. Due to the changes in the brain from drug abuse, resisting cravings is extremely difficult after getting sober, which is why ongoing support is so important. Additionally, many in recovery experience depressed moods for up to a year or more as their brain reestablishes from the drug abuse.

What the person abusing drugs might say if you confront them about their usage-
“I can get sober any time I want to. I’ve done it lots of times”. The key to recovery is staying sober, not constantly cycling through the process. Even if the person abusing drugs is able to resist for a little while, usually the cravings are too strong to resist during times of stress.

Why do you exaggerate so much? I’m hardly using at all!” Remember denial is a key part of drug addiction. The person using drugs might actually believe they are not using as much as they are.

t’s your fault. If you wouldn’t stress me out so much, maybe I wouldn’t need to use drugs as often” It is never your fault that someone is using drugs. Even if they are feeling stressed, there are other coping skills they can choose to use.

Alternative Treatment of Drug Use & Abuse
CSIC: Drug rehabilitation. A minimum of 13 week rehabilitation. Please click on our Drug Rehabilitation section for further details.

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ADHD (Attention Deficit Hyperactivity Disorder)
ADHD is one of the most common neurobehavioral disorders of childhood and can persist through adolescence and into adulthood. Currently the causes are unknown.

Three types of ADHD have been established according to which symptoms are strongest in the individual. These types are described below:

Symptoms
ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors:

1. an inattentive type, with signs that include:

* inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities
* difficulty with sustained attention in tasks or play activities
* apparent listening problems
* difficulty following instructions
* problems with organization
* avoidance or dislike of tasks that require mental effort
* tendency to lose things like toys, notebooks, or homework
* distractibility
* forgetfulness in daily activities

2. a hyperactive-impulsive type, with signs that include:

* fidgeting or squirming
* difficulty remaining seated
* excessive running or climbing
* difficulty playing quietly
* always seeming to be "on the go"
* excessive talking
* blurting out answers before hearing the full question
* difficulty waiting for a turn or in line
* problems with interrupting or intruding

3. a combined type, which involves a combination of the other two types and is the most common

Although it can be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And they have difficulty controlling their behavior without medication or behavioral therapy.

Diagnosis
Because there's no test that can determine the presence of ADHD, a diagnosis depends on a complete evaluation. Many children and adolescents diagnosed with ADHD are evaluated and treated by primary care doctors including pediatricians and family practitioners, but your child may also be referred to one of several different specialists (psychiatrists, psychologists, neurologists) especially when the diagnosis is in doubt, or if there are other concerns, such as Tourette syndrome, a learning disability, anxiety, or depression.

To be considered for a diagnosis of ADHD:

* a child must display behaviors from one of the three subtypes before age 7
* these behaviors must be more severe than in other kids the same age
* the behaviors must last for at least 6 months
* the behaviors must occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships)

The behaviors must also not only be linked to stress at home. Kids who have experienced a divorce, a move, an illness, a change in school, or other significant life event may suddenly begin to act out or become forgetful. To avoid a misdiagnosis, it's important to consider whether these factors played a role in the onset of symptoms

First, your child's doctor will take a medical history by performing a physical examination and asking you about any concerns and symptoms, your child's past health, your family's health, any medications your child is taking, any allergies your child may have, and other issues.

The doctor may also check hearing and vision so other medical conditions can be ruled out. Because some emotional conditions, such as extreme stress, depression, and anxiety, can also look like ADHD, you'll fill out questionnaires to help rule them out.

You'll be asked many questions about your child's development and behaviors at home, school, and among friends. Other adults who see your child regularly (like teachers, who are often the first to notice ADHD symptoms) probably will be consulted, too. An educational evaluation, which usually includes a school psychologist, may also be done. It's important for everyone involved to be as honest and thorough as possible about your child's strengths and weaknesses.

Causes of ADHD
ADHD is not caused by poor parenting, too much sugar, or vaccines.

ADHD has biological origins that aren't yet clearly understood. No single cause has been identified, but researchers are exploring a number of possible genetic and environmental links. Studies have shown that many kids with ADHD have a close relative who also has the disorder.

