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	<title>Soundview Psychiatric &#124; Seattle Mental Health Services</title>
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		<title>Introduction &#8211; Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five</title>
		<link>http://feedproxy.google.com/~r/BrainRules/~3/ShTqusPiDk8/introduction-brain-rules-for-baby-how.html</link>
		<comments>http://feedproxy.google.com/~r/BrainRules/~3/ShTqusPiDk8/introduction-brain-rules-for-baby-how.html#comments</comments>
		<pubDate>Tue, 20 Jul 2010 01:14:00 +0000</pubDate>
		<dc:creator>John Medina</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Brain Rules]]></category>

		<guid isPermaLink="false">tag:blogger.com,1999:blog-1495140697759917581.post-3369494093840550855</guid>
		<description><![CDATA[<a href="http://2.bp.blogspot.com/_gajVyo8jMaA/TET415J8jDI/AAAAAAAAAJY/yV7kTalU2yA/s1600/BrainRulesforBaby.jpg"><img style="margin: 0px auto 10px;text-align: center;cursor: pointer;width: 320px;height: 320px" src="http://2.bp.blogspot.com/_gajVyo8jMaA/TET415J8jDI/AAAAAAAAAJY/yV7kTalU2yA/s320/BrainRulesforBaby.jpg" alt="" border="0" /></a><span style="font-style: italic">I'd like to share with you an excerpt from the introduction to my next book, </span><a href="http://www.brainrules.net/brain-rules-for-baby">Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five</a> <span style="font-style: italic">(October 12, 2010). Stay tuned for more information on the book and Fall book tour.</span><br /><br /><span>Every time I lectured to a group of parents-to-be about baby brain  development, I made a mistake. </span><div class="centercontentleft"> <p> The parents, I thought, had come for a tasty helping of science about  the brain in utero—a little neural crest biology here, a little axonal  migration there. But in the Q&#38;A session after each lecture, the  questions were always the same. The first, delivered by a very pregnant  woman one rainy night in Seattle, was “What can my baby learn while she  is still in my womb?” Another woman asked, “What’s going to happen to my  marriage after we bring our baby home?” A dad delivered the third  question, with some authority: “How do I get my kid into Harvard?” An  anxious mom asked the fourth question: “How can I make sure my little  girl is going to be happy?” And the fifth belonged to a downright noble  grandmother. “How do I make my grandchild good?” she asked. She had  taken over parenting responsibilities from a drug-addicted daughter. She  did not want the same thing to happen again. </p> <p> No matter how many times I tried to steer the conversation toward the  esoteric world of neural differentiation, parents asked variations on  these same five questions—over and over again. Finally, I realized my  mistake. I was giving parents Ivory Tower when they needed Ivory Soap.  So, this book will not be concerned with the nature of gene regulation  in the developing rhombencephalon. Brain Rules for Baby instead will be  guided by the practical questions my audiences keep asking. “Brain  Rules” are the name I give what we know for sure about how the  early-childhood brain works. Each one is quarried from the much larger  seams of behavioral psychology, cellular biology, and molecular biology.  Each was selected for its ability to assist newly minted moms and dads  in the daunting task of caring for a helpless little human. </p> <p> I certainly understand the need for answers. Having a first child is  like swallowing an intoxicating drink made of equal parts joy and  terror, chased with a bucketful of transitions nobody ever tells you  about. I know firsthand: I have two boys, both of whom came with  bewildering questions, behavioral issues, and no instructions. </p> <p> I soon learned that’s not all they came with. They possessed a  gravitational pull that could wrest from me a ferocious love and a  tenacious loyalty. They also were magnetic; I could not help staring at  their perfect fingernails, clear eyes, dramatic shocks of hair. By the  time my second child was born, I understood that it is possible to split  up love ad infinitum and not decrease any single portion of it. With  parenting, it is truly possible to multiply by dividing. My wife and I  still marvel at how different our sons are from us, and yet how similar.  Having kids is like mailing yourself a letter from the most delightful,  meaningful future you can imagine. </p> <p> My children also amplified the meaning of my work as a scientist.  Watching a baby’s brain develop is like having a front-row seat to the  Big Bang. It starts out as a single cell in the womb, quiet as a secret.  Within a few weeks, it is pumping out nerve cells at the astonishing  rate of 8,000 per second. Within a few months, it is on its way to  becoming the world’s finest thinking machine. These mysteries fueled not  only wonder and love but, as a rookie parent, I remember, anxiety and  questions. </p> <h2>Too many myths </h2> <p> Parents need facts, not just advice, about raising their children.  Unfortunately, those facts are difficult to find in the ever-growing  mountain of parenting books. And blogs. And message boards, and  podcasts, and mother-in-laws, and every relative who’s ever had a child.  There’s plenty of information out there. It’s just hard for parents to  tell what to believe. </p> <p> The great thing about science is that it takes no sides—and no  prisoners. Once you know which research to trust, the big picture  emerges and myths fade away. To gain my trust, research must pass my  “grumpfactor.” To make it into this book, studies must first have been  published in the refereed literature and then successfully replicated.  Some have been confirmed dozens of times. Where I make an exception for  cutting-edge research, reliable but not yet fully vetted by the passage  of time, I will note it. </p> <p> To me, parenting is about brain development. That’s not surprising,  given what I do for a living. I am a developmental molecular biologist,  with strong interests in the genetics of psychiatric disorders. My  research life has been spent mostly as a private consultant, a for-hire  troubleshooter, to industries and public research institutions in need  of a geneticist with mental-health expertise. I also founded the Talaris  Institute, located in Seattle next to the University of Washington,  whose original mission involved studying how infants process information  at the molecular, cellular, and behavioral levels. That is how I came  to talk to groups of parents from time to time, like on that rainy  Seattle night. </p> <p> Scientists certainly don’t know everything about the brain. But what we  do know gives us our best chance at raising smart, happy children. And  it is relevant whether you just discovered you are pregnant, already  have a toddler, or find yourself needing to raise grandchildren. So it  will be my pleasure in this book to answer the big questions parents  have asked me—and debunk their big myths, too. Here are some of my  favorites: </p>  <p> <b>Myth: </b>Playing Mozart to your womb will improve your baby’s future  math scores.<b><br /></b></p><p><b>Truth: </b>Your baby will simply remember Mozart after birth—along  with many other thingsshe hears, smells, and tastes in the womb. If you  want her to do well in mathin her later years, the greatest thing you  can do is to teach her impulse control in her early years.<br /></p><p><br /></p> <p> <b>Myth: </b>Exposing your infant or toddler to language DVDs will boost  his vocabulary. </p> <p> <b>Truth: </b>Some DVDs can actually reduce a toddler’s vocabulary. It  is true that thenumber and variety of words you use when talking to your  baby boost both his vocabulary and his IQ. But the words have to come  from you—a real, live human being.