MIND ZONE

MIND ZONE

MIND ZONE: SEX COUNSELING.....?......................http://m...

MIND ZONE: SEX COUNSELING.....?......................http://m...: Sexuality as well as expression of that sexuality is an important part of all of our lives. Sexual expression enriches our relationships, ...

MIND ZONE

SEX COUNSELING.....?......................http://mindzone.in/general/

Sexuality as well as expression of that sexuality is an important part of all of our lives. Sexual expression enriches our relationships, and provides a meaningful physical way to express care

for those we love in the special connection we share with our partners. However, as in all interpersonal or physical aspects of our lives, there can be problems in sex, and sexual behavior.

Perhaps no part of medical care is dominated by as much stigma as sexuality, and perhaps no

other area carries as much misunderstanding as sexuality and sexual disorders.

We feel uncomfortable talking about sex with others, and as mental health practitioners this discomfort does not stop at the consultation door.

Sunil Kumar                                        Jayasudha Kamaraj

Clinical Psychologist                           Counseling Psychologist

Founder                                                co-founder

http://mindzone.in/general/

MIND ZONE

MIND ZONE: sleep problems..........? www.mindzone.in

MIND ZONE: sleep problems..........? www.mindzone.in: Along with increasing recognition of the consequences and costs of insomnia, there is growing evidence documenting the effectiveness of cog...

MIND ZONE

sleep problems..........? www.mindzone.in

Along with increasing recognition of the consequences and costs of insomnia, there is growing evidence documenting the effectiveness of cognitive behavior therapy for insomnia.



MIND ZONE

MIND ZONE: women and mental health.........http://mindzone.in...

MIND ZONE: women and mental health.........http://mindzone.in...: The particular mental health experiences of women have received great attention in recent years. This reflects growing concern about the b...

MIND ZONE

women and mental health.........http://mindzone.in/general/

The particular mental health experiences of women have received great attention in recent years. This reflects growing concern about the burden of mental health problems on the lives of women and their families. The most common mental health disorders are anxiety and depression, and women are particularly prone to such disorders.Depressive and anxiety disorders pose a major public health problem with substantial economic and social burden.

women have an almost 2-fold risk of these disorders compared to men, a difference that starts in

childhood or early adolescence and persists into adulthood. Further, depressive and anxiety disorders have been associated with the development and progression of various forms of physical disease, suggesting the associations of these psychiatric disorders with physical health in general.

Sunil Kumar                                     jayasudha kamaraj
Clinical psychologist                        counseling psychologist
http://mindzone.in/general/
MIND ZONE

MIND ZONE: Psychiatric rehabilitation................http://m...

MIND ZONE: Psychiatric rehabilitation................http://m...: Psychiatric rehabilitation, sometimes referred to as “psychosocial rehabilitation,” is a set of strategies and techniques designed to meet...

MIND ZONE

Psychiatric rehabilitation................http://mindzone.in/

Psychiatric rehabilitation, sometimes referred to as “psychosocial rehabilitation,” is a set of strategies and techniques designed to meet the needs of persons with psychiatric disabilities. A true understanding of psychiatric rehabilitation (PsyR) begins with an awareness of and sensitivity to the personal lived experience of serious mental illnesses.

Sunil Kumar                                    Jayasudha Kamaraj

Clinical Psychologist                       Counseling Psychologist

http://mindzone.in/

MIND ZONE

MIND ZONE: THE HISTORICAL CONSTRUCTION OF AN AMBIVALENT DRINK...

MIND ZONE: THE HISTORICAL CONSTRUCTION OF AN AMBIVALENT DRINK...: THE HISTORICAL CONSTRUCTION OF AN AMBIVALENT DRINKING CULTURE The period of rapid social change during the colonial era transformed a ...

MIND ZONE

THE HISTORICAL CONSTRUCTION OF AN AMBIVALENT DRINKING CULTURE..........http://mindzone.in/addiction/

THE HISTORICAL CONSTRUCTION OF AN AMBIVALENT DRINKING CULTURE

The period of rapid social change during the colonial era transformed a society which, barring a segment of the brahminical (priestly class) elite, had until then what appears to be a relatively

relaxed attitude to drink [1,2]. The emergence of an urban middle class, participating in the rapid industrial development of the 19th century, led to socio-economic empowerment of the lower rungs of the caste hierarchy. Changes in dietary practices were one of the means adopted by the lower strata to acquire higher social status. As a result of this phenomenon of Sanskritization [3], the growing middle classes embraced upper-caste norms of vegetarianism and abstinence from alcohol.

In parallel, the abkari (excise) policies of the colonial government, restricting manufacture of alcoholic beverages to licensed government distilleries, led to the rapid replacement of traditional alcoholic beverages by mass produced factory-made products, with greater alcohol content and less variety, which were progressively more expensive due to ever-increasing taxation [4]. The enormous increase in the number of distilleries and the practice of auctioning rights to distill and sell unlimited amounts of beverage alcohol led to increased consumption, drunkenness and crime [5]. This was increasingly viewed as an unpopular imposition of English rule and drinking acquired the stature of a peculiarly English vice [6,7]. Alcohol use came to be regarded by the power elite as an atavistic trait of the primitive and the poor (tribals and socially backward drinking to transcend their

miserable existence) or a licentious affectation of the upper classes [8,24–27].