Although experts are unsure whether this is a cause of the disorder, they have found that certain areas of the brain are about 5% to 10% smaller in size and activity in kids with ADHD. Chemical changes in the brain also have been found.

Recent research also links smoking during pregnancy to later ADHD in a child. Other risk factors may include premature delivery, very low birth weight, and injuries to the brain at birth.

Some studies have even suggested a link between excessive early television watching and future attention problems. Parents should follow the American Academy of Pediatrics' (AAP) guidelines, which say that children under 2 years old should not have any "screen time" (TV, DVDs or videotapes, computers, or video games) and that kids 2 years and older should be limited to 1 to 2 hours per day, or less, of quality television programming.

Related Problems
One of the difficulties in diagnosing ADHD is that it's often found in conjunction with other problems. These are called coexisting conditions, and about two thirds of kids with ADHD have one. The most common coexisting conditions are:

Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)
At least 35% of kids with ADHD also have oppositional defiant disorder, which is characterized by stubbornness, outbursts of temper, and acts of defiance and rule breaking. Conduct disorder is similar but features more severe hostility and aggression. Kids who have conduct disorder are more likely to get in trouble with authority figures and, later, possibly with the law. Oppositional defiant disorder and conduct disorder are seen most commonly with the hyperactive and combined subtypes of ADHD.

Mood Disorders
About 18% of kids with ADHD, particularly the inattentive subtype, also experience depression. They may feel inadequate, isolated, frustrated by school failures and social problems, and have low self-esteem.

Anxiety Disorders
Anxiety disorders affect about 25% of kids with ADHD. Symptoms include excessive worry, fear, or panic, which can also lead to physical symptoms such as a racing heart, sweating, stomach pains, and diarrhea. Other forms of anxiety that can accompany ADHD are obsessive-compulsive disorder and Tourette syndrome, as well as motor or vocal tics (movements or sounds that are repeated over and over). A child who has symptoms of these other conditions should be evaluated by a specialist.

Learning Disabilities
About half of all kids with ADHD also have a specific learning disability. The most common learning problems are with reading (dyslexia) and handwriting. Although ADHD isn't categorized as a learning disability, its interference with concentration and attention can make it even more difficult for a child to perform well in school.

If your child has ADHD and a coexisting condition, the doctor will carefully consider that when developing a treatment plan. Some treatments are better than others at addressing specific combinations of symptoms.

Usual Treating ADHD
ADHD can't be cured, but it can be successfully managed. Your child's doctor will work with you to develop an individualized, long-term plan. The goal is to help a child learn to control his or her own behavior and to help families create an atmosphere in which this is most likely to happen.

Commonly, ADHD is best treated with a combination of medication and behavior therapy. Any good treatment plan will require close follow-up and monitoring, and your doctor may make adjustments along the way. Because it's important for parents to actively participate in their child's treatment plan, parent education is also considered an important part of ADHD management.

CSIC: ADHD treatment consist of life skills, behavioural skills, management

Medications
Several different types of medications may be used to treat ADHD:

* Stimulants are the best-known treatments — they've been used for more than 50 years in the treatment of ADHD. Some require several doses per day, each lasting about 4 hours; some last up to 12 hours. Possible side effects include decreased appetite, stomachache, irritability, and insomnia. There's currently no evidence of long-term side effects.
* Nonstimulants were approved for treating ADHD in 2003. These appear to have fewer side effects than stimulants and can last up to 24 hours.
* Antidepressants are sometimes a treatment option; however, in 2004 the U.S. Food and Drug Administration (FDA) issued a warning that these drugs may lead to a rare increased risk of suicide in children and teens. If an antidepressant is recommended for your child, be sure to discuss these risks with your doctor.
Medications can affect kids differently, and a child may respond well to one but not another. When determining the correct treatment, the doctor might try various medications in various doses, especially if your child is being treated for ADHD along with another disorder.

Behavioral Therapy
Research has shown that medications used to help curb impulsive behavior and attention difficulties are more effective when combined with behavioral therapy.