<br /></p><p><br /></p> <p> <b>Myth: </b>To boost their brain power, children need French lessons by  age 3 and a room piledwith “brain-friendly” toys and a library of  educational DVDs. </p> <p> <b>Truth: </b>The greatest pediatric brain-boosting technology in the  world is probably a plain cardboard box, a fresh box of crayons, and two  hours. The worst is probably your new flat-screen TV.<br /></p><p><br /></p> <p> <b>Myth: </b>Telling your children they are smart will boost their  confidence. </p> <p> <b>Truth: </b>They’ll become less willing to work on challenging  problems. If you want to get your baby into Harvard, praise her effort  instead.<br /></p><p><br /></p> <p> <b>Myth: </b>Children somehow find their own happiness.<br /></p> <p> <b>Truth: </b>The greatest predictor of happiness is having friends. How  do you make and keep friends? By being good at deciphering nonverbal  communication. Learning a musical instrument boosts this ability by 50  percent. Text messaging may destroy it. </p> <p> Research like this is continually published in respected scientific  journals. But unless you have a subscription to the Journal of  Experimental Child Psychology, this rich procession of findings may pass  you by. This book is meant to let you know what scientists know—without  having a Ph.D. to understand it. </p> </div><div class="blogger-post-footer">http://feeds.feedburner.com/BrainRules<img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1495140697759917581-3369494093840550855?l=brainrules.blogspot.com' alt='' /></div><div class="feedflare">
<a href="http://feeds.feedburner.com/~ff/BrainRules?a=ShTqusPiDk8:tVr_Y1KK_kg:yIl2AUoC8zA"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=yIl2AUoC8zA" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=ShTqusPiDk8:tVr_Y1KK_kg:gIN9vFwOqvQ"><img src="http://feeds.feedburner.com/~ff/BrainRules?i=ShTqusPiDk8:tVr_Y1KK_kg:gIN9vFwOqvQ" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=ShTqusPiDk8:tVr_Y1KK_kg:qj6IDK7rITs"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=qj6IDK7rITs" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=ShTqusPiDk8:tVr_Y1KK_kg:V_sGLiPBpWU"><img src="http://feeds.feedburner.com/~ff/BrainRules?i=ShTqusPiDk8:tVr_Y1KK_kg:V_sGLiPBpWU" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=ShTqusPiDk8:tVr_Y1KK_kg:7Q72WNTAKBA"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=7Q72WNTAKBA" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=ShTqusPiDk8:tVr_Y1KK_kg:dnMXMwOfBR0"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=dnMXMwOfBR0" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=ShTqusPiDk8:tVr_Y1KK_kg:l6gmwiTKsz0"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=l6gmwiTKsz0" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=ShTqusPiDk8:tVr_Y1KK_kg:TzevzKxY174"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=TzevzKxY174" border="0"></img></a>
</div>]]></description>
			<content:encoded><![CDATA[<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_gajVyo8jMaA/TET415J8jDI/AAAAAAAAAJY/yV7kTalU2yA/s1600/BrainRulesforBaby.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 320px; height: 320px;" src="http://2.bp.blogspot.com/_gajVyo8jMaA/TET415J8jDI/AAAAAAAAAJY/yV7kTalU2yA/s320/BrainRulesforBaby.jpg" alt="" id="BLOGGER_PHOTO_ID_5495791050058140722" border="0" /></a><span style="font-style: italic;">I'd like to share with you an excerpt from the introduction to my next book, </span><a href="http://www.brainrules.net/brain-rules-for-baby">Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five</a> <span style="font-style: italic;">(October 12, 2010). Stay tuned for more information on the book and Fall book tour.</span><br /><br /><span style="color: rgb(0, 0, 0);">Every time I lectured to a group of parents-to-be about baby brain  development, I made a mistake. </span><div class="centercontentleft"> <p> The parents, I thought, had come for a tasty helping of science about  the brain in utero—a little neural crest biology here, a little axonal  migration there. But in the Q&amp;A session after each lecture, the  questions were always the same. The first, delivered by a very pregnant  woman one rainy night in Seattle, was “What can my baby learn while she  is still in my womb?” Another woman asked, “What’s going to happen to my  marriage after we bring our baby home?” A dad delivered the third  question, with some authority: “How do I get my kid into Harvard?” An  anxious mom asked the fourth question: “How can I make sure my little  girl is going to be happy?” And the fifth belonged to a downright noble  grandmother. “How do I make my grandchild good?” she asked. She had  taken over parenting responsibilities from a drug-addicted daughter. She  did not want the same thing to happen again. </p> <p> No matter how many times I tried to steer the conversation toward the  esoteric world of neural differentiation, parents asked variations on  these same five questions—over and over again. Finally, I realized my  mistake. I was giving parents Ivory Tower when they needed Ivory Soap.  So, this book will not be concerned with the nature of gene regulation  in the developing rhombencephalon. Brain Rules for Baby instead will be  guided by the practical questions my audiences keep asking. “Brain  Rules” are the name I give what we know for sure about how the  early-childhood brain works. Each one is quarried from the much larger  seams of behavioral psychology, cellular biology, and molecular biology.  Each was selected for its ability to assist newly minted moms and dads  in the daunting task of caring for a helpless little human. </p> <p> I certainly understand the need for answers. Having a first child is  like swallowing an intoxicating drink made of equal parts joy and  terror, chased with a bucketful of transitions nobody ever tells you  about. I know firsthand: I have two boys, both of whom came with  bewildering questions, behavioral issues, and no instructions. </p> <p> I soon learned that’s not all they came with. They possessed a  gravitational pull that could wrest from me a ferocious love and a  tenacious loyalty. They also were magnetic; I could not help staring at  their perfect fingernails, clear eyes, dramatic shocks of hair. By the  time my second child was born, I understood that it is possible to split  up love ad infinitum and not decrease any single portion of it. With  parenting, it is truly possible to multiply by dividing. My wife and I  still marvel at how different our sons are from us, and yet how similar.  Having kids is like mailing yourself a letter from the most delightful,  meaningful future you can imagine. </p> <p> My children also amplified the meaning of my work as a scientist.  Watching a baby’s brain develop is like having a front-row seat to the  Big Bang. It starts out as a single cell in the womb, quiet as a secret.  Within a few weeks, it is pumping out nerve cells at the astonishing  rate of 8,000 per second. Within a few months, it is on its way to  becoming the world’s finest thinking machine. These mysteries fueled not  only wonder and love but, as a rookie parent, I remember, anxiety and  questions. </p> <h2>Too many myths </h2> <p> Parents need facts, not just advice, about raising their children.  Unfortunately, those facts are difficult to find in the ever-growing  mountain of parenting books. And blogs. And message boards, and  podcasts, and mother-in-laws, and every relative who’s ever had a child.  