Side by side, Gandhi and the nationalist movement harnessed the temperance aspirations of the middle classes into mass movements against drinking as a symbol of colonial oppression. Fired by the belief that the Indian nation should be ritually pure, they evolved a demand for total prohibition. The Constituent Assembly of independent India included prohibition as one of the Directive Principles of state policy [9].

In practice, alcohol policy devolved to individual states to formulate their own regulations and levy their owntaxes. Most states derive 15–20% of their revenue from taxation on alcohol, which is the second largest source of the states’ exchequers after sales tax [10]. This has created an ‘ambivalent’ drinking culture—neither dry nor wet. Alcohol use attracts social opprobrium at the same time that governments and alcohol manufacturers promote alcohol sales in pursuit of profit [11]. In several

states renewal of retail licenses are contingent upon meeting stiff sales quotas which are revised upwardly from time to time. The alcoholic beverage industry visibly influences the political process [12], with contributions to political parties and in the form of inducements to voters during elections. A few years ago, the Prime Minister designate of the country flew in for his investiture ceremony

in the private aeroplane of a prominent liquor manufacturer. Nevertheless, alcohol use for the majority is still stigmatized [13].

References

1. Dorschner, J. (1983) Rajput alcohol use in India. Journal of Studies on Alcohol , 44 , 538–544.

2. Hardiman, D. (1985) From custom to crime: the politics of drinking in colonial South Gujarat. In: Guha, R., ed. Writings on South Asian History and Society . Subaltern Studies no. 4, pp. 165–228. Delhi: Oxford University Press.

3. Srinivas, M. N. (1997) Social Change in Modern India , p. 6. New Delhi: Orient Longman.

4. Hurst, J. F. (1889) The temperance question in India. The Century , 38 (issue 3). Available at: http://cdl.library. cornell.edu/cgi-bin/moa/moa-cgi?notisid = ABP2287- 0038-93. Accessed 10 April 2005.

5. Saldanha, I. M. (1995) ‘On drinking and drunkenness’: history of liquor in Colonial India. Economic and Political Weekly , 16 September, 2323–2331.

6. Hassan, B. (1922) The Drink and Drug Evil of India . Madras: Ganesh.

7. Tekchand (1972) Liquor Menace in India. New Delhi: Gandhi Peace Foundation.

8. Thimmaiah, G. (1979) Socio-Economic Impact of Drinking, State Lottery and Horse-Racing in Karnataka , pp. 43, 120. New Delhi: Sterling.

9. Debate of the Constituent Assembly of India on Alcohol Prohibition 1948 Constituent Assembly of India—Volume VII. 24 November 1948. Available at: http://parliamentofindia. nic.in/ls/debates/vol7p12.htm. Accessed 10 April 2005.

10. Mahal, A. (2000) What works in alcohol policy? Evidence from rural India. Economic and Political Weekly , 35 , 3959– 3968.

11. Mohan, D. & Sharma, H. K. (1985) Alcohol and alcohol problems research, 6. India. International Review series. British Journal of Addiction , 80 , 351–355.

12. Manor, J. (1993) Power, Poverty, and Poison. Disaster and Response in an Indian City . New Delhi: Sage Publications.

13. Room, R., Janca, A., Bennett, L. A., Schmidt, L. & Sartorius, N. (1996) WHO cross-cultural applicability research on diagnosis and assessment of substance use disorders. an overview of methods and selected results. Addiction , 91 , 199–220.

http://mindzone.in/addiction/

MIND ZONE

addiction

The behavioral addict is both trying to avoid something (e.g., negative affect) and is self-deluded into the belief that his or her addictive behavior (e.g., Internet use, online gaming) will completely

fulfill his or her interpersonal needs—something.  Only more genuine human interaction can truly provide.  This  phenomenon is called  as “simulation entrapment”

Sunil kumar                                     jayasudha kamaraj
clinical psychologist                       counseling psychologist
MIND ZONE

MIND ZONE: Addiction..................http://mindzone.in/addi...

MIND ZONE: Addiction..................http://mindzone.in/addi...: Mark Griffiths (2005) builds on other researchers’ consensus to define a behavioral addiction by six core components: salience, mood modif...

MIND ZONE

Addiction..................http://mindzone.in/addiction/

Mark Griffiths (2005) builds on other researchers’ consensus to define a behavioral addiction by six core components: salience, mood modification, tolerance, withdrawal symptoms, conflict, and relapse. 

Salience means the behavior becomes the most important activity in a person’s life and tends to dominate his or her thinking, feelings, and behavior. 

Mood modification refers to the emotional effect the behavior has on the individual which often

serves as a coping strategy and is reported as the arousing “rush” or the numbing or the tranquilizing “escape” the behavior provides. 

Tolerance is the process whereby increasing amounts of the behavior are required to achieve the former mood-modifying effects, often meaning greater periods of time are spent engaging in the behavior, and/or there is a desired escalation in the intensity, recklessness, destructiveness, and ego-dystonic nature of the behavior. 

