Is Your Food Digesting Or Rotting in Your Gut?

Eat gut health foods and avoid food reach in sugar. Eating in a manner whereby food does not digest completely will ruin our health. Eating in a manner which enables perfect digestion is the pathway to flourishing health!

Humans are provided with the senses and faculties to select and completely digest our most nutritious and biologically suitable foods. However, in our modern society we have departed from instinctual, simple whole foods and digestive maladies run rampant. Happily, with the help of some guidelines, we can correct our harmful eating habits and establish excellent digestive health.

The Joys of Healthful Eating

When we eat in a manner whereby everything digests completely, we derive outstanding results! When our natural foods digest completely, we can experience these major benefits and more:

o a clean internal bodily environment,
o a silent, unnoticeable digestive system,
o a clear mind and stable metabolism, unfettered by chemical imbalances caused by toxemia (a toxic blood stream),
o pleasant or no body odors,
o pleasant or no body waste odors,
o effortless, pleasant, regular bodily waste evacuation,
o freedom from most illnesses and strong resistance to environmental pathogens,
o the promotion of excellent, dynamic health, physical beauty and longevity.

The Miseries of Unhealthful Eating

When we eat unwisely, whether in our choice of food or in our manner of eating, nutrients decompose in our gut via the action of bacteria. We do have digestive limitations! Under this scenario, fermentive and putrefactive bacteria decompose the food matter, weakening the intestinal tract, impairing nutrient absorption, defiling our entire body with pathological substances, impairing our mental functions and causing fatigue. This condition is known as “toxicosis” (general bodily toxicity or “auto-intoxication”) or, less formally, as “food drunkenness”; it impairs our health and eventually imperils our life. Indigestion (flatulence, belching, bloating) and foul bowel and body odors are just some of the unpleasant warnings signaling the beginning of illness.

Undigested protein (chiefly from meat, dairy products, beans, nuts and seeds) will readily putrefy (rot) in our warm gut, just as milk spoils at room temperature on a warm day. Putrefactive byproducts are highly toxic and carcinogenic. They include: methane, hydrogen sulfide and mercaptans (which yield the rotten egg odor when carried out by the methane gas), cadaverine, putrescine, ammonias, indoles, skatoles, leukomaines and host of other toxic and carcinogenic gases and substances. Just as hydrogen sulfide gas will decompose concrete, iron and steel sewer pipes, it will irritate and destroy the flesh inside our intestines and colon.

Under haphazard eating conditions, simple carbohydrates (from fruit) and complex carbohydrates (starches from grain products and white potatoes) are readily fermented by fungi and bacteria in the gut. The result is the production of alcohol and vinegar which is dozens of times more toxic than alcohol. These ravage bowel tissue and can cause painful ulcerations.

Furthermore, the overeating of slow-digesting fatty high-protein foods causes the stomach to secrete and retain copious amounts of acid. When this hyper-acidic condition occurs chronically, the stomach and intestines can become inflamed and ulcerated and the pylorus sphincter, which normally allows food to enter the duodenum, can become swollen shut. This typically leads to fermentation and putrefaction of the stomach’s contents, GERD (gastroesophogeal reflux disease), vomiting and great pain. Chronic inflammation and ulceration lead to cancer.

It is imperative to avoid operating our gut as a composting bin filled with odoriferous, rotting, acidic wastes at all costs! The toxicosis that results from indiscriminate, haphazard eating accelerates aging, causes disease, including gastritis, irritable bowel, colitis, Crohn’s disease and ulcers, and is the cause of most deaths! We don’t really want to endure chronic, incomplete digestion and toxic bowels. Sadly, most live this way and accept it as “normal.” Happily, there is a way to create perfect bowel health.

The Formula for Perfect Digestion and Superb Health

Via the science and fine art of selecting our natural biological foods and eating them correctly–i.e., only when we are truly hungry, alert and relaxed, in proper sequence and combinations, in quantities which do not exceed our digestive limitations or point of satiation, in their fresh, raw state and chewed to the point of liquefaction–we can enjoy complete, perfect digestion and all the wonderful benefits of a well-nourished and clean body!

