Can Nutritional Deficiencies Cause Social Anxiety?

Social Anxiety and NutritionCan Social Anxiety Be Caused by a Nutritional Deficiency?

Contributed by EmpowHER writer Rheyanne Weaver

If you don’t get the right nutrients, your body won’t function to the best of its ability. Some general health conditions can be linked to nutritional deficiency, but it’s up for debate whether the same applies to specific mental health conditions. Some nutrition experts do claim that unique cases of social anxiety can actually be caused by a nutritional deficiency. In the condition several experts refer to as pyroluria, once the nutritional deficiency is taken care of, the social anxiety is relieved. Other experts are quick to dismiss the validity of this diagnosis.

Trudy Scott, a food-and-mood expert who said in an email that she has suffered from pyroluria, is a certified nutritionist, immediate past president of the National Association of Nutrition Professionals, and author of The Antianxiety Food Solution: How the Foods You Eat Can Help You Calm Your Anxious Mind, Improve Your Mood and End Cravings.

“The person experiences shyness, inner tension, and social anxiety,” Scott said in regard to symptoms of pyroluria. “Symptoms usually start in childhood and are made worse under stressful situations. The wonderful thing is that the symptoms can be completely alleviated with taking these supplements: zinc, vitamin B6, and evening primrose oil. People typically start to feel less anxious, less shy, and more social within a week. The important thing is that if you do have pyroluria, you do need to take the supplements always.”

Generally only zinc and Vitamin B6 are recommended for pyroluria, but “gamma-linolenic acid (GLA), found in evening primrose oil and borage oil, is also beneficial for those with pyroluria because its levels are often low, and supplementing with GLA improves zinc absorption,” she added. In her book about anxiety, mood, and food, she wrote a whole chapter about pyroluria.

“I am … very passionate about the subject because I have pyroluria myself and used to suffer terribly from social phobia and shyness, anxiety, unexplained fears, waking with a sense of doom and even panic attacks,” Scott said. “I have used the amazing healing powers of foods and nutrients to completely heal. I now help women find natural solutions for anxiety and other mood disorders.”

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Related Continuing Education Courses for Mental Health: 

Beyond Calories & Exercise: Eliminating Self-Defeating Behaviors is a 5-hour online CE course. This course is a self-instructional module that “walks” readers through the process of replacing their self-defeating weight issues with healthy, positive, and productive life-style behaviors. It moves beyond the “burn more calories than you consume” concept to encompass the emotional aspects of eating and of gaining and losing weight. Through 16 included exercises, you will learn how to identify your self-defeating behaviors (SDBs), analyze and understand them, and then replace them with life-giving actions that lead to permanent behavioral change.

The Spectrum: A Scientifically Proven Program to Feel Better is a 4-hour test-only CE course. This CE test is based on the book “The Spectrum: A Scientifically Proven Program to Feel Better, Live Longer, Lose Weight, and Gain Health” (2007, 387 pages). Lifestyle changes, including diet, nutrition, exercise, yoga, and meditation, have been proven in research to have multiple beneficial effects on health, including preventing and reversing heart disease, reducing cholesterol, lowering blood pressure, encouraging weight loss, preventing and reversing type 2 diabetes, and preventing and ameliorating cancer. The Spectrum is a research-based lifestyle change program which has been proven effective for multiple health conditions. This course includes a description of the major components (nutrition, stress-management, and exercise) and mechanisms of action. Research on The Spectrum is also described. The book is accompanied by a guide to cooking, 100 easy-to-prepare recipes from award-winning chef Art Smith, and a DVD which provides instruction in meditation. By taking this course, clinicians will learn how to prevent and treat some of the most troubling illnesses of today through lifestyle changes, while avoiding the need for expensive surgery and medication.