Withdrawal symptoms are the unpleasant feeling states and/or physical effects (e.g., the shakes, moodiness, irritability) that occur when the person is unable to engage in the behavior. 

Conflict references discord between the person and those around him or her (i.e., interpersonal conflict), conflicts with other activities (i.e., social life, work, hobbies, and interests) or from within the individual him- or herself (i.e., intrapsychic conflict and/or subjective feelings of loss of control) that are concerned with spending too much time engaging in the addictive behavior. 

Relapse addresses the tendency for repeated reversions to earlier patterns of excessive behavior to

recur and for a common return to the most extreme patterns of excessive behavior soon after periods of control.

Sunil Kumar                                      Jayasudha Kamaraj

Clinical Psychologist                         counseling psychologist

http://mindzone.in/addiction/

MIND ZONE

MIND ZONE: personality tests.....http://mindzone.in/

MIND ZONE: personality tests.....http://mindzone.in/: What sort of a person are you? What do you see as distinctive about your personality? How well do you know yourself? Are there aspects of ...

MIND ZONE

personality tests.....http://mindzone.in/

What sort of a person are you? What do you see as distinctive about your personality? How well do you know yourself? Are there aspects of your personality of which you are unaware? Do others know you as you know yourself? What are the best and worst things about your personality? Questions such as these are easy to ask, but are often difficult to answer. Yet, they go directly to the essence of what we are as human beings. Personality is that which makes us what we are and that which makes us different from others. People who are especially different, for example, are said to have “personality” or be “quite a character.” Other people have “no personality at all.” Depending on how someone affects us, he or she may be viewed as having a “good personality” or a “bad personality.”

to know your personality.... contact Mind zone........ +91 9444297058

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MIND ZONE

MIND ZONE: Emotional development in children....................

MIND ZONE: Emotional development in children....................: We all develop primary emotions: disgust, happiness, anger, sadness, surprise and fear. Babies less than a week old can distinguish happy,...

MIND ZONE

Emotional development in children........................http://mindzone.in/child-and-adolescence/

We all develop primary emotions: disgust, happiness, anger, sadness, surprise and fear. Babies less than a week old can distinguish happy, sad and surprised expressions and they seem to try and imitate them. By 11 weeks, babies are affected by their mother’s facial expressions; they freeze in response to fear and show interest in response to a happy face. At three months of age, a baby will react positively to positive speech and negatively to negative talk, so even though they don’t understand what we say they understand how it’s said. By the age of two, children can talk about emotion in themselves and others, and they can change emotional states through comforting or teasing. At this stage, toddlers also begin to understand that behaviour relates to feelings, that crying might mean someone is sad and that hugs can make people feel better. By five, children can work out how external events have affected others’ emotions, that someone might be sad if their hamster has died. However, they may still be perplexed when verbal and non-verbal cues are at odds with each other, so someone saying they feel fine when they look ill will confuse them.

As well as innate ability, emotional attachment and the development of thinking skills are important factors in the development of emotions. Children learn by observing others, considering their own feelings and by talking about them.

Sunil Kumar                                             Jayasudha Kamaraj

Clinical Psychologist                               Counseling Psychologist

Founder                                                    co-founder

http://mindzone.in/child-and-adolescence/

MIND ZONE

MIND ZONE: Are Language and Emotional Development Linked?.......

MIND ZONE: Are Language and Emotional Development Linked?.......: Children and young people with emotional and behavioural difficulties should be screened for communication difficulties, because they are ...

MIND ZONE

Are Language and Emotional Development Linked?..........http://mindzone.in/child-and-adolescence/

Children and young people with emotional and behavioural difficulties should be screened for communication difficulties, because they are very likely to occur and have negative effects on

their social, emotional and educational development.

Speech and language therapy should be available for children with emotional and behavioural difficulties.

Joined-up working is vital to help young people who have emotional, behavioural and communication difficulties achieve their potential.

Sunil Kumar                                         jayasudha kamaraj
Clinical Psychologist                            Counseling Psychologist
http://mindzone.in/child-and-adolescence/
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MIND ZONE

MIND ZONE: sexual health......http://mindzone.in/

MIND ZONE: sexual health......http://mindzone.in/: Sexuality is an integral and important part of people’s lives.  Sexual health is important for one’s well-being, and sexual enjoyment adds ...

MIND ZONE

sexual health......http://mindzone.in/

Sexuality is an integral and important part of people’s lives.  Sexual health is important for one’s well-being, and sexual enjoyment adds to quality of life at any age. Sexual expression can help define one’s sense of personal competence, well-being, and masculinity or femininity, and it serves a large role in the expression of intimacy in interpersonal relationships. Conversely, sexual dysfunction can have adverse effects on one’s sense of competence and well-being and on interpersonal bonding. Many people believe that an unhappy sex life can lead to numerous problems, including depression and marital breakup.

Only a minority of general psychiatrists in the Chennai, India specialize in the treatment of sexual disorders. In the remote and recent past, psychiatry as a field had a greater interest in human sexuality. Sexuality was a major focus in psychoanalytic psychotherapy. Sigmund Freud postulated that libido was one of the basic instincts. His work, including Three Essays on the Theory of
Sexuality (Freud 1905/1953), was one of the triggers of psychiatry’s interest in human sexuality and its importance for human development. Work of other pioneers, such as Havelock Ellis and Alfred Kinsey, brought a lot of attention and interest to the field, from both psychiatrists and the general public.

for sex counselling and sex education??????????................http://mindzone.in
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MIND ZONE: social phobia...........http://mindzone.in/..........