There’s plenty of information out there. It’s just hard for parents to  tell what to believe. </p> <p> The great thing about science is that it takes no sides—and no  prisoners. Once you know which research to trust, the big picture  emerges and myths fade away. To gain my trust, research must pass my  “grumpfactor.” To make it into this book, studies must first have been  published in the refereed literature and then successfully replicated.  Some have been confirmed dozens of times. Where I make an exception for  cutting-edge research, reliable but not yet fully vetted by the passage  of time, I will note it. </p> <p> To me, parenting is about brain development. That’s not surprising,  given what I do for a living. I am a developmental molecular biologist,  with strong interests in the genetics of psychiatric disorders. My  research life has been spent mostly as a private consultant, a for-hire  troubleshooter, to industries and public research institutions in need  of a geneticist with mental-health expertise. I also founded the Talaris  Institute, located in Seattle next to the University of Washington,  whose original mission involved studying how infants process information  at the molecular, cellular, and behavioral levels. That is how I came  to talk to groups of parents from time to time, like on that rainy  Seattle night. </p> <p> Scientists certainly don’t know everything about the brain. But what we  do know gives us our best chance at raising smart, happy children. And  it is relevant whether you just discovered you are pregnant, already  have a toddler, or find yourself needing to raise grandchildren. So it  will be my pleasure in this book to answer the big questions parents  have asked me—and debunk their big myths, too. Here are some of my  favorites: </p>  <p> <b>Myth: </b>Playing Mozart to your womb will improve your baby’s future  math scores.<b><br /></b></p><p><b>Truth: </b>Your baby will simply remember Mozart after birth—along  with many other thingsshe hears, smells, and tastes in the womb. If you  want her to do well in mathin her later years, the greatest thing you  can do is to teach her impulse control in her early years.<br /></p><p><br /></p> <p> <b>Myth: </b>Exposing your infant or toddler to language DVDs will boost  his vocabulary. </p> <p> <b>Truth: </b>Some DVDs can actually reduce a toddler’s vocabulary. It  is true that thenumber and variety of words you use when talking to your  baby boost both his vocabulary and his IQ. But the words have to come  from you—a real, live human being.<br /></p><p><br /></p> <p> <b>Myth: </b>To boost their brain power, children need French lessons by  age 3 and a room piledwith “brain-friendly” toys and a library of  educational DVDs. </p> <p> <b>Truth: </b>The greatest pediatric brain-boosting technology in the  world is probably a plain cardboard box, a fresh box of crayons, and two  hours. The worst is probably your new flat-screen TV.<br /></p><p><br /></p> <p> <b>Myth: </b>Telling your children they are smart will boost their  confidence. </p> <p> <b>Truth: </b>They’ll become less willing to work on challenging  problems. If you want to get your baby into Harvard, praise her effort  instead.<br /></p><p><br /></p> <p> <b>Myth: </b>Children somehow find their own happiness.<br /></p> <p> <b>Truth: </b>The greatest predictor of happiness is having friends. How  do you make and keep friends? By being good at deciphering nonverbal  communication. Learning a musical instrument boosts this ability by 50  percent. Text messaging may destroy it. </p> <p> Research like this is continually published in respected scientific  journals. But unless you have a subscription to the Journal of  Experimental Child Psychology, this rich procession of findings may pass  you by. This book is meant to let you know what scientists know—without  having a Ph.D. to understand it. </p> </div><div class="blogger-post-footer">http://feeds.feedburner.com/BrainRules<img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1495140697759917581-3369494093840550855?l=brainrules.blogspot.com' alt='' /></div><div class="feedflare">
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</div>]]></content:encoded>
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		</item>
		<item>
		<title>Benzodiazepine withdrawal</title>
		<link>http://www.soundviewpsychiatric.com/2010/06/benzodiazepine-withdrawal/</link>
		<comments>http://www.soundviewpsychiatric.com/2010/06/benzodiazepine-withdrawal/#comments</comments>
		<pubDate>Tue, 22 Jun 2010 04:57:30 +0000</pubDate>
		<dc:creator>Dr. Madhavan</dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">http://www.soundviewpsychiatric.com/?p=1482</guid>
		<description><![CDATA[Benzodiazepines are a class of medication used to treat anxiety and insomnia.  These medications have been around since the late 1950s and their role in treatment has changed over the years.  Initially benzodiazepines were a staple treatment for people suffering from &#8220;nervous conditions&#8221; (now called anxiety disorders).  Over the past 20 years, these medications have [...]]]></description>
			<content:encoded><![CDATA[<p>Benzodiazepines are a class of medication used to treat anxiety and insomnia.  These medications have been around since the late 1950s and their role in treatment has changed over the years.  Initially benzodiazepines were a staple treatment for people suffering from &#8220;nervous conditions&#8221; (now called anxiety disorders).  Over the past 20 years, these medications have given ground to Serotonin Specific Reuptake Inhibitors (SSRIs) in the treatment of anxiety.  Despite this, they remain effective tools in treating anxiety due to their rapid and predictable clinical effect and good tolerability.</p>
<p>After prolonged use or use of high doses, a person&#8217;s brain develops a tolerance to benzodiazepines.  This tolerance is not just for the specific medication, but for the entire class of medications.  If a person were to miss several doses of the medication in succession or were to dramatically decrease their dose quickly, that person might experience benzodiazepine withdrawal.  This is a syndrome characterized by an increase in anxiety, irritability, nausea, insomnia, and head and body aches among other symptoms.  In most cases, this is a miserable period of days or weeks that will gradually abate.  However, in some cases this can lead to a life-threatening situation requiring hospitalization.</p>
<p>Generally, the treatment of benzodiazepine withdrawal involves replacement of the missing medication and then gradual tapering of the medication.  People taking a benzodiazepine should consult with their medication prescriber before deciding to reduce or stop one of these medications.</p>
]]></content:encoded>
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		<title>Psychological reactions to facial cosmetic surgery procedures</title>
		<link>http://www.soundviewpsychiatric.com/2010/06/psychological-reactions-to-facial-cosmetic-surgery-procedures/</link>
		<comments>http://www.soundviewpsychiatric.com/2010/06/psychological-reactions-to-facial-cosmetic-surgery-procedures/#comments</comments>
		<pubDate>Mon, 07 Jun 2010 22:47:22 +0000</pubDate>
		<dc:creator>Dr. Madhavan</dc:creator>
				<category><![CDATA[Blog]]></category>

		<guid isPermaLink="false">http://www.soundviewpsychiatric.com/?p=1390</guid>
		<description><![CDATA[A person&#8217;s recovery from facial cosmetic surgery has several unique aspects that are relevant to psychiatry.  In this article I will talk about some of the unique challenges to recovery and discuss some of the ways that these issues can be addressed.