Emotional Overeating: Practical Management Techniques is a 4-hour online CE course. Statistics report that Americans are an increasingly overweight population. Among the factors contributing to our struggle to stop tipping the scales is the component of “emotional eating” – or the use of food to attempt to fill emotional needs. Professionals in both the physical and emotional health fields encounter patients with emotional eating problems on a regular basis. Even clients who do not bring this as their presenting problem often have it on their list of unhealthy behaviors that contribute to or are intertwined with their priority concerns. While not an easy task, it is possible to learn methods for dismantling emotional eating habits. The goals of this course are to present information about the causes of emotional eating, and provide a body of cognitive and behavioral exercises that can help to eliminate the addictive pattern.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC ACEP #5590); by the Association of Social Work Boards (ASWB Provider #1046, ACE Program); by the American Occupational Therapy Association (AOTA Provider #3159); by the American Speech-Language-Hearing Association (ASHA Provider #AAUM); by the Commission on Dietetic Registration (CDR Provider #PR001); by the California Board of Behavioral Sciences (#PCE1625); by the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); by the Ohio Counselor, Social Worker & MFT Board (#RCST100501); by the South CarolinaBoard of Professional Counselors & MFTs (#193); and by the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).


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The Curious Link between Borderline Personality and Chronic Pain

Borderline Personality and PainBy Traci Stein, PhD, MPH, Complementary and Alternative Medicine

Borderline personality (BP) is estimated to affect between 1.5% and 6% of people in the United States. Core features of BP include black-and-white, all-or-nothing thinking, intense, rapidly shifting emotions and difficulties with emotion regulation, challenges in relationships and with self-image, and a tendency toward impulsivity.

All of these can exacerbate distress, decrease coping, and make it harder to function socially, at work, and in general. Furthermore, the prevalence of BP in people with chronic pain is significantly greater than in the general population (30%) and is linked to increased pain severity and poorer coping with pain.

Non-suicidal self-injury is a tool frequently used by those with borderline personality in an effort to decrease emotional pain and induce calm. Those who have BP often report both the absence of pain and an increase in well-being or feelings of euphoria when engaging in self-harm, both of which may reinforce the tendency to continue self-harming as a way of coping.

The Pain Paradox

The relationship between pain, self-injury, and BP is complex. Between 70% and 80% of those diagnosed with BP engage in self-injury to distance themselves from painful emotions and distressing thoughts. On the surface, it is perplexing that BP predisposes individuals to not only higher pain tolerance in the face of acute (short-duration) and self-inflicted pain, but lower pain tolerance, as well as greater pain severity and poorer coping, in response to chronic (ongoing) pain.

The Overlap of Emotional and Physical Pain

Contrary to popular belief, there is no one “pain center” in the brain; multiple brain structures are responsible for the experience of pain. A complex and multifaceted experience, “pain” refers to sensing the location of discomfort, assessing pain severity, registering the quality of pain (e.g., piercing, hot, throbbing, intermittent, etc.), linking to memories related to pain, the emotional response to pain, beliefs one has about the potential for coping with pain, and the ability to devise and follow through with a plan for pain management, among others.

The current and rapidly growing body of research on pain has found that distressing cognitive responses, such as catastrophizing (“I can’t handle this pain; I’m never going to get better!”) and emotional responses, such as depression and anxiety, can worsen both pain severity and coping, as well as challenge one’s ability to stick with a pain management plan that may require patience, persistence, and possibly a temporary increase in pain severity (such as with physical therapy).

Why Is Borderline Personality Common in People with Chronic Pain?

There is no definitive answer for why borderline personality would be so much more prevalent in people with chronic pain than in the general population. Because pain is a complex, mind-brain-body phenomenon, one hypothesis is that pain that feels random or beyond one’s control may induce feelings of depression, hopelessness, helplessness, anger, and anxiety—all of which amp up pain. Invalidation by ill-informed providers is more likely to elicit poor coping, particularly in those who may struggle with coping already.
Reports of increased severity of pain and other bodily symptoms in those with BP are correlated with greater levels of anxiety and depression. When researchers have statistically controlled for anxiety and depression in those who have both BP and pain, symptom severity has been similar to that of those without BP.