MIND ZONE: social phobia...........http://mindzone.in/..........: Situations Commonly Feared by Individuals with Social Phobia • Public speaking (e.g., making a speech, making a toast at a wedding, doing...

MIND ZONE

MIND ZONE: social phobia...........http://mindzone.in/..........

MIND ZONE: social phobia...........http://mindzone.in/..........: Situations Commonly Feared by Individuals with Social Phobia • Public speaking (e.g., making a speech, making a toast at a wedding, doing...

MIND ZONE

social phobia...........http://mindzone.in/...........

Situations Commonly Feared by Individuals with Social Phobia

• Public speaking (e.g., making a speech, making a toast at a wedding, doing a reading in church/synagogue, making a presentation in class).

• Being the center of attention (e.g., telling a story or a joke, receiving a compliment).

• Initiating and/or maintaining casual conversations.

• Meeting new people (e.g., introducing self, breaking into conversations, etc.).

• Eating, drinking, writing, working in front of others.

• Being assertive—asking others to change their behavior or refusing unreasonable requests.

• Voicing opinions, especially if they are controversial.

• Talking to authority figures.

• Interviewing for a job.

• Dating.

• Talking on the telephone.

• Going to the gym or participating in sports.

• Performing in front of an audience (e.g., playing an instrument, acting in a play).


Sunil Kumar                                      Jayasudha Kamaraj
Clinical Psychologist                         counseling psychologist
Founder                                             co-founder
http://mindzone.in/

MIND ZONE

MIND ZONE: Anxiety........... http://mindzone.in/

MIND ZONE: Anxiety........... http://mindzone.in/:  There is ample evidence concerning the burden of anxiety disorders. We clinicians know the personal distress of those suffering with pa...

MIND ZONE

Anxiety........... http://mindzone.in/

 There is ample evidence concerning the burden of anxiety disorders. We clinicians know the personal distress of those suffering with panic attacks, severe phobias or obsessive–compulsive disorder, not to mention people living with stigmas of traumatic experiences. In addition to psychic pain, pathological anxiety severely affects the patient’s existence, causing a state of dependence which most often starts in early adulthood and has long-standing consequences, disrupting both family life and professional career.

Anxiety disorders, in particular panic attacks, go along with various autonomic disturbances that trigger physical complaints and motivate medical procedures. Therefore, when not properly recognized, anxiety syndromes often induce useless and sometimes expensive complementary investigations, adding unnecessary strain for the patient and costs for the health care system. Finally, there is accumulating evidence that an anxiety disorder, when left untreated, may worsen the prognosis of a coexisting somatic condition. This has been clearly demonstrated in case of cardiac diseases. It certainly holds true in many other instances.

Overall, anxiety disorders represent an impressive burden of individual suffering, social impairment and economic costs. However, all too often the patient’s symptoms are not properly interpreted. It has been estimated that in primary care, less than half of the subjects presenting with an anxiety disorder are recognized as having a clinically relevant condition. Only a subset of them will be diagnosed as suffering with an anxiety disorder. And again, only a small part of those with a correct diagnosis of

anxiety will be fully informed and offered a state-of-the-art treatment.

As decision making for treatment of any disorder becomes more complex, a sound insight of the

underlying mechanisms will be essential. Hence, the good therapist should have an appropriate knowledge of basic psychology and neurosciences.

for all your anxiety related queries, assessment and treatment... contact: www.mindzone.in

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MIND ZONE: Women and mental health..........http://mindzone.i...

MIND ZONE: Women and mental health..........http://mindzone.i...: Depressive and anxiety disorders pose a major public health problem with substantial economic and social burden. women have an almost 2-fol...

MIND ZONE

Women and mental health..........http://mindzone.in/

Depressive and anxiety disorders pose a major public health problem with substantial economic and social burden. women have an almost 2-fold risk of these disorders compared to men, a difference that starts in childhood or early adolescence and persists into adulthood. Further, depressive and anxiety disorders have been associated with the development and progression of various forms of physical disease, suggesting the associations of these psychiatric disorders with physical health in general.

Sunil Kumar                              Jayasudha Kamaraj
Clinical Psychologist                 Counseling Psychologist
founder                                       co-founder
http://mindzone.in/
MIND ZONE

MIND ZONE: Impact of Insomnia on Psychological Well-Being.......

MIND ZONE: Impact of Insomnia on Psychological Well-Being.......: Insomnia is almost always associated with fatigue and mood disturbances such as irritability and dysphoria. The unpredictable and uncontro...