Here are basic, time-tested, scientifically proven healthful eating guidelines for promoting optimum digestion and gut health.

Food Selection: Choose raw, fresh, ripe, organic, whole, vegan foods. Base your diet in fruits and vegetables and eat only those foods which are attractive to your senses, especially your sense of taste. Obtain enough calories from fruit to maintain sustained peak energy and internal cleanliness. Avoid animal-derived foods–they are poorly digested and toxic when cooked. If you choose grains and legumes/beans (neither are recommended, since they also digest poorly), select them in their whole state and either sprout or cook them lightly. If you choose to cook vegetables, light steaming is the least deleterious method; however they won’t digest perfectly, either. Fashion a diet with close to 80% of the calories from carbohydrate, 10% from protein and 10% from fat. Deriving more than 10% of your calories from fat and/or 10% from protein will invariably exceed your digestive limitations, resulting in toxicosis and disease.

Food Combining: Follow food combining guidelines to a “t.” Eat fruit only on an empty stomach, alone or with leafy greens, celery and/or cucumber. Eat melons alone. Eat citrus fruits at least one-half hour before non-acidic sweet fruits. Starchy foods (squash, potatoes, grains and old carrots) combine well with all vegetables and bell peppers; they do not combine well with tomatoes or other acidic or sweet fruits, nuts, seeds and avocados. Fatty, high-protein foods (nuts, seeds and avocados) combine well only with non-starchy vegetables (greens and celery), cucumbers and minimal amounts of acidic fruits including tomatoes; they do not combine well with starchy or non-acidic sweet foods.

Meal Sequencing: The best sequencing is fruit-and-greens meals during the day, then, optionally, a glass of raw vegetable juice followed at least one-half hour later by a dinner of vegetables with one fatty food, i.e., avocado, nuts or seeds. Note: it is not necessary and, in many cases, unhealthful to eat a fatty food every day. Furthermore, it is OK to have a dinner of simply more fruit and greens.

Meal Spacing: It is most beneficial to space meals as long as is comfortably possible. Assuming you are not so fatigued that you need to take a nap to restore your energy, a slightly uncomfortable feeling in the back of the throat and a dip in your physical and/or mental energies are the signs that it is time to eat again. Sweet, juicy foods, eaten in sufficient quantity, will quell hunger, rehydrate you and supply your caloric fuel needs. To put it simply, eat sufficient quantities of nutritious, simple carbohydrate-rich, whole foods–primarily fruit–to keep your blood sugar and hydration at a level which assures sustained physical and mental performance.

Daytime Diet: Eat one or two types of sweet fruit for breakfast–preferably the juiciest fruits to start–and, generally, different types of fruits for each of the following one to three meals, eaten with or without greens, celery and/or cucumber, taking them in sufficient quantity for satiation and sustained energy.

Dinner Diet: If desired, drink raw vegetable juice, then at least one-half hour later follow it with a simple salad of vegetables and fruit-vegetables such as tomato and bell pepper. If you include carrot in your vegetable juice, avoid having tomato with your dinner. If you desire a fatty food, have one to two ounces of nuts or seeds, or two to four ounces of avocado. The fatty foods can be salad additions in whole or blended dressing forms. Caution: it is generally imperative to avoid fatty foods if you are fatigued and/or experiencing illness. If you prefer a meal of more fruit and greens instead of vegetable juice and salads, that is generally a healthful choice–follow and trust your senses when they call for raw, delicious foods!

You Can Do It!

These guidelines may seem tedious in the beginning, but within a week or two they become easy and “first nature.” Listening deeply to the body’s signals and eating simple, whole-food meals are the keys. As we experience digestive ease and the great revitalizing benefits, this way of eating becomes simple and most pleasurable. So, dig in! Digestive maladies will soon become a thing of the past. You’ll love eating, your tummy will love you and glorious health will blossom forth!

For further insight, study Self Healing Colitis & Crohn’s; Raw Revelation; Health Reporter Special Issue on Food Combining; The Raw Food Pearamid and Food Combining Chart; as well as back issues of Vibrance and Living Nutrition. These are available from the Living Nutrition Online Bookstore. Also see the Colitis & Crohn’s Health Recovery Center and Digestion Perfection sites.

