Monday, January 25, 2016

Brain Training for Anxiety, Depression and Other Mental Conditions

A new treatment for psychiatric disorders like depression and anxiety uses real-time scans to show patients how their brains go awry—and how to fix the dysfunction.
The treatment is called neurofeedback.
There is an urgent need for new approaches for psychiatric disorders, particularly depression. Almost 17% of Americans will suffer from major depression during their lifetime, according to a 2012 study published in the International Journal of Methods in Psychiatric Research.
Not everyone responds to current treatments like antidepressant medication and talk therapy. In one study of almost 3,000 patients, only about 1/3 of them achieved remission from their depression after up to 14 weeks on the drug citalopram (brand name Celexa).
An fMRI scan from a participant in a study using neurofeedback for spider phobia. The study targeted activity in part of the insula, a brain region implicated in sustained anxiety. It is at the center of the white cross. PHOTO:ANNA ZILVERSTAND, ICAHN SCHOOL OF MEDICINE AT MOUNT SINAI

Neurofeedback aims to be more precise than current therapies. It directly targets the brain dysfunctions and emotional and cognitive processes that are understood to underlie psychiatric disorders. Doctors hope that treatments could also be personalized to address the issues in each individual’s brain.
Besides depression, neurofeedback is being studied in phobias, obsessive-compulsive disorder, addiction, traumatic brain injury and chronic pain, among other illnesses.
With neurofeedback, “there’s no need to take medication and no need to talk about your mother to a stranger,” says Kymberly Young, a postdoctoral associate at the Laureate Institute for Brain Research in Tulsa, Okla.
In neurofeedback, patients lie in a functional magnetic resonance imaging scanner. In general, they are told to conjure memories or look at pictures while their brains are scanned. The activity of certain brain regions related to subjects’ illnesses is analyzed via computer. Patients see visual representations of their brain activity almost in real time—often presented in the form of a thermometer or colored bar.
Based on what their brains are doing, subjects are told to enhance or suppress that activity. Patients “need to train their brain like they train their muscles when they want to be fit,” says Anna Zilverstand, a postdoctoral researcher at the Icahn School of Medicine at Mount Sinai in New York and lead author of a 2015 study using neurofeedback to treat women with a phobia of spiders
The science on neurofeedback for psychiatric disorders is in its early days. So far, studies are very small and researchers are still figuring out which brain areas to target and how many sessions to try. Results are modest and it is unclear how long the effects of the treatment last. Also, fMRI scans are expensive, costing hundreds of dollars. Some researchers believe that neurofeedback will most likely be used in addition to current medications and talk therapies.
Dr. Young led a study of 23 depressed patients published in 2014 in the journal Plos One. In it, those who received one session of active neurofeedback for their illness saw their scores on a measure of happiness increase significantly more than those in a control group.
The happiness scores in the active group jumped 20%; the control group went up just 2%. Depression scores and an anxiety measure also dropped after treatment. But depression also dropped among those in the control group, and the difference in the drop between the groups wasn’t statistically significant.
In results from a more recent study, Dr. Young says that after two sessions of neurofeedback, depression scores dropped 50%. In the control group, they dropped 10%. These results are not yet published, but were presented at the Society of Biological Psychiatry annual meeting in 2015.
Neurofeedback didn’t work for everyone: About 10% of depressed participants had normal amygdala activity at the beginning of the studies. Another 10% of participants couldn’t learn how to regulate the amygdala.
While in the scanner, study subjects were told to recall positive autobiographical memories. At the same time, they were shown an image of a red bar, which coordinated with their own brain activity. Subjects in the active group received feedback from their left amygdala, a part of the brain that processes emotional memories.
The amygdala generally isn’t as active in depressed patients when they think of positive autobiographical events. The level of blunting correlates with the severity of symptoms. The control group also received feedback, but from a part of the brain involved in processing numbers and unrelated to depression. Subjects were then told to make the red bar rise.
Beyond recalling happy memories, subjects weren’t given specific strategies on what to do to boost activity. But Dr. Young says that for women, thinking about childbirth or playing with pets boosted amygdala activity the most. For men, pondering thrilling pursuits like sky diving and sex led to the biggest rises.
Zac Williams recently participated in two of the Tulsa neurofeedback studies for depression. “I was going through a tough time. My father had just died and my girlfriend broke up with me,” says the 26-year-old phone repair technician from Tulsa.
While he was in the scanner and trying to get the red bar to rise, researchers told him to pick several happy memories. He said he thought of getting his first car, a camping trip with friends and his first time riding a motorcycle. But those memories, he said, “weren’t necessarily making the bar go up.” So he tried thinking about funny movies. When he recalled scenes of “Dumb and Dumber,” he says the bar spiked. “It was kind of crazy to see something react based on your thoughts.”