Behavioral therapy attempts to change behavior patterns by:

* reorganizing a child's home and school environment
* giving clear directions and commands
* setting up a system of consistent rewards for appropriate behaviors and negative consequences for inappropriate ones

Here are examples of behavioral strategies that may help a child with ADHD:
* Create a routine. Try to follow the same schedule every day, from wake-up time to bedtime. Post the schedule in a prominent place, so your child can see what's expected throughout the day and when it's time for homework, play, and chores.
* Get organized. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them.
* Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework.
* Limit choices. Offer a choice between two things (this outfit, meal, toy, etc., or that one) so that your child isn't overwhelmed and overstimulated.
* Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of responsibilities.
* Use goals and rewards. Use a chart to list goals and track positive behaviors, then reward your child's efforts. Be sure the goals are realistic (think baby steps rather than overnight success).
* Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behavior. Younger kids may simply need to be distracted or ignored until they display better behavior.
* Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well — whether it's sports, art, or music — can boost social skills and self-esteem.

Alternative Treatments
Currently, the only ADHD therapies that have been proven effective in scientific studies are medications and behavioral therapy. But your doctor may recommend additional treatments and interventions depending on your child's symptoms and needs. Some children with ADHD, for example, may also need special educational interventions such as tutoring, occupational therapy, etc. Every child's needs are different.

Parents should always be wary of any therapy that promises an ADHD "cure." If you're interested in trying something new, speak with your doctor first and ask his or her opinion first. CSIC works with parents and doctors, working together towards a better future for children with ADHD.

CSIC treatments for ADHD are NOT a cure, they are based upon, living skills, building concentration, attention, understanding thought process and motivational thinking, behavioural patterns, brininging an understanding of thought process followed by action and management, leading to independant management and living thus creating a better quality of life.

Parent Training
Parenting a child with ADHD often brings special challenges. Kids with ADHD may not respond well to typical parenting practices. Also, because ADHD tends to run in families, parents may also have some problems with organization and consistency themselves and need active coaching to help learn these skills.

CSIC recommend parent education and support groups to help family members accept the diagnosis and to teach them how to help children organize their environment, develop problem-solving skills, and cope with frustrations. Training can also teach parents to respond appropriately to a child's most trying behaviors with calm disciplining techniques. Individual or CSIC family counseling can also be helpful.

ADHD in the Classroom
As your child's most important advocate, you should become familiar with your child's medical, legal, and educational rights.

Children with ADHD are eligible for special services or accommodations at school under the European Individuals with Disabilities in Education Act (IDEA) and an anti-discrimination European law known as Section 504. Keep in touch with teachers and school officials to monitor your child's progress.

In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success:

* Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window.
* Use a homework folder for parent-teacher communications. The teacher can include assignments and progress notes, and you can check to make sure all work is completed on time.
* Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces.
* Give positive reinforcement. Always be on the lookout for positive behaviors. Ask the teacher to offer praise when your child stays seated, doesn't call out, or waits his or her turn instead of criticizing when he or she doesn't.
* Teach good study skills. Underlining, note taking, and reading out loud can help your child stay focused and retain information.
* Supervise. Check that your child goes and comes from school with the correct books and materials. Sometimes kids are paired with a buddy to can help them stay on track.
* Be sensitive to self-esteem issues. Ask the teacher to provide feedback to your child in private, and avoid asking your child to perform a task in public that might be too difficult.
* If applicable - Involve the school counselor or psychologist. He or she can help design behavioral programs to address specific problems in the classroom.

Helping Your Child
You're a stronger advocate for your child when you foster good partnerships with everyone involved in your child's treatment, that includes teachers, doctors, therapists, and even other family members. Take advantage of all the support and education that's available, and you'll help your child navigate toward success.

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Other Childhood Disorders
Many psychological disorders first diagnosed in children involve physiological and/or genetic components. However, there are many other psychological disorders found in children without any physical causes. Disorders caused by physiological or biological problems are more likely to be identified early in life, but some of these problems are not identified until adulthood.

Mental retardation, learning disorders, communication skills disorders and pervasive developmental disorders (such as autistic disorder) appear to have biological components. Some psychologists specialize in the identification and treatment of these disorders, but they are not frequently encountered in a general psychological practice because of the need for specialized training and treatment. Therefore, they will not be discussed here. Elimination disorders are encountered in general psychological practice, but are typically seen as a symptomatic expression of other psychological problems. They will also not be discussed here.