ADHD – Review of Literature – Effects on Development Within Family, Education, and Social Systems

Childcare courses offers the convenience of taking coursework from work, home, a library or anywhere internet access is available. Attention Deficit Hyper Activity Disorder according to Singh (2002) is a developmental disorder that is brain based and most often affects children. This developmental disorder can be characterized as a disorder in which affects ones self control; primary aspects include difficulty with attention, impulse control, and activity levels usually diagnosed prior to the age of 7yrs. of age (Willoughby, 2003).

There are primarily three sub-types of ADHD. Inattentive sub-type 1 is ADHD which those who manifest inattention without the presence of hyperactivity and impulsivity (Barkley, 2005). There is also ADHD sub-type 2 with symptomolgy related to hyperactivity and impulsivity (Barkley, 2005). Finally there is ADHD combined sub-type (Visser & Lesesne, 2005). For the purpose of my paper, I will utilize information that represents all subtypes in various degrees and the affects of these difficulties upon the individual, educational, family, and social development as well as issues of social justice and cultural issues for those children who suffer from this disorder.

Historically the modern symptoms of ADHD were first identified (Barkley 1996, Rafalovich 2001, & Stubbe 2001), by English physician George Still in 1902 (Neufeld & Foy, 2006). Rafalovich (2001), explains that in a series of historical events from 1917-1918 in North America that led to an encephalitis outbreak there was a dramatic increase in research of characteristics that are similar to modern day ADHD symptomology. Through out the early years of research there was even research and investigations into medical conditions which promoted swelling in certain aspects of the brain, which many believe led to impulsivity and hyperactivity (Stubbe, 2000). As research evolved so did the diagnostic criteria for the disorder; shaping identifiable factors believed to contribute to the causation of ADHD (Barkley, 2005). Physiologically, there seems to be less dopamine and nor-epinephrine within the brains of those with ADHD and four genes that regulate dopamine have been identified as ADHD causal agents; however a definite causal agent has not been confirmed (Barkley, 2005). Brain activity is considerably lower in the pre-frontal lobe regions in those with ADHD and there is also decrease in blood flow (Hans, Henricksen & Bruhn, 1984), (Barkley, 2005). According to Barkley (2005), psychological characteristics of ADHD are that it is about the “behavioral inhibition.” These children do not benefit from what may happen later based upon what they do now; which can be compared to a “time near sightedness”, (Barkley, 2005). They have difficulty identifying their past, preparing for the future, organizing, scheduling, and working independently, with social and occupational issues (Barkley, 2005). It is these difficulties when intermingled with the development of the individual that could clearly cause great difficulties especially when enrolled in formalized schooling and onward into the demands of school and adulthood.

The prevalence rates regarding the diagnosis of ADHD has been from ranges of 4 % to 18 % depending upon the community, types of populations, and areas of analysis (Visser & Lesesne, 2005). ADHD is one of the most common childhood disorders with 2.5 million children with this disorder (Barkley, 2005). Estimates show (Biederman, 1996), that nearly 6 % of boys and 1.5 % of girls have ADHD (Singh, 2002). It cost nearly 3.3 billion dollars to medically treat ADHD every year in the United States (Visser & Lesesne, 2005). Currently causation factors under consistent follow up according to Barkley (2005) include;