MIND ZONE

Impact of Insomnia on Psychological Well-Being...........http://mindzone.in/

Insomnia is almost always associated with fatigue and mood disturbances such as irritability and dysphoria. The unpredictable and uncontrollable nature of sleep can lead some individuals to present with irritability, tension, helplessness or even depressed mood. Longitudinal studies have suggested

that untreated persistent insomnia may even be a risk factor for developing major depression (e.g., Ford & Kamerow, 1989). Sleep loss in insomnia can thereby cause considerable distress, impact on professional and social functioning, and decrease quality of life. In turn, these emotional disturbances

may contribute to insomnia patient’s feelings of fatigue, decreased performance, and mood alterations.

Sunil Kumar                           Jayasudha Kamaraj
Clinical Psychologist              Counseling Psychologist
Founder                                   co-founder
http://mindzone.in/

MIND ZONE

MIND ZONE: World Mental Health Day Rally 2015

MIND ZONE: World Mental Health Day Rally 2015: http://mindzone.in/

MIND ZONE

World Mental Health Day Rally 2015

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https://www.google.co.in/maps/place/Mindzone/@13.0345741,80.1422959,12z/data=!4m2!3m1!1s0x0000000000000000:0x8d44cf1388f3dde3

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MIND ZONE: Mental Health Day.... October 10th

MIND ZONE: Mental Health Day.... October 10th

MIND ZONE

Mental Health Day.... October 10th

MIND ZONE: The FRAMES Approach...Common Elements of a Brief I...

MIND ZONE: The FRAMES Approach...Common Elements of a Brief I...: The FRAMES Approach Common Elements of a Brief Intervention Feedback Personal Feedback about the risks associated with continued drin...

MIND ZONE

The FRAMES Approach...Common Elements of a Brief Intervention for Alcoholism.......http://mindzone.in/

The FRAMES Approach

Common Elements of a Brief Intervention

Feedback

Personal Feedback about the risks associated with continued drinking based on current drinking patterns, problem indicators, and health status.


Responsibility

Emphasis on the individual’s personal Responsibility and choice to reduce drinking behavior.


Advice

Clear Advice about the importance of changing current drinking patterns.


Menu

A Menu of alternative change options. This emphasises the individual’s choice to reduce drinking patterns and allows them to choose the approach best suited to their own situation.


Empathy

Empathy from the person providing the intervention is an important determinant of client motivation and change. A warm, reflective and understanding brief intervention is more effective than an aggressive, confrontational or coercive style.

Self-efficacy

Self-efficacy involves instilling optimism in the client that their chosen goals can be achieved. It is in this step, in particular, that motivation-enhancing techniques are used to encourage clients to develop, implement and commit to plans to stop drinking.

Sunil Kumar                                    Jayasudha Kamaraj
Clinical Psychologist                       Counseling Psychologist
Founder                                            Co-founder
http://mindzone.in/
MIND ZONE

MIND ZONE: SOME COMMONLY OBSERVED RELATIONAL DIALECTICS.........

MIND ZONE: SOME COMMONLY OBSERVED RELATIONAL DIALECTICS.........: SOME COMMONLY OBSERVED RELATIONAL DIALECTICS DIALECTIC                                                                          DESCRIPTI...

MIND ZONE

SOME COMMONLY OBSERVED RELATIONAL DIALECTICS......http://mindzone.in/general/

SOME COMMONLY OBSERVED RELATIONAL DIALECTICS

DIALECTIC                                                                          DESCRIPTION
Openness vs. closedness                                       Ambivalence about revealing information or
                                                                              keeping it private

Vulnerability vs. protectedness                            Competing needs to reveal the self and
                                                                              shield the self from hurt

Interdependence vs. autonomy                            Wanting to collaborate and wanting to act
                                                                              with freedom from constraint

Novelty vs. predictability                                     Wanting predictability and comfort as well
                                                                              as uncertainty and new experiences

Real vs. ideal                                                        Pragmatic relational concerns are
                                                                              considered against romanticized views

Sunil Kumar                                Jayasudha Kamaraj
Clinical Psychologist                   Counseling Psychologist
http://mindzone.in/
MIND ZONE

MIND ZONE: Possible Specific Symptoms of Autism.................

MIND ZONE: Possible Specific Symptoms of Autism.................: Possible Specific Symptoms of Autism From: The Importance of Early Diagnosis in Autism, for newborns to eight...

MIND ZONE

MIND ZONE: Cerebral Palsy........http://mindzone.in/child-and...

MIND ZONE: Cerebral Palsy........http://mindzone.in/child-and...: Cerebral Palsy Note: Check from the parents if the child has a history of delayed milestones, fits, prolonged symptoms of drooling and ...

MIND ZONE

MIND ZONE: Specific Learning Disability (SLD)........http://m...

MIND ZONE: Specific Learning Disability (SLD)........http://m...: Specific Learning Disability (SLD) Note: If the child has IQ above 85, yet shows below listed characteristics, it indicates presence of a...

MIND ZONE

Specific Learning Disability (SLD)........http://mindzone.in/child-and-adolescence/

Specific Learning Disability (SLD)

Note: If the child has IQ above 85, yet shows below listed characteristics, it indicates presence of a
SLD. If IQ report not available, look for the underlined characteristics.

