6. October 2010 by John Schinnerer.

From Harvard Medical School

Have you ever had a “gut-wrenching” experience? Do certain situations make you “feel nauseous”? Have you ever felt “butterflies” in your stomach? We use these expressions for a reason. The gastrointestinal tract is sensitive to emotion. Anger, anxiety, sadness, elation—all of these feelings (and others) can trigger symptoms in the gut.

The brain has a direct effect on the stomach. For example, the very thought of eating can release the stomach’s juices before food gets there. This connection goes both ways. A troubled intestine can send signals to the brain, just as a troubled brain can send signals to the gut. Therefore, a patient’s distressed gut can be as much the cause as the product of anxiety, chronic anger, stress, or depression. That’s because the brain and the gastrointestinal (GI) system are intimately connected — so intimately that they should be viewed as one system, rather than two.

This is especially true in cases where a person experiences gastrointestinal upset with no obvious physical cause. For such functional GI disorders, trying to heal a distressed gut without considering the impact of stress and emotion is like trying to improve an employee’s poor job performance without considering his manager and work environment.

Stress and the functional GI disorders

Given how closely the gut and brain interact, it becomes easier to understand why you might feel nauseated before giving a presentation, or feel intestinal pain during times of stress. That doesn’t mean, however, that functional gastrointestinal illnesses are imagined or “all in your head.” Psychology combines with physical factors to cause pain and other bowel symptoms. Psychosocial factors influence the actual physiology of the gut, as well as the modulation of symptoms. In other words, stress (or depression or other psychological factors) can affect movement and contractions of the GI tract, cause inflammation, or make you more susceptible to infection.

In addition, research suggests that some people with functional GI disorders perceive pain more acutely than other people do because their brains do not properly regulate pain signals from the GI tract. Stress can make the existing pain seem even worse.

These observations suggest that at least some patients with functional GI conditions might find relief with therapy to reduce stress or treat anxiety or depression. And sure enough, a review of 13 studies showed that patients who tried psychologically based approaches had greater improvement in their symptoms compared with patients who received conventional medical treatment.

Is stress causing your symptoms?

When evaluating whether your gastrointestinal symptoms — such as heartburn, abdominal cramps, or loose stools — are related to stress, watch for these other common symptoms of stress and report them to your clinician as well.

Physical symptoms

• Stiff or tense muscles, especially in the neck and shoulders
• Headaches
• Sleep problems
• Shakiness or tremors
• Recent loss of interest in sex
• Weight loss or gain
• Restlessness

Behavioral symptoms

• Procrastination
• Grinding teeth
• Difficulty completing work assignments
• Changes in the amount of alcohol or food you consume
• Taking up smoking, or smoking more than usual
• Increased desire to be with or withdraw from others
• Rumination (frequent talking or brooding about stressful situations)

Emotional symptoms

• Crying
• Overwhelming sense of tension or pressure
• Trouble relaxing
• Nervousness
• Quick temper
• Depression
• Poor concentration
• Trouble remembering things
• Loss of sense of humor
• Indecisiveness

Harvard Medical School. For full article, visit the Web site at http://www.health.harvard.edu to find reports of interest to you and your family.

Copyright © 2010 by Harvard University.

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3. September 2010 by John Schinnerer.

From ScienceDaily (Sep. 1, 2010)

‘Mindfulness’, the process of learning to become more aware of our ongoing experiences, increases well-being in adolescent boys, a new study reports.

Researchers from the University of Cambridge analyzed 155 boys from two independent UK schools, Tonbridge and Hampton, before and after a four-week crash course in mindfulness. After the trial period, the 14 and 15 year-old boys were found to have increased well-being, defined as the combination of feeling good (including positive emotions such as happiness, contentment, interest and affection) and functioning well.

Professor Felicia Huppert of the Well-being Institute at the University of Cambridge said: “More and more we are realising the importance of supporting the overall mental health of children. Our study demonstrates that this type of training improves well-being in adolescents and that the more they practice, the greater the benefits. Importantly, many of the students genuinely enjoyed the exercises and said they intended to continue them — a good sign that many children would be receptive to this type of intervention.