1. Genetics

2. Premature Birth

3. Traumatic Brain Injury

4. Spine and Brain Infections

5. Early exposure to substances during pregnancy

6. Early exposure to lead

7. Less blood flow and lower brain activity

Because ADHD is a representation of physical imperfections within the brain and actually manifests a decrease of activity in the pre-frontal lobe regions; certain treatment options with amphetamines, stimulants and non-amphetamines have been utilized to increase brain activity (Barkley, 2005). The size and anomalies within the brain have been verified and examined through many technological processes such as Positron Emission Tomography and MRI scanning (Vance & Luk, 2000). Other physical abnormalities of development according to Barkley (2005), include appearances of slight deformities including; longer than average index finger, third toe that is longer than second toe, ears that are slightly lower upon the head, no earlobes or a furrowed tongue. Up to 80% of children suffering with ADHD will continue to struggle with this disorder into adolescents and as many as 50 to 60 percent will continue to struggle into adulthood (Barkley, 2005). With the affects upon a child’s school, family, and social environments a large emotional toll can be identified. Emotionally, children can feel isolated, angry, guilty, frustrated and many other emotions due to the disruption of relationships, opportunities and lack of clear decision making skills (Barkley, 2005). Many of these children can become depressed and exhibit anxiety (Barkley, 2005). Many affective behaviors include stubbornness, defiance and at times can be verbally or physically violent to others (Barkley, 2005).

According to Barkley (2005) nearly 57% of preschool children are likely to be rated as inattentive and over-reactive by their parents up to the age of four. As many as 40% according to Barkley (2005), may have these problems for up to three to six months, concerning parents and teachers. According to Lavigne, Gibbons, Christoffel, Rosenbaum and Binns (1996), however, it is estimated that 2% of preschool children truly meet the criteria for ADHD, and (Biederman, 1996), clarified that possibly 10 % of all children meet diagnostic criteria for ADHD (Singh, 2002). Barkley clearly indicates that the earlier the symptoms of ADHD appear and the length of time they last in childhood will determine the severity of its course and prognosis (Barkley, 2005). Individually there are many distressing problems for children suffering from this disorder. Some features that Barkley (2005) indicate are important to recognize as the individual child develops into school age include;

1. An emergence of high demanding ness of preschool age

2. Critical directive behavior by parents to control circumstances

3. Problems reported by preschool / formal school staff regarding child’s behavior

4. Problems with learning and reading

5. Decisions to withhold a child an educational grade

6. Excessive temper tantrums / difficulty in getting child to do chores

7. Social exclusion from activities

According to Spira & Fischel (2005), within the pre-school environment at the age of 3 yrs. old, children’s attention controls, and self control mechanisms begin developing. Increased self control and speech development continues from age 3yrs. old (Spira & Fischel, 2005). Self control processes continue to well develop through the age of 4yrs. old (Spira & Fischel, 2005). These processes work together allowing the child to maintain self-control and through 4 yrs. of age the child develops the ability to direct attention to relavent environmental stimuli (Spira & Fischel, 2005). Together, the maintaining of attention and control over responses emerges and of course is very important in identifying task’s and working functionally within the educational environment, however; these processes indicated do not emerge for those with ADHD due to the manifestation of hyper-activity and impulsivity around the age of 3 to 4 yrs. of age, and inattention manifesting near 5 to 6 yrs. of age (Spira & Fischel, 2005). As children develop into school age and adolescents, Barkley (2005) indicated that 30 to 50 percent of children will be retained one grade during their school years. According to Vance & Luk (2000), 20 to 30 percent of children with ADHD will manifest comorbidity with learning disorders; reading, arithmetic, writing or spelling. If a child is diagnosed with ADHD and Conduct Disorder the percentages increase for a co morbid learning disorder (Vance & Luk, 2000). One theoretical position (Velting & Whitehurst, 1997), is that according to Spira and Fischel, (2005) those children with ADHD do not acquire the literacy skills necessary for early reading and learning. Furthermore, it is hypothesized that the frustration due to lack of ability perpetuates acting out behaviors consistently witnessed by school staff of children with ADHD (Spira & Fischel, 2005).

As children move through adolescents it is abundantly clear that with vast developmental changes; finding ones role identity as clarified by Eric Erickson (Berger, 2006), relational dating, peer pressure, and other demands of adolescents become extraordinarily difficult with individual difficulties of impulsiveness, hyperactivity and inattentiveness (D. Moilanen CMSW, Personal Communication, January 25, 2007). According to Gordon (2006), adolescents continue to have many difficulties especially;

1. Disorganization

2. Planning long term assignments

3. Completing homework

4. Complying with parental rules.

5. Sustaining attention and focus

Because adolescents are seeking to find a competent and healthy identity, conflicts with parental and academic systems can leave an adolescent to feel diminished, angry and frustrated before the entry into adulthood (D. Moilanen CMSW, Personal Communication, January 25, 2007).