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Related Courses of Interest: 

Living a Better Life with Chronic Pain: Eliminating Self-Defeating Behaviors is a 5-hour online CE course by Robert E. Hardy, EdD. Certainly no one would choose a pain-filled body over a healthy, pain-free body. Yet every day, people unwittingly choose actions and attitudes that contribute to pain or lead to other less-than-desirable consequences on their health, relationships or ability to function. These actions and attitudes are what are called self-defeating behaviors (SDBs) and they keep us from living life to the fullest—if we let them. This course is a self-instructional module that “walks” readers through the process of replacing their self-defeating chronic pain issues with healthy, positive, and productive life-style behaviors. It progresses from an analysis of the emotional aspects of living with chronic pain to specific strategies for dealing more productively with it. Through 16 guided exercises, readers will learn how to identify their self-defeating behaviors (SDBs), analyze and understand them, and then replace them with life-giving actions that lead to permanent behavioral change. Course #50-12 | 2014 | 49 pages | 35 posttest questions

Managing Chronic Pain in Adults With or in Recovery from Substance Use Disorders is a 5-hour online CE course by the US Department of Health and Human Services. Medication for chronic pain is addictive; therefore, the treatment of individuals with both substance abuse disorders and pain presents particular challenges. This course is based on a document from the Substance Abuse and Mental Health Services Administration (SAMHSA) of the U.S. Department of Health and Human Services, Managing Chronic Pain in Adults With or in Recovery from Substances Use Disorders: A Treatment Improvement Protocol (SAMHSA Tip 54). Intended for all healthcare providers, this document explains the close connections between the neurobiology of pain and addiction, assessments for both pain and addiction, procedures for treatment of chronic pain management (both pharmaceutical and non-pharmaceutical), side effects and symptoms of tolerance and withdrawal from pain medication, managing risk of addiction to pain medication and nonadherence to treatment protocols, maintaining patient relationships, documentation, and safety issues. Written by panel consensus, SAMHSA TIP 54 provides a good introduction to pain management issues and also a good review for experienced clinicians. Course #50-06 | 2012 | 120 pages | 34 posttest questions

Assessing Substance Abuse in Patients with Chronic Pain is a 3-hour online CE course by Ellen Lavin, PhD. This course will demystify the diagnosis and treatment of chronic pain, the role and limitations of pain medications, and how to identify when pain relieving drugs may be harmful to clients. Participants will understand how to conduct a complete evaluation of clients with a pain disorder, chronic pain syndrome and co-morbid psychiatric diagnoses. Although the majority of chronic pain patients do not abuse pain medications, mental health practitioners need skills to assess when active substance abuse is present and develop appropriate treatment objectives. This course will also give special attention to specific clinical challenges for mental health professionals who treat clients with chronic pain, including suicide assessment and treatment non-adherence. Closeout Course #30-35 | 2006 | 34 pages | 20 posttest questions

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC) to offer home study continuing education for NCCs (#5590); the Association of Social Work Boards (ASWB #1046, ACE Program); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Clinical Social Work, Marriage & Family Therapy, and Mental Health Counseling (#BAP346) and Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

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Posted by on July 29, 2015 in General


Knowing How Doctors Die Can Change End of Life Discussions

Knowing How Doctors Die Can Change End of Life DiscussionsBy Stephanie O’Neill

Dr. Kendra Fleagle Gorlitsky recalls the anguish she felt performing CPR on elderly, terminally ill patients.
It looks nothing like what we see on TV. In real life, ribs often break and few survive the ordeal.

“I felt like I was beating up people at the end of their life,” she says. “I would be doing the CPR with tears coming down sometimes, and saying, ‘I’m sorry, I’m sorry, goodbye.’ Because I knew that it very likely not going to be successful. It just seemed a terrible way to end someone’s life.”

Gorlitsky now teaches medicine at the University of Southern California and says these early clinical experiences have stayed with her.

A lot of time and money has gone into trying to improve end-of-life care.

Gorlitsky wants something different for herself and for her loved ones. And most other doctors do too: A Stanford University study shows almost 90 percent of doctors would forgo resuscitation and aggressive treatment if facing a terminal illness.

