Archive for May, 2010

2 foods to avoid 2 Help Your BRAIN

Thursday, May 27th, 2010

Two Things Your Brain Wants to Avoid

You no doubt know what foods to avoid to be physically healthy. These are often the same foods you should avoid if you want your BRAIN to work optimally. Quick carbohydrates and dairy products make the brain lazy. So, avoid the following: 1. Quick carbohydrates such as foods packed with sugar, syrup and white flour. They cause large swings in blood sugar level, which will result in your blood sugar getting too low too quickly.

2. Large quantities of dairy products. They contain substances that may interfere with chemical reactions in the brain, thereby causing fatigue and difficulty concentrating. See more in this article.

http://www.missbrain.com/2-things-your-brain-want-to-avoid?utm_source=twitt erfeed&utm_medium=twitter&utm_campaign=Feed:%20Missbrain%20(MissBrain)&utm_c ontent=Twitter>

http://www.missbrain.com/2-things-your-brain-want-to-avoid?utm_source=twitt erfeed&utm_medium=twitter&utm_campaign=Feed:%20Missbrain%20(MissBrain)&utm_c ontent=Twitter> 2 Things Your Brain Want to Avoid | MissBrain

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People with ADHD need good working memory

Wednesday, May 26th, 2010

This research emphasizes what we already knew from experience – without strong working memory, school is challenging for all kids, but especially those with attention issues. Skills require long-term memory and fluency, and without working memory neither work!

http://content.apa.org/journals/abn/119/1/174 Working memory demands impair skill acquisition in children with ADHD. http://content.apa.org/journals/abn/119/1/174 Open in a New Window

This study examined the process of cognitive skill acquisition under differential working memory (WM) load conditions in children with the primarily inattentive (n = 21) and the combined (n = 32) subtypes of childhood attention-deficit/hyperactivity disorder (ADHD) and compared the results with those of non-ADHD controls (n = 48). Children completed 2 tasks of cognitive skill acquisition: alphabet arithmetic and finger math. The tasks differed in the amount of WM required for execution (alphabet arithmetic required more) but were otherwise matched with respect to logical structure, design, and discriminatory power. As would be predicted if the WM of the to-be-learned task affected the ability of children with ADHD to develop automaticity for a complex cognitive skill, ADHD-related impairments in the development of automaticity were seen for alphabet arithmetic but not for finger math. Results not only are relevant to ongoing debate regarding the presence of effortful versus automatic cognitive deficits in ADHD but also have implications for the development of new psychoeducational interventions for children with ADHD. (PsycINFO Database Record (c) 2009 APA, all rights reserved)

Appreciate is Key

Monday, May 24th, 2010

Being grateful doesn’t take effort. It’s a result of noticing reality. Next time you’re not in pain, take a moment for acute awareness of what that feels like. Appreciation will surely follow. Dr. Joe Utay May 24, 2010

Should we hold onto anger?

Friday, May 21st, 2010

Anger is like a snowball in your hand. Those who throw it quickly find another to pick up and throw. Those who hold on tight find it only causes them pain. Some put it in their front pants pocket and tell everyone the value of holding on to their anger, but that’s more embarrassing than they know.

I prefer, when I can, to look at the snowball in my hand. I notice it is cold, sharp, wet, then less so, then less, and eventually I only notice my open hand. Dr. Joe Utay May 21, 2010

Let Your Anger Melt Away. . .

Friday, May 21st, 2010

Anger is like a snowball in your hand. Those who throw it quickly fine another to pick up and throw. Those who hold on tight find it only causes them pain. Some put it in their front pants pocket and tell everyone the value of holding on to their anger, but that’s more embarrassing than they know. I prefer, when I can, to look at the snowball in my hand. I notice it is cold, sharp, wet, then less so, then less, and eventually I only notice my open hand. Dr. Joe Utay, May 21, 2010

Research Says Mindfulness will Help ADHD and Focus of Attention

Friday, May 21st, 2010

Total Learning Centers is finding excellent success improving attention through the learning of mindfulness. New research validates this success and also tells us how valuable mindfulness is for all executive functioning, not just attention. The other great news is benefits are seen quickly. Gains also can disappear if practice does not continue. We encourage everyone to learn and practice mindfulness. Adults have been interested in mindfulness for some time but TLC is one of the few places in the country children and young adults can learn it too. Dr. Joe Utay has designed exercises specifically geared for kids to learn this valuable life skill. Call TLC to learn more.

PSYBlog: Understanding your mind

http://www.spring.org.uk/2010/04/cognition-accelerated-by-just-4-x-20-minut es-meditation.php> http://www.spring.org.uk/2010/04/cognition-accelerated-by-just-4-x-20-minute s-meditation.php

Cognition Accelerated by Just 4 x 20 Minutes Meditation

Post image for Cognition Accelerated by Just 4 x 20 Minutes Meditation http://www.spring.org.uk/images/meditator2.jpg

15% to 50% improvements in cognition from brief meditation.