Adulthood brings new challenges and according to Jaffe, Benedictis, Segal & Segal, (2006), the following are just a few of the challenges for adults living with ADHD;

1. Managing money

2. “Zoning out in conversations”

3. Speaking without thinking

4. Procrastination

5. Becoming easily frustrated

Eric Erickson in Berger (2006) clarifies his theory of Psycho-Social Development and indicates that as early adults we want to find intimacy or we will face isolation. It seems clear that these adults due to their disability will continue to confront difficulties with their families, social relationships, and negative individual perceptions onward into adulthood. These difficulties could place them at risk to become isolated.

The individual within their family is greatly impacted by this developmental disorder. According to Barkley (2005) ADHD is 25 to 30% acquired by heredity, and if a parent has ADHD the child is 8 to 10 times more likely at acquiring the disorder. Barkley (2005) also indicated that parents at the beginning of preschool attend and manage their child fairly well, however; parents tend to lose what they feel as control over their child the further the child develops through school. Parents can feel drained, overwhelmed and exhausted; even feeling depressed, and begin blaming themselves for their child’s behavior (Barkley, 2005). Over time these difficulties can lead to perceptions by parents that may be less than positive (Maniadaki, Sonuga, Kakouros, & Karaba, 2006).

Research shows that parental perceptions within the family can clearly have implications regarding how a child is treated and the negative affects and perceptions that affect the child’s developmental stages (Maniadaki et al., 2006). According to Maniadaki et al., (2006), parental perceptions do have significant impact upon children suffering from ADHD due to the likelihood of the parents not obtaining mental health services for their children; the difficulty parents had identifying the impact the child’s behavior would have on the child’s development; and the parents inability to identify the severity of the child’s symptoms, all have dramatic affects on the child’s developmental processes. Siblings can also have negative perceptions of the child’s behavior, affecting the degree of support siblings bring to each other within a family. According to Gordon (2006), siblings can feel sorry for their sibling with ADHD or they can get angry and resentful. These reactions create dynamic challenges for any family and or individual dealing with ADHD. Other possible hindering perceptions by parents within the family system can be identified by comparing Erickson’s, Psycho Social Developmental Perspectives (Berger, 2000). According to Erickson, children from the age of 3 yrs. old to 6 yrs. of age will develop through a series of challenges to parents, taking the “initiative” or “failing,” bringing feelings of “guilt” (Berger, 2000). When the child’s challenging behavior takes place however, as Camparo, Christensen, Buhrmester & Hinshaw, (1994) states, that parents may not allow these children to have the benefit of the doubt, due to past excessive behavior under normal circumstances, and the parents may see their child as an “easy target.” According to the evidence, miscalculating the child’s natural challenging behavior could take place and disallow the child to develop in a healthy, “guilt free” way, having significant affects on their psycho-social development. Excessive amounts of guilt can produce significant amounts of anxiety and depression (Burns, 1990). These negative processes in variable degrees can clearly lead to negative affects on social and emotional processes (Burns, 1990).

Other family processes affecting ADHD and development according to Peris & Hinshaw (2003), is that core symptoms of impulse control and inattention are primarily heritable, and parental practices do not warrant significant (Barkley, 1998; Hinshaw 1994; Johnston & Mash, 2001), causation for ADHD. However, the family interaction patterns and external influences may have a significant impact on severity and the developmental course of ADHD (Peris & Hinshaw, 2003). Furthermore, evidence suggests (Barkley, 1985; Battle & Lacey, 1972; Buhrmester, Camparo, Christensen, Gonsalez, & Hinshaw, 1992; Campbell, 1973; Cunningham & Barkley, 1979; MacDonald, 1988; Mash & Johnston, 1982; Tallmadge & Barkley, 1983) that mothers of ADHD children are less affectionate. Other disturbing findings indicate that parents can be more critically demanding and parents independently report a greater tendency to blame their ADHD child for problems they actually had with their spouses; thus proving further that family systemic patterns can play a major role in the perpetuation and affects of ADHD upon child development (Camparo et al., 1994). Of course these processes clearly affect a school-age child within their families and external systems in ways which reduce a child’s self worth, confidence, and abilities to properly interact and function within their environment; proving this, Dumas & Pelletier (1999) indicated that pre-adolescents were found to have lower levels of self esteem in areas of scholastic competence, behavioral conduct, and social acceptance.