Expectations for a surgical procedure determine how the outcome of that  surgery is [...]]]></description>
			<content:encoded><![CDATA[<p>A person&#8217;s recovery from facial cosmetic surgery has several unique aspects that are relevant to psychiatry.  In this article I will talk about some of the unique challenges to recovery and discuss some of the ways that these issues can be addressed.</p>
<p>Expectations for a surgical procedure determine how the outcome of that  surgery is interpreted by a patient.  Full recovery from a facial cosmetic surgery  can take weeks to months.  Pain levels can exceed what was expected.  When the pace of recovery, pain levels or the surgical outcome are not what a patient  had anticipated, a sense of frustration is common.</p>
<p>Every surgical procedure contains an element of unpredictability and because of this, anxiety is often seen during recovery.  Facial cosmetic surgery procedures are no different.  Two common postoperative variables are the time it takes for swelling to reduce and the time for bruising to resolve.  Swelling and bruising are inherent to any surgical procedure.  In an abdominal procedure, these can be masked with clothes.  With a facial procedure it is difficult to disguise swelling or bruising.  This can raise self-consciousness and make social interactions uncomfortable.</p>
<p>Up to 55% of patients undergoing facial cosmetic surgery develop some degree of anxiety or depression in the postoperative period.  Many of these patients will experience a gradual reduction in these symptoms over time without the intervention of a psychiatrist.  A smaller percentage of patients will continue to struggle with anxiety and unmet expectations, and in some cases these concerns may escalate.  For these patients, reassurance from the surgical team does not provide any relief.  In these cases, treatment by a psychiatrist can be helpful in reducing anxiety and coming to terms with the surgical outcome.  Treatment can consist of medication, psychotherapy or both. Specific recommendations are based on current and past symptoms and patient preference.</p>
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		<title>The Top 25 Psychiatric Medications: Big Business—and a Price to Pay</title>
		<link>http://www.psychiatrictimes.com/display/article/10168/1571724?CID=rss</link>
		<comments>http://www.psychiatrictimes.com/display/article/10168/1571724?CID=rss#comments</comments>
		<pubDate>Wed, 19 May 2010 12:00:00 +0000</pubDate>
		<dc:creator>Psychiatric Times</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Psychiatric Times]]></category>

		<guid isPermaLink="false">tag:www.psychiatrictimes.com://4486378946e38df5782b49a618d6ce77</guid>
		<description><![CDATA[Psychotropic drugs are big business: in 2009, roughly 300,000,000 prescriptions were written for these agents.]]></description>
			<content:encoded><![CDATA[Psychotropic drugs are big business: in 2009, roughly 300,000,000 prescriptions were written for these agents.]]></content:encoded>
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		<title>A New Treatment Option for Major Depression</title>
		<link>http://www.psychiatrictimes.com/depression/content/article/10168/1570731?CID=rss</link>
		<comments>http://www.psychiatrictimes.com/depression/content/article/10168/1570731?CID=rss#comments</comments>
		<pubDate>Tue, 18 May 2010 12:00:00 +0000</pubDate>
		<dc:creator>Psychiatric Times</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Psychiatric Times]]></category>

		<guid isPermaLink="false">tag:www.psychiatrictimes.com://ca55ecb982e8e86055602449d0ab885a</guid>
		<description><![CDATA[Transcranial magnetic stimulation (TMS) is noninvasive focused brain stimulation that uses pulsed magnetic fields. The underlying mechanism depends on the principle of electromagnetic induction, the process (discovered by Faraday in 1839) by which electrical energy is converted into a magnetic field and vice versa.1]]></description>
			<content:encoded><![CDATA[Transcranial magnetic stimulation (TMS) is noninvasive focused brain stimulation that uses pulsed magnetic fields. The underlying mechanism depends on the principle of electromagnetic induction, the process (discovered by Faraday in 1839) by which electrical energy is converted into a magnetic field and vice versa.1]]></content:encoded>
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		<title>Our Own Worst Enemies</title>
		<link>http://www.psychiatrictimes.com/display/article/10168/1570992?CID=rss</link>
		<comments>http://www.psychiatrictimes.com/display/article/10168/1570992?CID=rss#comments</comments>
		<pubDate>Tue, 18 May 2010 12:00:00 +0000</pubDate>
		<dc:creator>Psychiatric Times</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Psychiatric Times]]></category>

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		<description><![CDATA[My medical school clinical preceptor asked me, during my first year, what specialties (at The University of Chicago, the attitude toward general practice was well represented by the dismissive references to ‘LMDs’—local medical doctors) I was considering.]]></description>
			<content:encoded><![CDATA[My medical school clinical preceptor asked me, during my first year, what specialties (at The University of Chicago, the attitude toward general practice was well represented by the dismissive references to ‘LMDs’—local medical doctors) I was considering.]]></content:encoded>
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		<title>Ethical Aspects of Self-Disclosure in Psychotherapy</title>
		<link>http://www.psychiatrictimes.com/display/article/10168/1570494?CID=rss</link>
		<comments>http://www.psychiatrictimes.com/display/article/10168/1570494?CID=rss#comments</comments>
		<pubDate>Tue, 18 May 2010 12:00:00 +0000</pubDate>
		<dc:creator>Psychiatric Times</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Psychiatric Times]]></category>

		<guid isPermaLink="false">tag:www.psychiatrictimes.com://78931e6dec4f619ebb554b5ff039d2d9</guid>
		<description><![CDATA[The issue of self-disclosure in psychotherapy is one of complexity and some evolution. Most discussions about the practice refer to boundary questions because self-disclosure by the therapist to the patient is a boundary issue. Self-disclosure has, of course, a number of dimensions, including clinical, therapeutic, technical and—in some cases—legal or regulatory.]]></description>
			<content:encoded><![CDATA[The issue of self-disclosure in psychotherapy is one of complexity and some evolution. Most discussions about the practice refer to boundary questions because self-disclosure by the therapist to the patient is a boundary issue. Self-disclosure has, of course, a number of dimensions, including clinical, therapeutic, technical and—in some cases—legal or regulatory.]]></content:encoded>
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		<title>Introduction: Ethical Dilemmas Old and New</title>
		<link>http://www.psychiatrictimes.com/display/article/10168/1570488?CID=rss</link>
		<comments>http://www.psychiatrictimes.com/display/article/10168/1570488?CID=rss#comments</comments>
		<pubDate>Tue, 18 May 2010 12:00:00 +0000</pubDate>
		<dc:creator>Psychiatric Times</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Psychiatric Times]]></category>

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		<description><![CDATA[Bioethicists often debate whether the rapid pace of medical science truly generates new ethical questions or whether what appear to be novel dilemmas are really ancient conflicts presented in modern terms and contexts.1 The valuable essays in this Special Report offer support for each position and, more important, provide clinical wisdom for mental health professionals struggling with ethical issues both profound and prosaic in a variety of practice settings.]]></description>