“Another significant aspect of this study is that adolescents who suffered from higher levels of anxiety were the ones who benefitted most from the training.”

For the experiment, students in six classes were trained in mindful awareness — mindfulness. Mindfulness is a ‘way of paying attention. It means consciously bringing awareness to our experience, in the present moment, without making judgements about it’. Students in the five control classes attended their normal religious studies lessons.

The training consisted of four 40 minute classes, one per week, which presented the principles and practice of mindfulness. The classes covered the concepts of awareness and acceptance, and taught the schoolboys such things as how to practice bodily awareness by noticing where they were in contact with their chairs or the floor, paying attention to their breathing, and noticing all the sensations involved in walking.

The students were also asked to practice outside the classroom and were encouraged to listen to a CD or mp3 file for eight minutes a day. These exercises are intended to improve concentration and reduce stress.

All participants completed a short series of online questionnaires before and after the mindfulness project. The questionnaires measured the effect of the training on changes in mindful awareness, resilience (the ability to modify responses to changing situations) and psychological well-being.

The researchers found that although it was a short programme, the students who participated in the mindfulness training had increased levels of well-being which were proportional to the amount of time the students spent practicing their new skills.

Professor Huppert continued: “We believe that the effects of mindfulness training can enhance well-being in a number of ways. If you practice being in the present, you can increase positive feelings by savouring pleasurable on-going experiences. Additionally, calming the mind and observing experiences with curiosity and acceptance not only reduces stress but helps with attention control and emotion regulation — skills which are valuable both inside and outside the classroom.”

The success of this initial study has recently led to the creation of an exciting 8 week mindfulness curriculum for schools in both the state and private sectors. This new curriculum, which includes games and video clips, should have even greater benefits.

For further information, see http://mindfulnessinschools.org.

The above story is reprinted (with editorial adaptations by ScienceDaily staff) from materials provided by University of Cambridge, via EurekAlert!, a service of AAAS.
1.    Felicia Huppert, Daniel Johnson. A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 2010; 5 (4): 264 DOI: 10.1080/17439761003794148

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1. July 2010 by John Schinnerer.

I’m kicking off the launch of my new video blog at drjohnsblog.wordpress.com. And to make the announcement fun for all, I thought I’d offer a FREE copy of my book Guide To Self: The Beginner’s Guide To Managing Emotion and Thought.

It’s all about how to quiet the voices in your head, turn down the volume on negative emotions and turn up the volume on positive emotions, click here for instant access!

So if you want a free PDF version of some of the latest proven tools to manage your mind, the latest methods to increase your happiness via positive psychology, the greatest tips to manage your anger, check it out! Click here for a fantastic freebie!

Enjoy!

John

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22. May 2010 by John Schinnerer.

Check out this fantastic article at Wired on Pecha Kucha - a new form of presenting using only 20 power point slides while showing each slide for 20 seconds. It’s a great blend of slam poetry and corporate presentations. Slims them down, spices them up, cuts to the heart of the matter and allows for discussion by the audience.

Check out the sample presentation at the end about emotionally intelligent signage. Great novel topic. Empathy in signage.

http://www.wired.com/techbiz/media/magazine/15-09/st_pechakucha

Have a fantastic, wonderful, strengths-filled weekend!

John Schinnerer, Ph.D.

Positive Psychology Coach

Author of the award-winning book Guide To Self:The Beginner’s Guide To Managing Emotion & Thought

Guide To Self, Inc.

913 San Ramon Valley Blvd. #280

Danville CA 94526

GuideToSelf.com - Web site

DrJohnBlog.GuideToSelf.com - Award-winning Blog (recently named #1 positive psychology blog by PostRank and Top 100 blog by Daily Reviewer!)

@johnschin - Twitter 

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4. March 2010 by John Schinnerer.