It was about 10 years ago, after a colleague had died swiftly and peacefully, that Dr. Ken Murray first noticed doctors die differently than the rest of us.

Hawaii ranks 49th in the nation for use of home health care services during the last six months of someone’s life. Videos from ACP Decisions show patients what their options are at the end of life.

“He had died at home, and it occurred to me that I couldn’t remember any of our colleagues who had actually died in the hospital,” Murray says. “That struck me as quite odd, because I know that most people do die in hospitals.”

Murray then began talking about it with other doctors.

“And I said, ‘Have you noticed this phenomenon?’ They thought about it, and they said, ‘You know? You’re right.’ ”

In 2011, Murray, a retired family practice physician, shared his observations in an online article that quickly went viral. The essay, “How Doctors Die,” told the world that doctors are more likely to die at home with less aggressive care than most people get at the end of their lives. That’s Murray’s plan, too.

“I fit with the vast majority of physicians that want to have a gentle death and don’t want extraordinary measures taken when they have no meaning,” Murray says.

A majority of seniors report feeling the same way. Yet, they often die while hooked up to life support. And only about 1 in 10 doctors report having conversations with their patients about death.

One reason for the disconnect, says Dr. Babak Goldman, is that too few doctors are trained to talk about death with patients. “We’re trained to prolong life,” he says.

Goldman is a palliative care specialist at Providence Saint Joseph’s Medical Center in Burbank, Calif., and he says that having the tough talk may feel like a doctor is letting a family down. “I think it’s sometimes easier to give hope than to give reality,” Goldman says.

Goldman, now 35, read Murray’s essay as part of his residency. He says that he, too, would prefer to die without heroic measures, and he believes that knowing how doctors die is important information for patients.


Related Continuing Education Courses: 

End of Life: Helping with Comfort and Care is a 1-hour CE course. End-of-life care is the term used to describe the support and medical care given during the time surrounding death. Such care does not happen just in the moments before breathing finally stops and a heart ceases to beat. An older person is often living, and dying, with one or more chronic illnesses and needs a lot of care for days, weeks, and sometimes even months. Generally speaking, people who are dying need care in four areas—physical comfort, mental and emotional needs, spiritual issues, and practical tasks. This course is intended to make the unfamiliar territory of death slightly more comfortable for everyone involved. This publication is based on research, such as that supported by the National Institute on Aging, part of the National Institutes of Health. This research base is augmented with suggestions from practitioners with expertise in helping individuals and families through this difficult time. Throughout the booklet, the terms comfort care, supportive care, and palliative care are used to describe individualized care that can provide a dying person the best quality of life until the end.

Mindfulness: The Healing Power of Compassionate Presence is a 6-hour online CE course. This course will give you the mindfulness skills necessary to work directly, effectively and courageously, with your own and your client’s life struggles. Compassion towards others starts with compassion towards self. Practicing mindfulness cultivates our ability to pay intentional attention to our experience from moment to moment. Mindfulness teaches us to become patiently and spaciously aware of what is going on in our mind and body without judgment, reaction, and distraction, thus inviting into the clinical process, the inner strengths and resources that help achieve healing results not otherwise possible. Bringing the power of mindful presence to your clinical practice produces considerable clinical impact in the treatment of anxiety, depression, PTSD, chronic pain, high blood pressure, fibromyalgia, colitis/IBS, and migraines/tension headaches. The emphasis of this course is largely experiential and will offer you the benefit of having a direct experience of the mindfulness experience in a safe and supportive fashion. You will utilize the power of “taking the client there” as an effective technique of introducing the mindful experience in your practice setting. As you will learn, the mindfulness practice has to be experienced rather than talked about. This course will provide you with an excellent understanding of exactly what mindfulness is, why it works, and how to use it. You will also develop the tools that help you introduce mindful experiences in your practice, and how to deal with possible client resistance.