Since the treatment, Mr. Williams says his mood has improved. He says he’s also using the skills he learned in the scanner when he feels down. “If there is something that bogs me down, I try to find a way to make myself laugh,” he says.
While fMRI neurofeedback is only a few years old, its principles have been around for decades. Doctors and researchers have long used electroencephalograms (EEG), tests that record electrical activity, to perform a version of neurofeedback. The approach is particularly popular as a treatment for ADHD in children.
But there are drawbacks with EEG. It is much less precise in targeting brain areas than fMRI, says David Linden, a psychiatrist and professor of translational neuroscience at Cardiff University in Wales who has studied the use of fMRI neurofeedback in depression. In a 2012 study of his, depressed patients saw their symptoms drop by 30% after four sessions of neurofeedback.
Researchers at the University of Texas at Austin are trying a novel approach. Instead of displaying feedback as a chart or temperature gauge, they are using pictures that change based on subjects’ brain activity. Depressed patients tend to have what is known as a negative attention bias: They pay more attention to negative stimuli and have a harder time disengaging from it. The goal of the neurofeedback training is to get depressed patients to disengage from the negative.
In a small pilot study without a control group, depressed patients were shown a series of images while in the scanner. In each one, a sad face was superimposed on a neutral scene, of a living room, for example. Patients were told to focus on the scenes and ignore the faces.
Because emotional stimuli like faces activate certain parts of the brain, the fMRI scan could distinguish what the subjects paid attention to. The image was then changed based on the subjects’ brain activity: The more they paid attention to the scenes, the fainter the faces appeared. Seven depressed adults had three sessions of neurofeedback in a five-day period. Depression symptoms continued to improve during the following month.

Source: The wall street journal
http://www.wsj.com/articles/brain-training-for-anxiety-depression-and-other-mental-conditions-1453144315?mod=trending_now_2

Sunday, January 24, 2016

What is Attachment Theory and what does it mean in my relationships ?

What is Attachment?
Attachment is a special emotional relationship that involves an exchange of comfort, care, and pleasure. The roots of research on attachment began with Freud's theories about love, but another researcher is usually credited as the father of attachment theory. Bowlby shared the psychoanalytic view that early experiences in childhood have an important influence on development and behavior later in life. Our early attachment styles are established in childhood through the infant/caregiver relationship. In addition to this, Bowlby believed that attachment had an evolutionary component; it aids in survival. "The propensity to make strong emotional bonds to particular individuals [is] a basic component of human nature" (Bowlby, 1988, 3).
Attachment refers the particular way in which you relate to other people. Your style of attachment was formed at the very beginning of your life, during your first two years.  Once established, it is a style that stays with you and plays out today in how you relate in intimate relationships and in how you parent your children. Understanding your style of attachment is helpful because it offers you insight into how you felt and developed in your childhood. It also clarifies ways that you are emotionally limited as an adult and what you need to change to improve your close relationships and your relationship with your own children.
Early Attachment Patterns
Young children need to develop a relationship with at least one primary caregiver in order for their social and emotional development to occur normally. Without this attachment, they will suffer serious psychological and social impairment. During the first two years, how the parents or caregivers respond to their infants establishes the types of patterns of attachment their children form.  These patterns will go on to guide the child’s feelings, thoughts and expectations as an adult in future relationships.
Characteristics of Attachment
Bowlby believed that there are four distinguishing characteristics of attachment:
1) Proximity Maintenance - The desire to be near the people we are attached to.
 2) Safe Haven - Returning to the attachment figure for comfort and safety in the face of a fear or threat.
3) Secure Base - The attachment figure acts as a base of security from which the child can explore the surrounding environment.
 4) Separation Distress - Anxiety that occurs in the absence of the attachment figure.
During the 1970's, psychologist Mary Ainsworth further expanded upon Bowlby's groundbreaking work in her now-famous "Strange Situation" study. The study involved observing children between the ages of 12 to 18 months responding to a situation in which they were briefly left alone and then reunited with their mother (Ainsworth, 1978).

Based on these observations, Ainsworth concluded that there were three major styles of attachment:
1) secure attachment,
 2) ambivalent-insecure attachment
 3) avoidant-insecure attachment.
Researchers Main and Solomon (1986) added a fourth attachment style known as disorganized-insecure attachment. Numerous studies have supported Ainsworth's conclusions and additional research has revealed that these early attachment styles can help predict behaviors later in life.

Secure Attachment:

Ideally, from the time infants are six months to two years of age, they form an emotional attachment to an adult who is attuned to them, that is, who is sensitive and responsive in their interactions with them. It is vital that this attachment figure remain a consistent caregiver throughout this period in a child’s life. During the second year, children begin to use the adult as a secure base from which to explore the world and become more independent. A child in this type of relationship is securely attached.