• Does the child have difficulty in maintaining attention while performing a given task without
getting distracted when unsupervised

• Does the child have difficulty in completing the task within the prescribed time-limit when
unsupervised

• Does the child commit pattern of consistent errors as listed below:

- Leaves letters or words while reading a line from a text

- Has difficulty tracking lines or words in a row therefore uses finger for tracking while reading

- Has difficulty organizing things for example by shape, colour or size such as placing books in
a school bag systematically by size or arranging cloths on a rack in categories of size and use

- Difficulty in copying from black board without missing letters or words

- Difficulty in using mathematical symbols and understanding relation between numbers

- Difficulty in differentiating letter such as ‘b’ and ‘d’, or numbers like ‘9’ and ‘6’

- Difficulty in maintaining a straight line or leaving appropriate space between words

- Difficulty in understanding use of punctuations while reading and writing

- Difficulty in comprehending word problems and understanding the meaning and relationship
between numbers and sentences

- Difficulty in selecting or filtering specific details to answer a question from a story, passage
or a narration of an incident

- Difficulty in locating an object when given specific sequence of instruction for example: “look
for a green book on right side of the table on the top corner”

http://mindzone.in/child-and-adolescence/


MIND ZONE

Cerebral Palsy........http://mindzone.in/child-and-adolescence/

Cerebral Palsy

Note: Check from the parents if the child has a history of delayed milestones, fits, prolonged symptoms of drooling and involuntary movements before the age of 6 years. Presence of 2 additional symptoms along with the underlined statements indicates Cerebral Palsy

The child has problems in controlling voluntary movements

• The child has an odd gait, posture and shows problems in balancing

• The child has difficulty in gross motor skills such as sitting on a regular chair without support, walking, jumping, climbing, bending etc.

• The child has problems in fine motor and eye-hand coordination skills such as holding and

placing objects, cutting, pasting, writing, etc.

The child has problems in performing Activities of Daily Living

• The child has problems in articulation and regulating breathing while speaking

• The child may have associated problems in hearing/vision /mental retardation/ seizures, etc.

• The child requires assistance in reading/writing due to in-co-ordination

• The child is too stiff or too floppy to be able to sit or stand

• The child is stuck in one position and unable to move

• Has not achieved head and neck control

http://mindzone.in/child-and-adolescence/

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Possible Specific Symptoms of Autism..............http://mindzone.in/child-and-adolescence/

Possible Specific Symptoms of Autism From: The Importance of Early Diagnosis in Autism, for newborns to eighteen month olds with autism At 18 months, an infant with autism may: •Be late to smile or not smile •Not demonstrate attachment behaviour especially to his/her primary caregiver •Avoid people’s gaze •Not reach out, even in anticipation of being picked up •Not seek comforting or may be difficult to soothe •Prefer to be alone •Not cuddle •Exhibit simple repeated actions with their body, such as flapping their hands or rocking •Exhibit simple repeated action with objects, such as the wheels of a toy car •Have an intense dislike of any changes in routines or the surroundings •Show a lack of nonverbal communication: -no gestures to communicate -no response to body language -not copying facial expressions or gestures, such as pointing, clapping or waving •Show a lack of response to attempts to communicate with the infant    for one and a half to four year olds with autism Children with autism may: •Prefer to be alone •Not come for comfort, even when ill, hurt or tired •Not imitate or have impaired imitation •Avoid people’s gaze •Lack an awareness of other people’s existence •An older child may exhibit a failure to greet people or take turns while playing or interacting •Have delayed language development •Have weak language comprehension •Fail to develop language for communication, e.g. the child does not use language to ask for something •Lack appropriate gestures •Have unusual first words •Tend to repeat what is said to him or her •Display an unusual manner of talking, e.g. with unusual tone, off-rhythm, squeaky, or sing-song voice •Strangely manipulate objects, e.g. spinning them or aligning them •Have unusual body movements, e.g. hand-flicking or hand twisting, spinning, head-banging, or whole body movements •Persistently be preoccupied with parts of objects •Show an attachment to unusual objects •Show marked distress over changes in trivial aspects of the environment •Show an unreasonable insistence on following routines in precise detail •Have difficulty in toilet training •Have extreme fears   in children aged four years & older Children with autism may: •Not imitate others •Treat people like objects •Lack an awareness of the existence or feelings of others •Not play with other children •Lack or have unusual emotional responses •Be socially unresponsive •Be indifferent or respond negatively to physical affection •Show no interest in making friends •Not understand conventions of social interaction, such as turn-taking •Not initiate interactions •Be socially awkward •Show little expressive language •Have delayed language development •Rarely or never use appropriate gestures •Show improper use of pronouns, statements and questions •Fail to initiate conversation •Say strange things •Have unusual tone or rhythm of speech •Not use speech in a meaningful way •Repeat remarks made by others •Frequently make irrelevant remarks •Have great difficulty with abstract language •Be preoccupied with one or only a few narrow interests •Have an excessive need for sameness •Show an attachment to unusual objects •Show market distress over changes in trivial aspects of the environment •Show unreasonable insistence on following routines in a particular and rigid way •Twirl sticks, or flap pieces of paper •Be fascinated with spinning objects •Adhere to routines •Be very good at rote memory tasks such as repeating lists of items or facts Sunil Kumar                              Jayasudha Kamaraj Clinical Psychologist                   Clinical Psychologist http://mindzone.in/child-and-adolescence/