Spirituality & Adults in Later Life is a 2-hour online CE course. This online course provides an accessible tool kit for health care providers and therapists to use in attending to the spiritual well being – as well as the physical, social, and emotional needs – of older adults in their care. Included are ready-to-use exercises and techniques for promoting spiritual self-awareness in seniors, as well as vignettes from the author’s own years of experience. The author makes a clear distinction between spirituality and religion, emphasizing the importance of helping older adults come to terms with the numerous losses they experience in later life. Among the tools described herein are the spiritual inventory, an assessment of spiritual needs, the value of forgiveness and legacy, a discussion of spiritual deterrents, the importance of cultural sensitivity, and how to promote spiritual growth in a group setting.

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Posted by on July 27, 2015 in General


Impulsivity and the Self-Defeating Behavior of Narcissists

narcissist personality and self defeating behaviorsNarcissists are a puzzle. Their bragging and arrogance interferes with the attainment of the status and recognition they so poignantly desire. Why do they continually undermine themselves in this way?

The research literature appears to have achieved some consensus about the nature of sub-clinical narcissism’ with respect to underlying cognitive, social, and affective processes (e.g., Morf & Rhodewalt, 2001).

The consensual model serves as a solid foundation for integrating narcissism research, and provides a partial explanation for narcissists’ perplexing behavior, but it relies heavily on conscious cognitive processes and omits an important category of explanatory variables: dispositions.

We shall argue that one possible key to the puzzle posed by narcissists’ behavior is that they are dispositionally impulsive: They lack the self-control necessary to inhibit the behaviors that thwart the attainment of their goals.

Narcissism is generally seen as deriving from an attempt to regulate and maintain unrealistically high levels of self-esteem (Raskin, Novacek, & Hogan, 1991b; Robins & John, 1997).

Narcissists’ self-views are on the one hand lofty (Paulhus & John, 1998), making it difficult for them to find affirmation, and on the other hand vulnerable or unstable (Jordan, Spencer, Zanna, Hoshino-Browne, & Correll, 2003), making such affirmation particularly important. This combination of arrogance and vulnerability is one of the paradoxes that 154 NARCISSISM AND IMPULSIVITY Morf and Rhodewalt (2001) addressed in their cognitive-affective processing model. As they and others argue (e.g., Westen, 1990), much of narcissists’ cognitive, affective, and behavioral responses are in the service of defending and affirming an unrealistic self-concept.

Cognitive-affective processing models (e.g., Morf & Rhodewalt, 2001) maintain that narcissists engage in ineffective or even counterproductive interpersonal strategies because they are insensitive to others’ concerns. In other words, although their behavior seems self-defeating to the outside observer, it is actually a deliberate, though ill-conceived, strategy that makes sense from the point of view of their internal subjective logic.

We propose a more parsimonious explanation for at least some of these self-defeating behaviors: The behaviors are not strategic at all, narcissists simply can’t help themselves. We propose that narcissists suffer from a dispositional lack of self-control (i.e., impulsivity, a concept closely akin to ego undercontrol; Block, 2002; Block & Block, 1980), and this contributes to their inability to meet the high self-regulatory demands of an inflated, unstable self-concept.

As a result, they are unable to successfully negotiate their social environments to obtain the recognition they crave. Many of narcissists’ behaviors may provide temporary immediate gratification of their desire for recognition, but it comes at the cost of long-term success—the classic framework of the concept of delay of gratification (e.g., Funder, Block & Block, 1983; Mischel & Ayduk, 2002).

Source: Vazire, S., & Funder, D. (2006). Impulsivity and the Self-Defeating Behavior of Narcissists. Personality & Social Psychology Review, 10(2), 154-165. doi:2006

continuing education for mental health professionals

Related Continuing Education Courses: 

Eliminating Self-Defeating Behaviors is a 4-hour online CE course. Self-defeating behaviors are negative on-going patterns of behaviors involving issues such as smoking, weight, inactive lifestyle, depression, anger, perfectionism, etc. This course is designed to teach concepts to eliminate these negative patterns. The course is educational: first you learn the model, then you apply it to a specific self-defeating behavior. A positive behavioral change is the outcome. Following the course, participants will be able to identify, analyze and replace their self-defeating behavior(s) with positive behavior(s). The course also provides an excellent psychological “tool” for clinicians to use with their clients. The author grants limited permission to photocopy forms and exercises included in this course for clinical use.