According to Barkley (2005), those with ADHD, at times do not give themselves time to evaluate their emotions objectively before a reaction, fail to separate their feelings from fact. Being able to internalize our emotions, evaluate them, and analyze them before displaying them publicly assist in self control and is difficult for those suffering from ADHD (Barkley, 2005). Those who suffer from ADHD develop a pattern of social rejection due to inappropriate interactions beginning during formalized schooling according to Barkley (2005). According to Nixon (2001), those children suffering from ADHD lack significant social skills that affect the quality of their interactions, such as; verbal & physical aggression, disruptive attempts to enter new groups, negative classroom behaviors, being quick tempered and violating the rules. Nixon (2001) presents more evidence that social cognition is clearly affected and children with ADHD can have great difficulty in making clear interpretations of their environmental interactions with others. These variables clearly lead to inhibited social contact, and a dysfunction in psycho-social development. According to Eric Erickson in Berger (2000), he clearly indicates that formalized school age children from 7 to 11 years old need to develop confidence that allow them to feel as if they have mastered “Industry” (Berger, 2000). If this stage is not mastered, they may feel inferior (Berger, 2000). How can these children who are excluded due to their ADHD manifestations of behavior, be given the chance to participate and prove themselves to resist negative aspects of “Inferiority?” As these children develop into adolescents and adults, one can hypothesize when comparing ADHD behavior and social reactions with the Erickson Psycho-Social Framework (Berger, 2000). Erickson states that adolescents attempt to find their roles in the world and if they fail, role confusion develops (Berger, 2000). Confusion for those suffering from ADHD would come easily due to their exclusion from social groups and activities (Barkley, 2005). In order for adolescents to find their role and their identity; they must interact with others and feel accepted in their participation (Berger, 2000). Further into adulthood Erickson in Berger (2000), indicates that as adult’s, individuals will seek intimacy with others or become isolated. The factor of isolation relates to the extent in which those developing fear rejection and disappointment (Berger, 2000). Unfortunately, prior social experiences of those suffering from ADHD can be littered with social rejection, feelings of disappointment and unacceptance due to impulsiveness and hyperactive behaviors (Barkley, 2005). Furthermore, (Pope, Bierman, & Mumma, 1999), these authors according to Nixon (2001), also claim that hyperactivity and the inattentive / immature nature of a child’s behavior with ADHD contributes greatly to interpersonal problems.

In regards to social justice and cultural issues; according to Bender (2006), African American children may be under represented and under diagnosed in regards to ADHD. Experts such as (Dr. Rahn Bailey, 2006) according to Bender (2006), claim that as science is pursuing new technological processes to diagnose and treat ADHD, cultures like the African American community are subjected to propaganda, suspicion due to past and current discrimination, and negative stereotyping regarding mental illness; thus forming cultural decisions to avoid diagnosis and treatment of ADHD. This cultural-lens, based upon discriminatory and fear based experiences with the dominant culture dis-allows ethical decisions to help and assist African American children (Bender, 2006). These decisions according to experts (Bailey, 2006), is contributing to high rates of African American children disproportionately over represented in remedial programs and disproportionate amounts of African American children over represented in the criminal justice system (Bender, 2006). The issues of classism and impoverishment can also be a topic of concern regarding those who suffer from ADHD. According to Visser & Lesesne, (2005), ADHD diagnosis among males was reported significantly more often in families with incomes below the poverty threshold than in families with incomes at or above the poverty threshold. Here again, poverty makes a clear and consistent statement of risk for our developing children.