			<content:encoded><![CDATA[Bioethicists often debate whether the rapid pace of medical science truly generates new ethical questions or whether what appear to be novel dilemmas are really ancient conflicts presented in modern terms and contexts.1 The valuable essays in this Special Report offer support for each position and, more important, provide clinical wisdom for mental health professionals struggling with ethical issues both profound and prosaic in a variety of practice settings.]]></content:encoded>
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		<title>Undue Pharmaceutical Influence on Psychiatric Practice</title>
		<link>http://www.psychiatrictimes.com/display/article/10168/1570483?CID=rss</link>
		<comments>http://www.psychiatrictimes.com/display/article/10168/1570483?CID=rss#comments</comments>
		<pubDate>Tue, 18 May 2010 12:00:00 +0000</pubDate>
		<dc:creator>Psychiatric Times</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Psychiatric Times]]></category>

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		<description><![CDATA[Within the past few years, increasing concerns have arisen about the ways in which corporate sponsorship of clinical trials and continuing medical education activities may bias the information that is published and disseminated about the benefits and risks of medications. Questions have also been raised about the extent of industry influence on the American Psychiatric Association’s diagnostic and treatment guidelines—namely, its DSM and Clinical Practice Guidelines.]]></description>
			<content:encoded><![CDATA[Within the past few years, increasing concerns have arisen about the ways in which corporate sponsorship of clinical trials and continuing medical education activities may bias the information that is published and disseminated about the benefits and risks of medications. Questions have also been raised about the extent of industry influence on the American Psychiatric Association’s diagnostic and treatment guidelines—namely, its DSM and Clinical Practice Guidelines.]]></content:encoded>
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		<title>Memory Reconsolidation and What Albert Ellis Knew All Along</title>
		<link>http://feedproxy.google.com/~r/BrainRules/~3/w6v7Z8xQxsw/memory-reconsolidation-and-what-albert.html</link>
		<comments>http://feedproxy.google.com/~r/BrainRules/~3/w6v7Z8xQxsw/memory-reconsolidation-and-what-albert.html#comments</comments>
		<pubDate>Mon, 17 May 2010 15:43:00 +0000</pubDate>
		<dc:creator>John Medina</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Brain Rules]]></category>
		<category><![CDATA[Psychiatric Times]]></category>

		<guid isPermaLink="false">tag:blogger.com,1999:blog-1495140697759917581.post-152443651952703897</guid>
		<description><![CDATA[<a href="http://1.bp.blogspot.com/_gajVyo8jMaA/S_FlfIlFiGI/AAAAAAAAAJI/94FWcmrnnIs/s1600/soldiers.jpg"><img style="margin: 0px auto 10px;text-align: center;cursor: pointer;width: 320px;height: 155px" src="http://1.bp.blogspot.com/_gajVyo8jMaA/S_FlfIlFiGI/AAAAAAAAAJI/94FWcmrnnIs/s320/soldiers.jpg" alt="" border="0" /></a>I can almost  hear Albert Ellis saying “Amen” to the data I am about to share. To  explain his reaction, I have to talk about war.<span><p><br /></p><p>As a former  military brat (my father was an Air Force “lifer”), I grew up hearing  about large-scale military plans designed mostly to contain the  formidable Soviet threat. Once that threat dissolved, those large-scale  strategies had to undergo a radical revision—an amending process that is  ongoing today. We are learning to confront smaller threats in countries  whose formal militaries we can overthrow in weeks, sometimes days, but  whose informal warriors can take years to defeat. It is sometimes called  “asymmetric warfare”: the operations in Iraq and Afghanistan are prime  examples.</p> <p>Many things concern me about our military operations in  those theaters, but one of them touches on a professional interest—the  growing incidence of posttraumatic stress disorder (PTSD). There are 3  reasons that prick up my research instincts, all springing from this  asymmetric warfare.</p>   <p style="margin-left: 40px">• First, there  are no real “fronts” to many of these operations. As a result, soldiers  who used to be able to sit comfortably in the rear (often called the  “tail”) are now as exposed to the hazards of combat as those charged  with fighting (often called the “tooth”). Consequently, the pool of  soldiers who are potential candidates for PTSD has increased. This means  the research cohort is getting larger and increasingly better defined.</p><p style="margin-left: 40px">• Second, soldiers are returning into these  asymmetric environments multiple times for very long periods. This  provides an opportunity to study the mental health effects of combat  over a sustained period of years—valuable for countries such as Somalia  and parts of Uganda, which have been in a continuous state of war for  decades.</p><p style="margin-left: 40px">• Third, the number of women  exposed to combat is increasing. Since there is growing evidence that  men and women process stress very differently, these populations  represent valuable research opportunities to ask and answer sex-based  questions regarding the effects of combat on behavioral outcomes.</p> <p>All  of these issues present mental health challenges, enormous scientific  opportunities, and a compelling reason to vastly increase funding for  research into the long-term effects of disorders such as PTSD.</p> <p>Into  this breech comes a very interesting finding of potentially great value  for the mental health community in general and the American military in  particular. It involves new insights into how the brain copes with  fearful stimuli in the midst of a cognitive process called  “reconsolidation.” The finding suggests powerful noninvasive behavioral  protocols that might have real applications in the modern battlefield,  and in this column, we are going to discuss it. We’ll start with some  background information (dusting off some old skinnerian nomenclature),  talk about the cognitive neuroscience behind reconsolidation, then move  directly to the data.</p> <p><strong>PAVLOV’S BELLS</strong></p> <p>It  might take removing a few cobwebs for you to recall your Behaviorism 101  lectures, particularly regarding “classical conditioning.” The  CliffsNotes version involves pairing some neutral stimulus with an  unconditioned stimulus (UCS). This pairing ends up eliciting an  unconditioned response (UCR). Through a series of repeated pairing  experiences, the neutral stimulus is transformed into a conditioned  stimulus (CS). The CS then evinces a conditioned response (CR), which is  similar to the UCR.</p> <p>Does that ring a bell? It might, if we add  back Pavlov and his canonical experiments involving teaching a dog to  salivate whenever the animal hears one. The sound of the bell is the  neutral stimulus as the experiment begins, which fully exploits the fact  that dogs naturally salivate in the presence of food—something you  don’t have to teach them. Food is thus the UCS, and salivation is the  UCR. In a series of learning trials, the bell and the food are paired  together. Whenever the animal hears a bell, the dog is presented with  food. After multiple exposures, the dog salivates just to the bell. The  bell is now transformed into the CS, and the salivation in response is  the CR.