The Neuroscience of Psychotherapy is an 8-hour test only CE course. This CE test is based on the book “The Neuroscience of Psychotherapy: Healing the Social Brain” (2010, 460 pages), which provides an account of the scientific basis of psychotherapy, based on the newest revelations of neuroscience. Beginning with a neurological analysis of Freud’s theories, the author describes the functioning of the neurons and neural networks that comprise the biological basis of thinking and relationships. Chapters discuss research on anxiety, fear, trauma, neural plasticity, memory, executive functioning, identity, narrative, consciousness, and attachment relationships, interweaving the neuroscientific and clinical literature and providing clinical examples as illustrations of theory and technique. The final three chapters discuss the ability of psychotherapy to rewire the brain, including a review of the existing neuroimaging studies of psychotherapy. The book imparts a scientific understanding of just how and why psychotherapeutic processes have a positive impact on the nervous system.

Handbook of Clinical Psychopharmacology for Therapists, 7th Ed is a 6-hour test only CE course. This CE test is based on the book “Handbook of Clinical Psychopharmacology for Therapists, 7th Ed.” (2013, 369 pages), a highly readable text that has become the go-to resource for thousands of mental health clinicians seeking a reliable and easy-to-reference resource detailing the indications, contraindications, and side effects of psychopharmaceuticals. Organized by disorder and, within each disorder, by medication, this book is a vital addition to any clinician’s bookshelf. An overview of neurobiology is presented which provides a foundation for the discussions of pharmacology and both adult and childhood disorders are explored. This seventh edition includes an important new chapter on withdrawing from psychopharmacological medications that will prove useful for therapists seeking to help their clients change medication or stop taking a psychopharmacological medication. An extensive appendix and sidebars throughout the text provide additional information and discussion.

Therapy with Coerced and Reluctant Clients is a 6 hour test only CE course. This CE test is based on the book “Therapy with Coerced and Reluctant Clients” (2010, 233 pages). In this book, Brodsky examines the difficulties faced by therapists who work with involuntary clients including those who come to therapy through the judicial system. He addresses the challenges faced when working with reluctant clients including problem employees and teenagers or spouses persuaded to enter therapy. By looking at theory and research, Brodsky begins the process of considering alternatives to asking questions. He then identifies interventions and techniques that use assertive statements instead of asking questions to better address patient issues. Brodsky ends by exploring ways to work with client hostility, scorn and avoidance using case-studies as examples.

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Posted by on July 24, 2015 in General


How Does Cyberbullying Affect the Lives of Young People?

cyberbullyingIn our technologically advanced society, not all bullying is physical. Start a discussion about cyberbullying and how young people can protect themselves and their friends

By Beth Cassidy

In the past, bullying occurred in places such as the school playground.

But these days, some young people fall victim to a more sinister type of abuse: cyberbullying.

Using different types of technology, young people can now be subjected to a world of virtual taunting and harassment.

To help protect young people, the Child Exploitation and Online Protection Centre has asked social networking site Facebook to install a panic button on every page of its site which would allow users to report abuse immediately.

Start a discussion with young people about cyberbullying. Are young people aware of what it is? Discuss what it might involve. Cyberbullying is defined as a young person bullying another young person using technology such as text messages, social networking sites, chat rooms or emails. Writing nasty comments about someone on their Facebook page, sending threatening or Cybermentors offer support to victims of bullying abusive texts and writing intimidating emails are all forms of cyberbullying. Some cyberbullies have even created online hate groups about a young person and invited their peers to join.

Have young people ever been victims of cyberbullying? How did they feel? Did they talk to anyone about it? Cyberbullying is particularly nasty because the bullies can get to their victim without even being in the same room, making it more difficult to escape or track down the culprits. Discuss why teenagers being cyberbullied may feel worried about going to school. How might they feel? Paranoid? Anxious? Suicidal?