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Fearhttp://mindzone.in/general/

Fear controls our lives in numerous ways whether we are aware of it or not. From the beginning of childhood through our formative years we have developed reactions to many frightening situations. As the twig is bent, so grows the tree. We are creatures of habit and we carry the emotional bends and twists of childhood into later life. Our earliest reactions to fear persist into our present lives to impact how we function and how we relate to others. Very early in life we are taught, "Don't be afraid—you're over-reacting!" "Be brave. Act grown up—handle it!" We soon learn to suppress even the awareness of most of our fears. But when we are no longer conscious of our fears we are unable to distinguish between the real dangers of today and old automatic habits. I call these old habits “fear reflexes.” These fear reflexes, which were set up in early childhood, work automatically in our body-mind-relationship connection outside of our awareness— usually to our detriment.

http://mindzone.in/general/

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Development of psychological problems http://mindzone.in/child-and-adolescence/

Development of psychological problems

Age                                                                                             Problems encountered

Neonates and babies                               Feeding, sleep and crying

Toddlers 1–3 years                                 Motor activity, speech, bladder, bowel control, and temper
                                                                tantrums

Preschoolers 3–5 years                          As above, with fears and phobias, habit disorders, feeding and
                                                               sleeping difficulties

Infant schoolers 5–7 years                    All of the above plus separation anxiety and pervasive                                                                             developmental disorders

Primary schools 7–8 years                   Specific learning disorders and ADHD

Late primary school                             Depression and anxiety

Early adolescence                                Peer difficulties, conflict with parents, depression, sexuality                                                                    and suicidality, eating disorders (restrictive), and social phobia

Mid to late adolescence                       Depression, bipolar disorder and schizophrenia, bulimia, and
                                                             substance abuse

Sunil Kumar                                         Jayasudha Kamaraj
Clinical Psychologist                            Counseling Psychologist
Founder                                                 Co-founderhttp://mindzone.in/child-and-adolescence/
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கற்றலில் குறைபாடு – Dyslexia சிறப்பு உளவியல் ஆலோசனை

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கற்றலில் குறைபாடு – Dyslexia
டிஸ்லெக்சியா Dyslexia என்றால் என்ன?
Ø மூளையில் உள்ள சில பிரச்னைகளால், இக்குறைபாடு குழந்தைகளுக்கு ஏற்படுகிறது.
Ø இக்குழந்தைகளுக்கு, படிப்பதிலும் எழுதுவதிலும் சிரமங்கள் இருக்கும்.
Ø இவர்கள் மனநிலை சரியில்லாதவர்கள் அல்ல.
Ø இவர்கள் புத்திசாலியாக, சில செயல்பாடுகளில் ஆர்வம் உள்ளவர்களாக இருக்கலாம்.
Ø இவர்களுக்கு எழுதுவதும் படிப்பதும் மட்டும்தான் கொஞ்சம் கடினமான காரியம்.
Ø கடின உழைப்பும், சரியான வழிகாட்டுதலும் இருப்பின் டிஸ்லெக்சியாவால் பாதிக்கப்பட்ட குழந்தைகளால் படிக்கவும் எழுதவும் முடியும்.

டிஸ்லெக்சியா ஏன் ஏற்படுகிறது?
டிஸ்லெக்சியா ஏற்படும் விதங்களைக் கீழ்க்கண்டவாறு வகைப்படுத்தலாம்.
1. Traumatic Dyslexia மூளையில் படித்தல், எழுதுதலைக் கட்டுப்படுத்தும் பகுதியில் ஏற்பட்ட அதிர்ச்சி அல்லது காயம் காரணமாக ஏற்படும் குறைபாடு Traumatic Dyslexia என்று அழைக்கப்படுகிறது. இது பொதுவாகச் சிறு குழந்தைகளிடம் அதிகம் காணப்படுவதில்லை
2. Primary Dyslexia - பிறவியிலேயே மூளையின் இடப்பக்கத்தில் (Cerebral Cortex) ஏற்படும் தவறான வினையாக்கம், அல்லது அப்பகுதி சரிவர வேலை செய்யாமையின் காரணமாகப் படிப்பது, எழுதுவது இவற்றில் ஏற்படும் குறைபாடு, பரம்பரை பரம்பரையாக(Hereditary)., ஜீன்களின் மூலம் கடத்தப்படுகிறது இது 'Primary Dyslexia', என்று அழைக்கப்படுகிறது. இக்குறைபாடு உடையவர்களுக்கு எத்தனை வயதானாலும் எழுதுவதும் படிப்பதும் சிரமமாகவே இருக்கும். இது இருபாலாரிடமும் காணப்படும் குறைபாடு ஆகும்.
3. Secondary Dyslexia - பிறவிக்கோளாறு இல்லாமல், ஹார்மோன்களின் சுரப்பின் காரணமாக உருவாவது Secondary Dyslexia என்று அழைக்கப்படுகிறது. இது சிறுவர்களிடம்தான் அதிகம் காணப்படும். இக்குறைபாடு வயதானால் குறைந்துவிடக்கூடும்.