How would you like your brain to work faster? Say, a more efficient working memory, greater verbal fluency and improved visuo-spatial processing?

When I looked at the research a couple of years ago to find out http://www.spring.org.uk/2008/06/which-cognitive-enhancers-really-work.php which cognitive enhancers work, it was exercise that came out the clear winner.

Meditation was in the running but the evidence was still thin. That’s beginning to change now and the gains that can be seen from even small amounts of meditation are attracting attention.

In a new study reported in the journal Consciousness and Cognition, the researchers found significant benefits for novice meditators from only 80 minutes of meditation over 4 days ( http://dx.doi.org/10.1016/j.concog.2010.03.014 Zeidan et al., 2010).

Despite their very brief period of practice-and compared with a control group who listened to an audiobook of Tolkein’s The Hobbit-meditators improved on measures of working memory, executive functioning and visuo-spatial processing.

The authors conclude:

“…that four days of meditation training can enhance the ability to sustain attention; benefits that have previously been reported with long-term meditators.”

Improvements seen on the measures ranged from 15% to over 50%.

How meditation improves cognition

In my series on the http://www.spring.org.uk/2009/05/attention-how-it-works-how-it-fails-and-ho w-to-improve-it.php> psychology of attention I cover research on http://www.spring.org.uk/2009/05/how-meditation-improves-attention.php how meditation improves attention. What this study adds is more evidence for the speed with which benefits can be seen. If you fancy trying out some meditation then in the same article you can check out my beginner’s http://www.spring.org.uk/2009/05/how-meditation-improves-attention.php guide to mindfulness meditation (scroll to the end).

Mindfulness meditation is about trying to screen out the background chatter that’s going on in our brains a lot of the time. Little worries, memories, random thoughts; all of these things hinder our ability to concentrate on the task in hand.

Mindfulness meditation may work by sharpening our ‘meta-awareness’:

“…teaching subjects to acknowledge discursive thoughts and to gently return their attention back to the meditation object. The immediate benefits of mindfulness meditation training may be associated with increasing the awareness of ongoing cognitive states, which improves attentional efficiency.”

Other research has also found meditation improves mood and reduces anxiety, which the current experiment did find, but crucially so did listening to The Hobbit audiobook. The full benefits of mindfulness meditation are likely to take longer than four days to achieve.

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IEP App for iPhone

Wednesday, May 19th, 2010

Another reason to get the iPhone: The Parent Educational Advocacy Training Center (PEATC) is pleased to announce the development of an Individualized Education Program (IEP) Checklist iPhone application. The IEP is an individualized program designed to support the educational needs of school aged students with disabilities. This new IEP app helps parents of students with special needs become better-informed advocates by making IEP information easier to access. The IEP app is offered free of charge in both English and Spanish. To download the IEP Checklist app, visit the Apple iTunes store, and type IEP Checklist in the search box.

Body Health for Adults for Brain Health

Tuesday, May 18th, 2010

Doctors recommend you know your numbers and of course get more exercise. All of this helps brain health.

Following are optimum levels:

blood pressure: 115/75

fasting blood sugar: less than 95

HDL level: less than 45

LDL level: greater than l00

Your waist size should be half your height. So, if you’re 68 inches high (5’8″) your waist should be 34 inches.

TSH thyroid stimulating hormone: less than 2.5 miu/l

Vitamin D blood level: greater than 50 mg/l

4.5 Million Diagnosed with ADHD and Number is Growing

Monday, May 17th, 2010

Today on the early show: There are 4.5 million children diagnosed with ADHD (ages 5-17) in USA. Number has increased 3% a year from 1997 Recent Harvard study: Organophosphates (pesticide) showed those with highest exposure were 2x as likely to have ADHD. So what does this mean? Be careful of environemental factors. Consider washing, peeling and using organic fruits and vegatables. Read labels and watch what our children are eating and exposed to in their environment.

Remember if you have a child with ADHD there are three researched, proven ways to help, 1) medication, 2) behavioral training, and 3) mindfulness – counseling.

Helping Our Children Have a More Positive and Healthy Outlook

Sunday, May 16th, 2010

Negative thoughts produce more negative thoughts and we know those make our children see the world in a less positive way expecting bad things to happen. I would add, of course, but it is not always so obvious. As parents, we would like our children to focus more on the good things in their lives to balance the inevitable negatives. One way to help our children change from being such negative thinkers is to ‘simply” develop a habit of focusing on the good things in their life. Consider beginning an appreciation journal. Start simply, every day write down at least one item (person, place, thing, character trait, etc.) they appreciate. If writing is a challenge, write for them. Work up to writing more than one thing – don’t make it too overwhelming. Read previous days. Some have a rule to never repeat an item. Spend time talking about other items you both appreciate beside those you list. Focus on the positive. Remember, often a little change is a lot of change.