</p> <p><strong>CONSOLIDATION</strong></p> <p>Understanding the  concept of “consolidation” is considerably harder. There are many  different types of memories, and different categories follow different  consolidating rules. We are capable of experiencing classical  conditions—combat veterans learn to pair very quickly the presence of  tiny wires in dirt with a panic response. But they are also capable of  remembering that the Battle of Hastings occurred in 1066, and most still  know how to ride a bike. Different brain mechanisms are used for each  type of memory, categories that are called by different names. The  history lesson is termed “<a href="http://www.brainrules.net/short-term-memory/?scene=2">declarative memory</a>,” for example.</p> <p>When  declarative memories are first formed, the traces are fragile, labile,  and at great risk for extinction. To make a memory more durable, it has  to undergo a series of processing steps (consolidation). Eventually the  memories will reach a state in which they are infinitely retrievable and  not subject to amendment. But it takes a great deal of time to render  them permanent.</p> <p>There is mounting evidence that every time you  retrieve a memory—even ones you have fully consolidated—you return that  memory to its former fragile, labile state. It then has to undergo  another round of consolidation to stabilize—via reconsolidation. At the  point where it is still fragile, it is temporarily subject to amendment,  even loss. (The window is about an hour.) Although the particulars  remain controversial, there is growing evidence that this Pause button  exists in both animals and humans. It is this hour-long pause in the  consolidation stream that a group of researchers in the psych department  at New York University (NYU) used to do the following experiments.<sup>1</sup></p>  <p><strong>THE DATA</strong></p> <p>The idea for the NYU experiment1  was very simple: suppose a person learned a fear response in a classical  condition paradigm, then was asked to recall the experience at a later  time into memory. What if, during the hour the reconsolidation Pause  button is in the On position, and the subject was treated to new,  non-threatening, non–anxiety-inducing information?</p> <p>The  researchers decided to find out. They used human subjects, mild  electrical shocks delivered to the wrist, and squares of different  colors projected onto a video screen as their materials. The level of  fear was assayed continuously using standard skin conductance measures.  Participants’ memory behaviors were measured 10 minutes after exposure  to certain stimuli, 6 hours after exposure, and 12 <i>months</i> after  exposure.</p> <p>The first manipulation was divided into 3 parts, which  can be divided into the days in which the actual research took place.</p>  <p><strong>Day 1</strong></p> <p>Subjects were presented with a video  screen that displayed squares of 2 different colors, which, as you’ll  see, becomes the CS. Whenever subjects saw 1 of the colors (which I’ll  call the “hot” color), they got a shock to the wrist. After a few  repeated pairings, whenever the subjects saw the hot-colored square,  their fear responses jumped considerably. The subjects were then divided  into 3 groups, whose experiences I will talk about in a minute.</p> <p><strong>Day  2</strong></p> <p>The next day, all groups underwent repeated exposure  to the same 2 colored squares—this time without the electrical shocks.  The attempt was to introduce an extinction experience process, to defang  the effects of the hot color—and it worked. After a while, fear was  reduced even for the hot color—and in all 3 groups. But what happened  before this delightful fear reduction separated the subjects into their  respective groups?</p> <p>The first group simply went through the  extinction process as described above, functioning as controls. The  second group was reexposed to the hot color (just once) without  receiving the shock 10 minutes before the extinction process began. This  represents the “new” information. The third group was also reexposed to  their hot color (just once, and also without the shock) 6 hours before  the extinction process began. This represented the same “new”  information.</p> <p>Why the difference in the period between the second  and third groups? The idea for the second group was to bring back a  fearful memory—<i>but with new information about it</i>—within their  Pause button reconsolidation window (that’s why the 10 minutes) before  undergoing extinction. The hot color was supposed to shock them, but it  didn’t (which is what was new). So the fearful memory was retrieved but  was soon greeted with this new, delightful finding, which would be  reinforced when they underwent the formal extinction process.</p> <p>The  idea for the third group was to bring back a memory after the Pause  button reconsolidation window (thus the 6 hours) before it underwent  extinction. They, too, got delightful news, but there was no  reinforcement within the 1-hour window. They had to wait 6 hours to  start the confirming extinction procedure.</p> <p><strong>Day 3</strong></p>  <p>The last day—which was 24 hours after extinction—all groups  underwent the same shock regimens done initially. This was an attempt to  reestablish the fear response to the hot color. How did the 3 groups  respond? (See <a href="http://www.psychiatrictimes.com/image/image_gallery?img_id=1567744&#38;t=1273695832616" target="_blank"><strong>Figure</strong></a>.)</p> <p><a href="http://www.psychiatrictimes.com/image/image_gallery?img_id=1567744&#38;t=1273695832616" target="_blank"><img src="http://www.psychiatrictimes.com/image/image_gallery?img_id=1567748&#38;t=1273695832634" alt="" align="left" hspace="10" vspace="10" /></a>The first group—the  controls—recovered their fear responses spontaneously. When they saw the  hot color, their skin conductance immediately showed “fear.” The  extinction procedures they had undergone the previous day were  essentially a waste of time.</p> <p>The third group, the ones who had  been presented with “good news” but had to wait 6 hours before it could  be reinforced, might as well have gone home. They showed the same  spontaneous recovery and the same resistance to extinction.</p> <p>The  real research gold is what happened to the second group—the ones who had  gotten “Hey, its going to be alright” information 10 minutes before  extinction reinforcement procedures began. They showed no fear response  when they were reexposed to the hot color. Their fears had been blocked  by the administration of updated information. Even when tested a year  later, the fear-response memory was still blocked. The effect was  long-lasting, powerful, and event-specific. Controls were performed to  ensure against a generalized bleed-through effect (this was to ascertain  that interfering with the reconsolidation of 1 memory trace did not  influence the processing of a similar stimulus).</p> <p><strong>CONCLUSION</strong></p>  <p>This is a remarkable achievement. The ability to block fearful  memories was done by capturing a reconsolidation window, without any  pharmacological agent, but with effects as long-lasting as any  medication. Memories marinated in apprehension could be blocked simply  by updating them with positive information within a specific period of  time. By amending the experience before the consolidating stopwatch  struck “60 minutes,” a new perception, quite resistant to change, was  obtained.</p> <p>The potential mental health applications of this work  are extraordinary, both for civilian and military populations. It may be  very possible to boost the power of introducing non–self-defeating  thoughts by exploiting the reconsolidation window. This would allow one  to rewrite—even efface—toxic emotional memories, which would represent a  noninvasive way of helping a person control his or her psychological  interiors. In the future, an entire therapy may evolve around just such  timing issues. These data are just begging for application-oriented  investigations to commence.</p> <p>Hear that rustling? That’s the sound  of Albert Ellis, from his grave, mumbling his “Amen,” and possibly, “You  see? I told you so.”</p><p><span style="font-style: italic">This column appears in the May 2010 issue of Psychiatric Times.</span><br /></p></span><div class="blogger-post-footer">http://feeds.feedburner.com/BrainRules<img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1495140697759917581-152443651952703897?l=brainrules.blogspot.com' alt='' /></div><div class="feedflare">