Attention-deficit disorder and disruptive behavior disorders are quite common, and treatment is provided by psychologists to both children and parents to assist in managing these problems. Dr. franklin provides treatment for Attention-deficit hyperactive disorders, oppositional disorder and conduct disorders. These problems will be addressed here.

Separation anxiety is also described here. This problem is distinct from the other anxiety disorders, because it applies exclusively to children and adolescents. Separation anxiety also occurs frequently after some emotional stress or trauma, such as relocation or divorce, so the problem may also be connected to life stress issues frequently treated in private practice. It also occurs more frequently in children whose mothers have been diagnosed with panic disorder. This may suggest a biological component, or it may suggest that separation anxiety can be a psychosocial byproduct of the panic disorder in the parent. This problem is relatively common, and is usually treated by psychologists after the child has encountered adjustment problems with peers or in school.

* Oppositional Defiant Disorder
* Conduct Disorder
* Attention Deficit Hyperactive Disorder (ADHD or ADD)
* Separation Anxiety Disorder

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Mood Disorder
A mood disorder is the term given for a group of diagnoses in the DSM IV TR classification system where a disturbance in the person's emotional mood is hypothesised to be the main underlying feature. The classification is known as mood (affective) disorders in ICD 10.

English psychiatrist Henry Maudsley proposed an overarching category of affective disorder. The term was then replaced by mood disorder, as the latter term refers to the underlying or longitudinal emotional state, whereas the former refers to the external expression observed by others.

Two groups of mood disorders are broadly recognized; the division is based on whether the person has ever had a manic or hypomanic episode. Thus, there are depressive disorders, of which the best known and most researched is Major depressive disorder commonly called Major depression, and Bipolar disorder, formerly known as "manic depression" and described by intermittent periods of manic and depressed episodes.

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Psychotic Disorder
Psychotic disorders are a group of serious illnesses that affect the mind. These illnesses alter a person's ability to think clearly, make good judgments, respond emotionally, communicate effectively, understand reality and behave appropriately. When symptoms are severe, people with psychotic disorders have difficulty staying in touch with reality and often are unable to meet the ordinary demands of daily life. However, even the most severe psychotic disorders usually are treatable.

There are different types of psychotic disorders, including:
* Schizophrenia: People with this illness have changes in behavior and other symptoms -- such as delusions and hallucinations -- that last longer than six months, usually with a decline in work, school and social functioning.
* Schizoaffective disorder: People with this illness have symptoms of both schizophrenia and a mood disorder, such as depression or bipolar disorder.
* Schizophreniform disorder: People with this illness have symptoms of schizophrenia, but the symptoms last more than one month but less than six months.
* Brief psychotic disorder: People with this illness have sudden, short periods of psychotic behavior, often in response to a very stressful event, such as a death in the family. Recovery is often quick -- usually less than a month.
* Delusional disorder: People with this illness have delusions involving real-life situations that could be true, such as being followed, being conspired against or having a disease. These delusions persist for at least one month.
* Shared psychotic disorder: This illness occurs when a person develops delusions in the context of a relationship with another person who already has his or her own delusion(s).
* Substance-induced psychotic disorder: This condition is caused by the use of or withdrawal from some substances, such as alcohol and crack cocaine, that may cause hallucinations, delusions or confused speech.
* Psychotic disorder due to a medical condition: Hallucinations, delusions or other symptoms may be the result of another illness that affects brain function, such as a head injury or brain tumor.
* Paraphrenia: This is a type of schizophrenia that starts late in life and occurs in the elderly population.

Symptoms of a Psychotic Disorder?
Symptoms vary from person to person and may change over time. The major symptoms of psychotic disorders are hallucinations and delusions.

Hallucinations are unusual sensory experiences or perceptions of things that aren't actually present, such as seeing things that aren't there, hearing voices, smelling odors, having a "funny" taste in your mouth and feeling sensations on your skin even though nothing is touching your body.