Discuss what measures young people can take to protect themselves from cyberbullying. Do young people think a panic button on sites such as Facebook is a good idea? Will it make young people feel more secure online? Talk about whether cyberbullying should be discussed in school lessons. Do young people think more awareness would help stamp out cyberbullying? What would young people do if they experienced cyberbullying? How would they advise a friend who was being bullied online?

As with any type of bullying, it’s important that young people tell someone they trust Cyberbullying is serious. Young people can do their bit by keeping an eye on friends and talking to them if they see any signs of cyberbullying. Confidential website services such as Beatbullying’s CyberMentors give young people the opportunity to talk to someone their own age, rather than an adult. Consider how this could empower young people to speak out about bullying.

Source: Cassidy, B. (2010, April 27). How does cyberbullying affect the lives of young people? Children & Young People Now, 22.

Cyberbullying prevention

Related Online Continuing Education Courses: 

Bullying Prevention: Raising Strong Kids by Responding to Hurtful & Harmful Behavior is a 3-hour online CE course. This video course starts with a thoughtful definition of “bullying” and goes on to illustrate the functional roles of the three participant groups: the targeted individuals, the bullies, and the bystanders. The speaker discusses the concepts of resiliency, empathy, and growth/fixed mindsets, and considers the pros and cons of alternative responses to harmful behavior. Included also are an examination of the utility of zero tolerance policies and a variety of adult responses when becoming aware of bullying behavior. The speaker utilizes multiple examples and scenarios to propose strategies and techniques intended to offer connection, support and reframing to targeted individuals, motivation to change in the form of progressive, escalating consequences to bullies, and multiple intervention options to bystanders. Further segments discuss ways in which schools can create safe, pro-social climates.

Electronic Media and Youth Violence is a 1-hour online CE course. This course, based on the publication Electronic Media and Youth Violence: A CDC Issue Brief for Educators and Caregivers from the U.S. Department of Health and Human Services Centers for Disease Control and Prevention, focuses on the phenomena of electronic aggression. Electronic aggression is defined as any kind of harassment or bullying that occurs through email, chat rooms, instant messaging, websites, blogs, or text messaging. The brief summarizes what is known about young people and electronic aggression, provides strategies for addressing the issue with young people, and discusses the implications for school staff, mental health professionals, parents and caregivers.

Building Resilience in your Young Client is a 3-hour online CE course. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training. The bulk of the course – presented in two sections – offers a wide variety of resilience interventions that can be used in therapy, school, and home settings.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by theTexas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

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Posted by on July 23, 2015 in General


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Transgender Military Ban May Soon Be Lifted

From The Huffington Post

The Ban On Transgender Individuals In The Military May Soon Be LiftedPentagon leaders are finalizing plans aimed at lifting the ban on transgender individuals in the military, with the goal of formally ending one of the last gender- or sexuality-based barriers to military service, senior U.S. officials told The Associated Press.

An announcement is expected this week, and the services would have six months to assess the impact of the change and work out the details, the officials said Monday. Military chiefs wanted time to methodically work through the legal, medical and administrative issues and develop training to ease any transition, and senior leaders believed six months would be sufficient.

The officials said Defense Secretary Ash Carter has asked his personnel undersecretary, Brad Carson, to set up a working group of senior military and civilian leaders to take an objective look at the issue. One senior official said that while the goal is to lift the ban, Carter wants the working group to look at the practical effects, including the costs, and determine whether it would affect readiness or create any insurmountable problems that could derail the plan. The group would also develop uniform guidelines.

During the six months, transgender individuals would still not be able to join the military, but any decisions to force out those already serving would be referred to the Pentagon’s acting undersecretary for personnel, the officials said. One senior official said the goal was to avoid forcing any transgender service members to leave during that time.

Several officials familiar with the planning spoke on condition of anonymity because they were not authorized to talk about the issue publicly before the final details have been worked out.

In a statement to The Associated Press, Carter said, “we must ensure that everyone who’s able and willing to serve has the full and equal opportunity to do so. And we must treat all of our people with the dignity and respect they deserve. Going forward the Department of Defense must and will continue to improve how we do both.”