Avoidant Attachment:

There are adults who are emotionally unavailable and, as a result, they are insensitive to and unaware of the needs of their children. They have little or no response when a child is hurting or distressed. These parents discourage crying and encourage independence. Often their children quickly develop into “little adults” who take care of themselves. These children pull away from needing anything from anyone else and are self-contained. They have formed an avoidant attachment with a misattuned parent.

Ambivalent/Anxious Attachment:

Some adults are inconsistently attuned to their children. At times their responses are appropriate and nurturing but at other times they are intrusive and insensitive. Children with this kind of parenting are confused and insecure, not knowing what type of treatment to expect. They often feel suspicious and distrustful of their parent but at the same time they act clingy and desperate. These children have anambivalent/anxious attachment with their unpredictable parent.

Disorganized Attachment:

When a parent or caregiver is abusive to a child, the child experiences the physical and emotional cruelty and frightening behavior as being life-threatening. This child is caught in a terrible dilemma: her survival instincts are telling her to flee to safety but safety is the very person who is terrifying her.  The attachment figure is the source of the child’s distress. In these situations, children typically disassociate from their selves. They detach from what is happening to them and what they are experiencing is blocked from their consciousness. Children in this conflicted state have disorganized attachments with their fearsome parental figures.

 

Adult Attachment Patterns


Secure Personality:

People who formed secure attachments in childhood have secure attachment patterns in adulthood. They have a strong sense of themselves and they desire close associations with others. They basically have a positive view of themselves, their partners and their relationships. Their lives are balanced: they are both secure in their independence and in their close relationships.

Dismissive Personality:

Those who had avoidant attachments in childhood most likely have dismissive attachment patterns as adults. These people tend to be loners; they regard relationships and emotions as being relatively unimportant. They are cerebral and suppress their feelings. Their typical response to conflict and stressful situations is to avoid them by distancing themselves. These people’s lives are not balanced: they are inward and isolated, and emotionally removed from themselves and others.

Preoccupied Personality:

Children who have an ambivalent/anxious attachment often grow up to have preoccupied attachment patterns. As adults, they are self-critical and insecure. They seek approval and reassurance from others, yet this never relieves their self-doubt. In their relationships, deep-seated feelings that they are going to be rejected make them worried and not trusting. This drives them to act clingy and overly dependent with their partner. These people’s lives are not balanced: their insecurity leaves them turned against themselves and emotionally desperate in their relationships.

Fearful-Avoidant Personality:

People who grew up with disorganized attachments often develop fearful-avoidant patterns of attachment. Since, as children, they detached from their feelings during times of trauma, as adults, they continue to be somewhat detached from themselves. They desire relationships and are comfortable in them until they develop emotionally close. At this point, the feelings that were repressed in childhood begin to resurface and, with no awareness of them being from the past, they are experienced in the present. The person is no longer in life today but rather, is suddenly re-living an old trauma. These people’s lives are not balanced: they do not have a coherent sense of themselves nor do they have a clear connection with others.



Source:
http://www.lifechangehealthinstitute.ie/what-is-attachment-theory/

Thursday, January 21, 2016

Top Ten Psychosomatic Symptoms

The origin of a psychosomatic illness is within the brain.  The illness is the brain’s attempt to throw a person’s consciousness off guard by inducing physical changes in the body, in order to prevent the person from consciously experiencing difficult emotions, such as rage, sadness, and emotional distress.
People with psychosomatic illnesses contribute millions if not billions of dollars to the medical industry in the form of various treatments, including operations, medications, physical therapy, etc.  People can spend decades chasing down physical symptoms when the root causes of their problems are emotional.
The reality is that somatic symptoms are extremely common. Research has found that approximately one-third of all physical symptoms fall into this category.  However, patients are not quick to accept or believe that their symptoms do not have an actual physical cause. Only about 15 to 20 percent of patients will accept such a diagnosis.
To be technical, the proper term for psychosomatic illness, according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) is somatic symptom disorder.  There is an overlap across the spectrum of somatoform disorders, and this designation helps reflect the complex interface between mental and physical health.
What follows is a list of the ten most frequent somatic illnesses:
  1. Chronic Pain Syndrome
  2. Fibromyalgia
  3. Carpal Tunnel Syndrome
  4. Gastrointestinal syndromes
  5. Migraine headaches
  6. Frequent need for urination
  7. Tinnitus and Vertigo
  8. Allergic phenomena
  9. Skin rashes (Eczema, hives, acne, etc.)
  10. Eating disorders
Source:
http://pro.psychcentral.com/recovery-expert/2016/01/top-ten-psychosomatic-symptoms/#