<a href="http://feeds.feedburner.com/~ff/BrainRules?a=w6v7Z8xQxsw:jlOTGYdX9io:yIl2AUoC8zA"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=yIl2AUoC8zA" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=w6v7Z8xQxsw:jlOTGYdX9io:gIN9vFwOqvQ"><img src="http://feeds.feedburner.com/~ff/BrainRules?i=w6v7Z8xQxsw:jlOTGYdX9io:gIN9vFwOqvQ" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=w6v7Z8xQxsw:jlOTGYdX9io:qj6IDK7rITs"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=qj6IDK7rITs" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=w6v7Z8xQxsw:jlOTGYdX9io:V_sGLiPBpWU"><img src="http://feeds.feedburner.com/~ff/BrainRules?i=w6v7Z8xQxsw:jlOTGYdX9io:V_sGLiPBpWU" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=w6v7Z8xQxsw:jlOTGYdX9io:7Q72WNTAKBA"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=7Q72WNTAKBA" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=w6v7Z8xQxsw:jlOTGYdX9io:dnMXMwOfBR0"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=dnMXMwOfBR0" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=w6v7Z8xQxsw:jlOTGYdX9io:l6gmwiTKsz0"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=l6gmwiTKsz0" border="0"></img></a> <a href="http://feeds.feedburner.com/~ff/BrainRules?a=w6v7Z8xQxsw:jlOTGYdX9io:TzevzKxY174"><img src="http://feeds.feedburner.com/~ff/BrainRules?d=TzevzKxY174" border="0"></img></a>
</div>]]></description>
			<content:encoded><![CDATA[<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_gajVyo8jMaA/S_FlfIlFiGI/AAAAAAAAAJI/94FWcmrnnIs/s1600/soldiers.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 320px; height: 155px;" src="http://1.bp.blogspot.com/_gajVyo8jMaA/S_FlfIlFiGI/AAAAAAAAAJI/94FWcmrnnIs/s320/soldiers.jpg" alt="" id="BLOGGER_PHOTO_ID_5472266607785248866" border="0" /></a>I can almost  hear Albert Ellis saying “Amen” to the data I am about to share. To  explain his reaction, I have to talk about war.<span id="10168_1567651_1.0"><p><br /></p><p>As a former  military brat (my father was an Air Force “lifer”), I grew up hearing  about large-scale military plans designed mostly to contain the  formidable Soviet threat. Once that threat dissolved, those large-scale  strategies had to undergo a radical revision—an amending process that is  ongoing today. We are learning to confront smaller threats in countries  whose formal militaries we can overthrow in weeks, sometimes days, but  whose informal warriors can take years to defeat. It is sometimes called  “asymmetric warfare”: the operations in Iraq and Afghanistan are prime  examples.</p> <p>Many things concern me about our military operations in  those theaters, but one of them touches on a professional interest—the  growing incidence of posttraumatic stress disorder (PTSD). There are 3  reasons that prick up my research instincts, all springing from this  asymmetric warfare.</p>   <p style="margin-left: 40px;">• First, there  are no real “fronts” to many of these operations. As a result, soldiers  who used to be able to sit comfortably in the rear (often called the  “tail”) are now as exposed to the hazards of combat as those charged  with fighting (often called the “tooth”). Consequently, the pool of  soldiers who are potential candidates for PTSD has increased. This means  the research cohort is getting larger and increasingly better defined.</p><p style="margin-left: 40px;">• Second, soldiers are returning into these  asymmetric environments multiple times for very long periods. This  provides an opportunity to study the mental health effects of combat  over a sustained period of years—valuable for countries such as Somalia  and parts of Uganda, which have been in a continuous state of war for  decades.</p><p style="margin-left: 40px;">• Third, the number of women  exposed to combat is increasing. Since there is growing evidence that  men and women process stress very differently, these populations  represent valuable research opportunities to ask and answer sex-based  questions regarding the effects of combat on behavioral outcomes.</p> <p>All  of these issues present mental health challenges, enormous scientific  opportunities, and a compelling reason to vastly increase funding for  research into the long-term effects of disorders such as PTSD.</p> <p>Into  this breech comes a very interesting finding of potentially great value  for the mental health community in general and the American military in  particular. It involves new insights into how the brain copes with  fearful stimuli in the midst of a cognitive process called  “reconsolidation.” The finding suggests powerful noninvasive behavioral  protocols that might have real applications in the modern battlefield,  and in this column, we are going to discuss it. We’ll start with some  background information (dusting off some old skinnerian nomenclature),  talk about the cognitive neuroscience behind reconsolidation, then move  directly to the data.</p> <p><strong>PAVLOV’S BELLS</strong></p> <p>It  might take removing a few cobwebs for you to recall your Behaviorism 101  lectures, particularly regarding “classical conditioning.” The  CliffsNotes version involves pairing some neutral stimulus with an  unconditioned stimulus (UCS). This pairing ends up eliciting an  unconditioned response (UCR). Through a series of repeated pairing  experiences, the neutral stimulus is transformed into a conditioned  stimulus (CS). The CS then evinces a conditioned response (CR), which is  similar to the UCR.</p> <p>Does that ring a bell? It might, if we add  back Pavlov and his canonical experiments involving teaching a dog to  salivate whenever the animal hears one. The sound of the bell is the  neutral stimulus as the experiment begins, which fully exploits the fact  that dogs naturally salivate in the presence of food—something you  don’t have to teach them. Food is thus the UCS, and salivation is the  UCR. In a series of learning trials, the bell and the food are paired  together. Whenever the animal hears a bell, the dog is presented with  food. After multiple exposures, the dog salivates just to the bell. The  bell is now transformed into the CS, and the salivation in response is  the CR.</p> <p><strong>CONSOLIDATION</strong></p> <p>Understanding the  concept of “consolidation” is considerably harder. There are many  different types of memories, and different categories follow different  consolidating rules. We are capable of experiencing classical  conditions—combat veterans learn to pair very quickly the presence of  tiny wires in dirt with a panic response. But they are also capable of  remembering that the Battle of Hastings occurred in 1066, and most still  know how to ride a bike. Different brain mechanisms are used for each  type of memory, categories that are called by different names. The  history lesson is termed “<a href="http://www.brainrules.net/short-term-memory/?scene=2">declarative memory</a>,” for example.