Read more @

Related Online CEU Courses:

Gender Identity and Gender Variance is a 3-hour online continuing education (CE/CEU) course that presents basic facts about homosexuality, transgendered individuals, and gender identity.

GLB Issues in Psychotherapy is a 6-hour online continuing education (CE/CEU) course that examines psychotherapy with gay, lesbian, and bisexual individuals.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.


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Nutritional Issues Related to Autism

From ScienceDaily

There is consensus that children with autism have selective eating patterns, food neophobia, limited food repertoire, and sensory issues. Researchers now report that there are inconsistent results about the extent and type of nutrient deficiencies.

Review examines nutritional issues related to autism spectrum disorderAbout 1 in 88 children has an autism spectrum disorder. This represents a 78% increase in the incidence of autism spectrum disorder since 2002 (although some of the increase may be due to improved diagnostic capabilities). Individuals with an autism spectrum disorder may have poor nutrition because they often exhibit selective eating patterns as well as sensory sensitivity that predispose them to restrict their diets.

The July 2015 issue of Advances in Nutrition, the international review journal of the American Society for Nutrition, features “Nutritional Status of Individuals with Autism Spectrum Disorders: Do We Know Enough?” This article evaluates the latest scientific studies examining nutritional status and nutritional needs of individuals dealing with these complex behavioral disorders.

The authors of the article examine a number of early warning signs that nutrition scientists have discovered that may alert parents as well as health care providers to the possibility of an autism spectrum disorder. For example, they discuss research suggesting that lower folate, vitamin B-6, and vitamin B-12 concentrations could be possible biomarkers for earlier diagnosis of autism spectrum disorders. In addition, the authors point to abnormally accelerated growth rates in infants and children as a signal of autism.

Individuals with an autism spectrum disorder may be malnourished due to selective eating patterns, limited food repertoire, fear of eating new or unfamiliar foods, hypersensitivity, and other mealtime behavior issues. As a result they may require nutritional supplements or fortified foods to ensure that they fully meet dietary guidelines.

Although not all research findings are consistent, studies do indicate that children with an autism spectrum disorder are more likely to be overweight or obese. Unusual dietary patterns as well as decreased opportunities for physical activity may be contributory factors. Interestingly, the authors also point to studies indicating that individuals with an autism spectrum disorder are also more likely to be underweight than the general population. It appears that their unusual dietary patterns can lead to overweight and obesity as well as underweight.

Given the steep rise in the prevalence of individuals with autism spectrum disorders coupled with their higher mortality rates, the authors point to “enormous public health implications.” They call for more research to help diagnose autism spectrum disorders as early as possible and to develop effective nutritional strategies that enable individuals with an autism spectrum disorder to live healthier lives.

In addition, the authors also note that most nutrition research has focused on the needs of children with autism spectrum disorders. With the number of middle-aged and elderly people with autism spectrum disorders growing, the authors stress the need for research to focus on the nutritional needs of these adult populations as well.

American Society for Nutrition. “Review examines nutritional issues related to autism spectrum disorder.” ScienceDaily. ScienceDaily, 15 July 2015. <>.

Related Online CEU Courses:

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition is a 4-hour online continuing education (CE/CEU) course that describes DSM-5 diagnostic changes, assessment, intervention models, dietary modifications, nutrition considerations and other theoretical interventions.

Autism Spectrum Disorder: Evidence-Based Screening and Assessment is a 3-hour online CEU course that identifies DSM-5 diagnostic changes in the ASD diagnostic criteria, summarizes the empirically-based screening and assessment methodology in ASD and describes a comprehensive developmental approach for assessing students with ASD.

Autism Movement Therapy is a 2-hour video continuing education (CE/CEU) course that teaches professionals how to combine movement and music with positive behavior support strategies to assist individuals with Autism Spectrum Disorder (ASD).

Professional Development Resources is approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by theTexas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

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Posted by on July 20, 2015 in Autism


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