In conclusion, I believe that ADHD seems to be an elusive, devastating, developmental disorder. This disorder for my self is so destructive because of its manifesting elements of hyperactivity, impulsivity and inattentiveness. These variables are processes that if represented to certain degrees are perfect for destroying social, educational, emotional and individual development across the life span. Because our lives are so dependent upon not just our biological construction but also our social and environmental interaction; this disorder can be serious and detrimentally disruptive. I do however believe that new technologies are hopeful in understanding this disability in greater measures. I also have gained ideas regarding the new information regarding neuro-plastisity and the changing mind based upon therapeutic thought. I feel this may be a possible frontier of research that should be a priority in better understanding how the brain can change forms; especially the pre-frontal cortex regions.

L.J. Riley Jr. BSW, LLMSW

Reference

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Parents. New York: The Guilford Press.

Bender, E., (May 19, 2006). Scare tactics may deter blacks from ADHD help. Psychiatric News, 41 (10) 16. Retrieved January 20, 2007 from online.org/cgi/content/full/41/10/16.

Berger, K. S., (2001). The Developing Person: Through the Life Span. New York:

Worth Publishing.

Burns, D. D., (1999). The Feeling Good Hand Book. New York: Plume Books.

Camparo, L., Christensen, A., Buhrmester, D., & Hinshaw, S., (1994). System functioning in families with ADHD and non-ADHD sons. Personal Relationships, 1, 301-308.

Dumas, D., & Pelletier, L. (1999). Perception in hyperactive children. Maternal Child

Nursing, 24, 12-19.

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Jaelline J., Benedictis, T., Segal, R., & Segal, J., (March 7, 2006). Adult ADD & ADHD: recognizing the symptoms and managing the effects. Retrieved on January 20, 2007 from http://www.helpguide.org/mental/adhd_add_adult_symptoms.htm.

Laigne, J.V., Gibbons, R.D., Christoffel, K.K., Arend, R., Rosenbaum, D., Binns, H., et al. (1996). Prevalence rates and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 204-214.

Maniadaki, K., Sonuga-Barke, E., Kakouros, E., & Karaba, R., (February, 21, 2006). Parental beliefs about the nature of ADHD behaviors and their relationship to referral intentions in preschool children. Journal Compilation of Blackwell Publishing. Retrieved on January 20, 2007 from http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2214.2005.00512.x.

Neufeld, P., & Foy, M., (2006). Historical reflections on the ascendancy of ADHD
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Peris, T. S., Hinshaw, S. P., (2003). Family dynamics and preadolescent girls with ADHD: the relationship between expressed emotion, ADHD symptomatology, and comorbid disruptive behavior. Journal of Child Psychology and Psychiatry, 44 (8) 1177 – 1190.

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progress and controversies. Australian and New Zealand Journal of Psychiatry, 34,
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Weight Loss – Steps to Start Losing Weight

Traditional Chinese medicine Northern Beaches trying to find a way to treat covid19. As someone who has been mildly overweight all their life, I understand the need for motivation when it comes to weight loss. It is so hard to get motivated. Most time we make excuses for not starting today or we are just lazy about actually doing it. Well if you are tired of making excuses and tired of being overweight here are some ways to pump yourself up and finally make that decision to start changing your life. Remember change is easy if you are receptive to it.

People use all sorts of things to motivate themselves. If you are ready to start changing your life for real, start by writing down your goals. How much weight do you want to lose? Set your time frame for losing the weight. It is impossible to think that you will lose all your weight in a week or even a month. Quick weigh loss usually leads to quick weight gain, which causes a yo-yo effect.

When you set your goals, be realistic. It’s unrealistic to think that you will lose as much weight as the contestants on TV shows such as “The Biggest Loser” or “Celebrity Fit Club”. They are secluded with trainers and doctors who monitor everything they do and eat. They work out 8-10 hours a day and are provided with the highest quality equipment and trainers. It is impossible for us in the real world who have jobs, families and responsibilities to workout as much as they do. Let’s not forget that in the real world we are bombarded with temptations that those contestants do not have to worry about at lease while they are on the show. Set a goal for how much weight you want to lose each week. For men a good goal is to lose 3-5 lbs per week and for women a good goal is to lose 2-4 lbs a week.