Delusions are false beliefs that are persistent and organized, and that do not go away after receiving logical or accurate information. For example, a person who is certain his or her food is poisoned, even if it has been proven that the food is fine, is suffering from a delusion.

Other possible symptoms of psychotic illnesses include:

* Disorganized or incoherent speech
* Confused thinking
* Strange, possibly dangerous behavior
* Slowed or unusual movements
* Loss of interest in personal hygiene
* Loss of interest in activities
* Problems at school or work and with relationships
* Cold, detached manner with the inability to express emotion
* Mood swings or other mood symptoms, such as depression or mania .

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What is Irritable Bowel Syndrome (IBS)?
Irritable bowel syndrome* (IBS) is a “syndrome,” meaning a group of symptoms. The most common symptoms of IBS are abdominal pain or discomfort often reported as cramping, bloating, gas, diarrhea, and/or constipation. IBS affects the colon, or large bowel, which is the part of the digestive tract that stores stool.

IBS is not a disease. It’s a functional disorder, meaning that the bowel doesn’t work, or function, correctly.

What causes IBS?
Doctors are not sure what causes IBS. The nerves and muscles in the bowel appear to be extra sensitive in people with IBS. Muscles may contract too much when you eat. These contractions can cause cramping and diarrhea during or shortly after a meal. Or the nerves may react when the bowel stretches, causing cramping or pain.

IBS can be painful. But it does not damage the colon or other parts of the digestive system. IBS does not lead to other health problems.

What are the symptoms of IBS?
The main symptoms of IBS are

* abdominal pain or discomfort in the abdomen, often relieved by or associated with a bowel movement
* chronic diarrhea, constipation, or a combination of both
Other symptoms are

* whitish mucus in the stool
* a swollen or bloated abdomen
* the feeling that you have not finished a bowel movement
Women with IBS often have more symptoms during their menstrual periods.

How is IBS diagnosed?
The doctor may suspect that you have IBS because of your symptoms. Specific symptoms, called the Rome criteria, can be used to more accurately make this diagnosis. Medical tests may also be done to make sure you don’t have any other health problems that cause the same symptoms.

Medical Tests for IBS
In addition to a physical exam and blood tests, the following tests might be done to diagnose IBS:

* Lower gastrointestinal (GI) series. This test uses x rays to diagnose problems in the large intestine. It is also called a barium enema x ray. Before you have the x ray, the doctor will put barium into your large intestine through the anus—the opening where stool leaves the body. Barium is a thick liquid that makes your intestines show up better on the x ray.
* Colonoscopy. For this test the doctor inserts a long, thin tube, called a colonoscope, into your anus and up into your colon. The tube has a light and tiny lens on the end. The doctor can view the inside of your colon on a big television screen. In some cases, a shorter tube, called a flexible sigmoidoscope, is used to look at just the lower portion of the colon
How is IBS treated?

IBS has no cure, but you can do things to relieve symptoms. Treatment may involve
* diet changes
* medicine
* CSIC stress relief (very effective management of Stress)
You may have to try a few things to see what works best for you. Your doctor can help you find the right treatment plan.

Does stress cause IBS?
Emotional stress does not cause IBS. But people with IBS may have their bowels react more to stress. So, if you already have IBS, stress can make your symptoms worse.

Stress Relief is extremely effective in controlling your IBS symptoms

Learning to reduce stress can help with IBS. With less stress, you may find you have less cramping and pain. You may also find it easier to manage your symptoms.

CSIC Meditation, exercise, hypnosis, and counseling may help. You may need to try different activities to see what works best for you.

Points to Remember

* IBS means your bowel doesn’t work the right way.
* IBS can cause cramping, bloating, gas, diarrhea, and constipation.
* IBS doesn’t damage the bowel or lead to other health problems.
* The doctor will diagnose IBS based on your symptoms. You may need to have medical tests to rule out other health problems.
* Stress doesn’t cause IBS, but it can make your symptoms worse.
* Fatty foods, milk products, chocolate, alcohol, and caffeinated and carbonated drinks can trigger symptoms.
* Eating foods with fiber and eating small meals throughout the day may reduce symptoms.
* Treatment for IBS may include medicine, stress relief, and changes in eating habits.

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