</p> <p>When  declarative memories are first formed, the traces are fragile, labile,  and at great risk for extinction. To make a memory more durable, it has  to undergo a series of processing steps (consolidation). Eventually the  memories will reach a state in which they are infinitely retrievable and  not subject to amendment. But it takes a great deal of time to render  them permanent.</p> <p>There is mounting evidence that every time you  retrieve a memory—even ones you have fully consolidated—you return that  memory to its former fragile, labile state. It then has to undergo  another round of consolidation to stabilize—via reconsolidation. At the  point where it is still fragile, it is temporarily subject to amendment,  even loss. (The window is about an hour.) Although the particulars  remain controversial, there is growing evidence that this Pause button  exists in both animals and humans. It is this hour-long pause in the  consolidation stream that a group of researchers in the psych department  at New York University (NYU) used to do the following experiments.<sup>1</sup></p>  <p><strong>THE DATA</strong></p> <p>The idea for the NYU experiment1  was very simple: suppose a person learned a fear response in a classical  condition paradigm, then was asked to recall the experience at a later  time into memory. What if, during the hour the reconsolidation Pause  button is in the On position, and the subject was treated to new,  non-threatening, non–anxiety-inducing information?</p> <p>The  researchers decided to find out. They used human subjects, mild  electrical shocks delivered to the wrist, and squares of different  colors projected onto a video screen as their materials. The level of  fear was assayed continuously using standard skin conductance measures.  Participants’ memory behaviors were measured 10 minutes after exposure  to certain stimuli, 6 hours after exposure, and 12 <i>months</i> after  exposure.</p> <p>The first manipulation was divided into 3 parts, which  can be divided into the days in which the actual research took place.</p>  <p><strong>Day 1</strong></p> <p>Subjects were presented with a video  screen that displayed squares of 2 different colors, which, as you’ll  see, becomes the CS. Whenever subjects saw 1 of the colors (which I’ll  call the “hot” color), they got a shock to the wrist. After a few  repeated pairings, whenever the subjects saw the hot-colored square,  their fear responses jumped considerably. The subjects were then divided  into 3 groups, whose experiences I will talk about in a minute.</p> <p><strong>Day  2</strong></p> <p>The next day, all groups underwent repeated exposure  to the same 2 colored squares—this time without the electrical shocks.  The attempt was to introduce an extinction experience process, to defang  the effects of the hot color—and it worked. After a while, fear was  reduced even for the hot color—and in all 3 groups. But what happened  before this delightful fear reduction separated the subjects into their  respective groups?</p> <p>The first group simply went through the  extinction process as described above, functioning as controls. The  second group was reexposed to the hot color (just once) without  receiving the shock 10 minutes before the extinction process began. This  represents the “new” information. The third group was also reexposed to  their hot color (just once, and also without the shock) 6 hours before  the extinction process began. This represented the same “new”  information.</p> <p>Why the difference in the period between the second  and third groups? The idea for the second group was to bring back a  fearful memory—<i>but with new information about it</i>—within their  Pause button reconsolidation window (that’s why the 10 minutes) before  undergoing extinction. The hot color was supposed to shock them, but it  didn’t (which is what was new). So the fearful memory was retrieved but  was soon greeted with this new, delightful finding, which would be  reinforced when they underwent the formal extinction process.</p> <p>The  idea for the third group was to bring back a memory after the Pause  button reconsolidation window (thus the 6 hours) before it underwent  extinction. They, too, got delightful news, but there was no  reinforcement within the 1-hour window. They had to wait 6 hours to  start the confirming extinction procedure.</p> <p><strong>Day 3</strong></p>  <p>The last day—which was 24 hours after extinction—all groups  underwent the same shock regimens done initially. This was an attempt to  reestablish the fear response to the hot color. How did the 3 groups  respond? (See <a href="http://www.psychiatrictimes.com/image/image_gallery?img_id=1567744&amp;t=1273695832616" ><strong>Figure</strong></a>.)</p> <p><a href="http://www.psychiatrictimes.com/image/image_gallery?img_id=1567744&amp;t=1273695832616" ><img src="http://www.psychiatrictimes.com/image/image_gallery?img_id=1567748&amp;t=1273695832634" alt="" align="left" hspace="10" vspace="10" /></a>The first group—the  controls—recovered their fear responses spontaneously. When they saw the  hot color, their skin conductance immediately showed “fear.” The  extinction procedures they had undergone the previous day were  essentially a waste of time.</p> <p>The third group, the ones who had  been presented with “good news” but had to wait 6 hours before it could  be reinforced, might as well have gone home. They showed the same  spontaneous recovery and the same resistance to extinction.</p> <p>The  real research gold is what happened to the second group—the ones who had  gotten “Hey, its going to be alright” information 10 minutes before  extinction reinforcement procedures began. They showed no fear response  when they were reexposed to the hot color. Their fears had been blocked  by the administration of updated information. Even when tested a year  later, the fear-response memory was still blocked. The effect was  long-lasting, powerful, and event-specific. Controls were performed to  ensure against a generalized bleed-through effect (this was to ascertain  that interfering with the reconsolidation of 1 memory trace did not  influence the processing of a similar stimulus).</p> <p><strong>CONCLUSION</strong></p>  <p>This is a remarkable achievement. The ability to block fearful  memories was done by capturing a reconsolidation window, without any  pharmacological agent, but with effects as long-lasting as any  medication. Memories marinated in apprehension could be blocked simply  by updating them with positive information within a specific period of  time. By amending the experience before the consolidating stopwatch  struck “60 minutes,” a new perception, quite resistant to change, was  obtained.</p> <p>The potential mental health applications of this work  are extraordinary, both for civilian and military populations. It may be  very possible to boost the power of introducing non–self-defeating  thoughts by exploiting the reconsolidation window. This would allow one  to rewrite—even efface—toxic emotional memories, which would represent a  noninvasive way of helping a person control his or her psychological  interiors. In the future, an entire therapy may evolve around just such  timing issues. These data are just begging for application-oriented  investigations to commence.</p> <p>Hear that rustling? That’s the sound  of Albert Ellis, from his grave, mumbling his “Amen,” and possibly, “You  see? I told you so.”</p><p><span style="font-style: italic;">This column appears in the May 2010 issue of Psychiatric Times.</span><br /></p></span><div class="blogger-post-footer">http://feeds.feedburner.com/BrainRules<img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1495140697759917581-152443651952703897?l=brainrules.blogspot.com' alt='' /></div><div class="feedflare">
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