This past weekend, I presented at a Parenting Conference on Strengths-Based Approaches to parenting. At the conference, a new film, The Race to Nowhere, was screened.The movie brought up a number of pertinent issues regarding the educational system in the United States…

The creation of high degrees of chronic stress in all ages of students (but not all students) due to excessive homework demands.

The excessive homework load seems to be largely due to curriculum which has been pushed down to lower and lower grade, often to the point where the academic requirements are mismatched with the developmental stage of the student.

The well being and happiness of students are not considered relevant in the current educational system.

The current system puts students into a constant forward-looking race to get to the next stage of education. For instance, sixth graders are looking at which foreign language classes to take to get into college; 7th & 8th graders are focused on what to do now to get into the advanced track classes in high school; many high school students are continually focused on what they can do in terms of extracurriculars and AP grades to get into the ‘right’ colleges.

Once in college, students are finding they never learned how to think critically on their own. Rather they were taught to regurgitate facts to do well on standardized tests which assess only a fraction of the whole child’s abilities and skills. 

At some point, many of these students are running headlong into a period of purposelessness and some are even dropping out of college due to depression, anxiety and hopelessness. If you are interested in finding out more about the movie, check out their site at RaceToNowhere.com.

Today, I came across a new study out of Penn State which shows a link between adolescent stress, depression and obesity. Below is a review on the study borrowed from a fantastic psychology site PsychCentral.com.

By Rick Nauert PhD Senior News Editor
Reviewed by John M. Grohol, Psy.D. on February 25, 2010

Obesity is a disturbing worldwide trend. In fact, researchers say the effects are so pervasive that unless the issue is controlled, children born today will not live longer than their parents.

A new research finding provides insight on how a mental health issue may trigger obesity among adolescents. In the study, researchers discovered depression raises stress hormone levels in adolescent boys and girls. And, among girls, the stress hormones may lead to obesity.

Accordingly, early treatment of depression could help reduce stress and control obesity.

[snip]

Cortisol, a hormone, regulates various metabolic functions in the body and is released as a reaction to stress. Researchers have long known that depression and cortisol are related to obesity, but they had not figured out the exact biological mechanism.

Although it is not clear why high cortisol reactions translate into obesity only for girls, scientists believe it may be due to physiological and behavioral differences (in girls, estrogen release and stress eating) in the way the two genders cope with anxiety.

“The implications are to start treating depression early because we know that depression, cortisol and obesity are related in adults,” said Susman.

If depression were to be treated earlier, she noted, it could help reduce the level of cortisol, and thereby help reduce obesity.

“We know stress is a critical factor in many mental and physical health problems,” said Susman.

“We are putting together the biology of stress, emotions and a clinical disorder to better understand a major public health problem.”

Susman and her colleagues Lorah D. Dorn, professor of pediatrics, Cincinnati Children’s Hospital Medical Center, and Samantha Dockray, postdoctoral fellow, University College London, used a child behavior checklist to assess 111 boys and girls ages 8 to 13 for symptoms of depression.

Next they measured the children’s obesity and the level of cortisol in their saliva before and after various stress tests.

[snip]

Statistical analyses of the data suggest that depression is associated with spikes in cortisol levels for boys and girls after the stress tests, but higher cortisol reactions to stress are associated with obesity only in girls. The team reported its findings in a recent issue of the Journal of Adolescent Health.

“In these children, it was mainly the peak in cortisol that was related to obesity,” Susman explained. “It was how they reacted to an immediate stress.”

Source: Penn State University

For full article, click here.

Have a wonderful and stress-free week!

All the best,

John Schinnerer, Ph.D.

Positive Psychology Coach

Author of the award-winning book Guide To Self:

The Beginner’s Guide To Managing Emotion & Thought Guide To Self, Inc.

913 San Ramon Valley Blvd. #280

Danville CA 94526

(925) 575-0258

GuideToSelf.com - Web site

DrJohnBlog.GuideToSelf.com - Award-winning Blog

@johnschin - Twitter

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