கற்றுக்கொள்வது என்பது பல நிலைகளை உடையது.
ü ஒலிகள் இணைந்து எப்படி வார்த்தைகளை உருவாக்குகிறது என்பதை உணர்தல்
ü வடிவங்களைக் கவனித்து எழுத்துக்களை அறிதல்
ü ஒலிகளுக்கும் எழுத்துக்களுக்குமான தொடர்பை உணர்ந்துகொள்ளுதல்
ü ஒலிகளையும் , எழுத்துக்களையும் இணைத்து வார்த்தைகளாக்குதல்
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இவை அனைத்தும் சரிவர நடக்கும்பொழுதுதான், நாம் படிப்பது எழுதுவது போன்றவை நடக்கும். இவற்றில் சிலவற்றை நம்மால் செய்ய முடியவில்லை எனில், அச்செயல்பாட்டு சீர்குலைந்துவிடும். படிப்பது, எழுதுவது, நினைவு வைத்துக்கொள்வது இவற்றில் குறைபாடு உண்டாகும். டிஸ்லெக்சியாவால் பாதிப்புக்குள்ளான குழந்தைகளுக்கு, முதல் இரண்டு மூன்று படிகளிலேயே தடுமாற்றம் உண்டாகிறது. அவர்களால் ஒலி வார்த்தைகளை உருவாக்குவதையும், வடிவங்களைக்கொண்டு தொடர்புகளை உணர்வதையும், பல ஆணைகளை ஒன்றாகக் கொடுக்கையில் அவற்றை வரிசையாகச் செயல்படுத்துவதையும் கிரகித்துக்கொள்ள இயலுவதில்லை. இதன் காரணமாகவே அவர்கள் மேற்கொண்டு படிப்பது மிகுந்த கடினமான செயலாகி விடுகிறது.

குழந்தைகள் படிக்கையில் அ என்ற எழுத்துடன் து என்ற எழுத்தைச் சேர்த்தால் அது என்ற சொல் உருவாகும் என்பதைப் புரிந்துகொண்டு சொற்களைத் துவக்கத்தில் படிப்பார்கள். 'எழுத்துக்கூட்டிப்படி', 'வாய்விட்டுப் படி' என்று சிறுகுழந்தைகளை நாம் கூறுவது அதனால்தான். நாளடைவில் பலமுறை ஏற்கனவே பார்த்த சொற்களை ஒலிவடிவத்தை உணர்ந்து எழுத்துக்களைக் கூட்ட வேண்டிய அவசியம் இல்லாமலேயே, நினைவாற்றலின் உதவியால் குழந்தைகளால் படிக்க இயலும். ஆனால், டிஸ்லெக்சியாவால் பாதிக்கப்பட்ட குழந்தைகளால், இந்த இயல்பான செயலைச் செய்ய முடியாது.

இவர்கள் எழுத்துக்களை அவற்றின் வரிவடிவத்தைக் கொண்டு அடையாளம் காண்பது முதல், முன்பு படித்தவற்றை நினைவில் நிறுத்திக்கொள்வது வரை ஒவ்வொரு கட்டத்திலும் தடங்கல்களைச் சந்திக்கின்றனர்.உதாரணமாக 'cat' 'tac' ஆகவும், 'pot' 'top'ஆகவும், 'was', 'saw' ஆகவும் இவர்களுக்கு மாறிவிடக்கூடும். அதே போல் 'சுக்கு மிளகு திப்பிலி' என்று எழுதினால் இவர்கள் அதை 'சுக்குமி லகுதி ப்பிலி' என்று பார்க்கக் கூடும். இதனால் இவர்கள் மிக மெதுவாகவும், ஏகப்பட்ட தப்பும் தவறுமாகவும் படிப்பார்கள். ஒரே விதமான எழுத்துப் பிழைகளைத் திரும்பத் திரும்பச் செய்வார்கள். எழுத்துக்களைத் தலைகீழாகவும் இவர்கள் எழுதக்கூடும்.

டிஸ்லெக்சியா குறைபாடு இருப்பதை சிறுகுழந்தையாக இருக்கும்பொழுதே கண்டறிந்து அதற்கான சிறப்பு ஆசிரியர்களிடம் Dyslexia Specialists Teacher காட்டலாம். இரண்டு அல்லது மூன்று வயதுக்குழந்தையால் 'ABCD' எல்லா எழுத்துக்களையும் உணரவும், உச்சரிக்கவும் முடியும். குழந்தை பள்ளிக்குச் செல்லத் தொடங்கிய பின்னும் எழுத்துக்களை இனம் காண்பதில் சிக்கல்கள் இருப்பின் குழந்தை மருத்துவர்களிடம் காட்டவேண்டும். இக்குழந்தைகளுக்கு அவர்களுக்குப் புரியும்படி கற்றுத்தரும் சிறப்பு ஆசிரியர்களிடம் சில நாட்கள் கற்றுக்கொண்டால், அதன் பின் அவர்கள் தாமாகவே படிக்கத் தொடங்கிவிடுவர். பழைய முறைகளின் எழுதுதல், படித்தல் மட்டுமின்றி இவர்களுக்கு, ஒலி ஒளிக்காட்சிகள் மூலம் கற்றுக்கொடுத்தல் நல்லது.

MIND ZONE