You have always heard the expression you are what you eat. It is true! Everything you put in your mouth adds to your weight. That is why it is important to start your program with nutrition. Exercise is important but you won’t get to your goals just by exercising. You need to change your eating habits too. Start by setting your calories per day. If you normally take in 3000 calories per day set your calories per day to 1800. An average calorie intact per day is 1200. Calorie counting is no fun but the most effective way to watch and lose weight. When you start to realize the amount of calories in certain foods you will make smarter and more healthy decisions about what you put in your mouth.

When you set a limit for your daily calories it is impossible to go from 4000 to 1000 calories. You are setting yourself up to fail because your limits are too low. You shouldn’t set your limit under 1200 calories a day. If you cut your calories per day too low your body will be telling you that it is constantly hungry, not to mention you will be craving the sugars and processed foods that you used to eat. Cutting your calorie intake gradually will reduce your appetite as well as decrease your weight. Take the first couple of days to get a feel for how many calories you normally take in. Then determine a suitable decrease in the amount of calories per day. As you stick to your daily calorie limits you will start to notice the weight coming off.

Track yourself by writing down everything you eat in a day. This will show you where your downfalls are. Think about what you eat before you eat it. How many calories are in this bagel, ice cream, and cheeseburger? That is not to say that you can’t have that ice cream or piece of cake but make a sacrifice. If you want to have that after dinner dessert, make sure you eat properly through out the day so you don’t go over calories.

Supplement your normal snack foods with fruits and vegetables. You will start to notice that natural, organic foods are lower in calories than junk food, fast food or processed foods. Not to mention that natural foods have vitamins and essential nutrients that our body needs. The sugar and carbs in fruits and vegetables are more easily digested by the body due to the fact that they are not processed or have additives.

Change your eating patterns. If you normally eat 3 large meals a day, break it up into 5-6 small snacks a day. This will boost your metabolism to continually burn calories through out the day. The rule is to eat something every 2-3 hours. Plus you need to continually replenish your water throughout the day. The human body is made up of 60-70% water. Water is required for most of your body’s functioning. So instead of drinking that soda, drink an 8 oz glass of water. You won’t waste your calories on a soda, plus you won’t get that sugar rush and your body will thank you by making you feel better.

One thing to remember when you are making changes to your eating habits. Always make sure you are supplementing your vitamins and minerals. A lot of our vitamins can be made in the body and usually the rest comes from our food. However, taking a good multivitamin or super food will ensure that your body is continuing to receive all its nutrients even if you don’t take in enough through your food. The other requirement is to make sure that you are getting enough omega fatty acids. This will ensure proper cell reparation and cell growth.

Once you start to notice a difference in your body and you feel better, you will be more motivated to continue. Now you can start to add in your exercise. Exercise is a stress on the body but it is a good stress. It works the muscles, releases endorphins to the brain, and burns fat/calories. If you have a busy lifestyle you will need to make time. Set up a schedule and make sure you stick to it. Even if it is just walking for a 1/2 hour each day or doing 10 sit-ups and 10 push-ups in the morning when you wake up. Doing something is better than nothing. Most people say they are going to do this or that and they never end up doing it. Exercise is hard at first but if you do 1/2 hour of exercise every day for 1 week you will notice a change in your energy, in your weight and how your body feels overall. Most people will like the changes they see and want to continue with it.

Remember that will exercise you need to increase time and intensity as you continue. Start off slow but be consistent. Say you walk for 1/2 hour every day for the first week. Increase it to 45 minutes the second week or add in 25 sit-ups and 25 push-ups after your walk. This is what I mean by time and intensity. As you continue to build on your exercise routine over time you will see more and more change for the better. Remember that exercise routines should include cardiovascular as well as weight or resistance training this way you are not only burn calories and fat but keep your muscles strong.

Nutritionist and personal trainers are a great source of information when it comes to weight loss. If you have concerns about keeping track of your health goals consult one of these health professionals to assist and guide you on your journey.

Graduated with a BA in exercise science and have worked in the medical field since. My focus is alternative medicine however all aspects of health interest me. Check out my health website!