Unit 2: Aspects of Personal 1.

Understand the Causes of percent of the brain's weight, and

Development Stress has four lobes.
2. Analyze your Stress Factors 4 LOBES:
MODULE 5: Coping with Stress in and Write Them Down 1. PARIETAL LOBE
Middle and Late Adolescence 3. Deal with the Stressors -helps understand what people see
4. Learn to Work under Pressure and feel
STRESS
or Unusual Conditions 2. FRONTAL LOBE
 emotional factor that causes
Some tips to relax when under -determines personality and
bodily or mental tension is the
pressure are the following: emotion
feeling one gets from
 Stop for a moment (especially 3. OCCIPITAL LOBE
prolonged, pent-up emotions
when you feel your muscles -vision functions
Causes and Effects of Stress:
tightening up) and take a few 4. TEMPORAL LOBE
 Anxiety
deep breaths. -hearing and word recognition
 Pressure
 Do a relaxing exercise. Swing abilities
 Misery
your hands at your sides and NEURONS
 Strain -basic functional unit of the
stretch.
 Desperation
 Take a “power nap.” Lie down nervous system
 Tension DENDRITE-entrance
and totally relax for a few
 Anger minutes. AXON-exit
 Panic  Find time to do the things you
 Dejection enjoy. Drug damage
 Leave your study area for a Inhalants
1. Everyday frustrations cause while to take a brisk walk. - such as glue, paint, gasoline and
stress build-up aerosols, destroy the outer lining of
 Find a quiet place to read a
Emotional turmoil nerve cells and make them unable
magazine or novel during
 unable to get needed rest break or at lunch. to communicate with one another
 If possible, look at some Marijuana
2. Problems in our personal life can -use hinders memory, learning,
peaceful images such as
be devastating judgment and reaction times, while
forests, beaches, etc. These
3. A common cause of stress is Steroids
images can initiate a relaxation
dealing with life’s transitions -cause aggression and violent
response.
mood swings.
 Look up.
STRESS RESPONSE Ecstasy
 Keep something humorous on
 is the collection of - rising among young people
hand, such as a book of jokes.
physiological changes that -scientists have found that drug
occur when you face a destroys neurons that make
MODULE 6: The Powers of the
perceived threat serotonin, a chemical crucial in
Mind
 the emotional or physical controlling sleep, violence, mood
Brain
symptoms of uncontrolled swings and sexual urges.
 wrinkled, pinkish-gray, three-
stress.
pound organ that is primarily
Stressors THE DOMINANT SIDE OF
composed of fat and water
 situations where you feel the  control system of the body
THE BRAIN
demands outweigh your LEFT DOMINANCE
 sends electrical signals telling
resources to successfully cope.  Classical music
you how to move
 the factors of which create the  Being on time
Three major parts:
stress in your life. 1. Brain Stem  Careful planning
When your stress response is -connects the spinal cord and the  To consider alternative
triggered, a series of changes occur brain.  Being thoughtful
within your body. They include: -involuntary actions  Monopoly, scrabble, or
 Redirection of blood away -controls functions that keep chess
from extremities and instead to major people alive such as breathing,
organs heart rate, blood pressure and food RIGHT DOMINANCE
 The release of cortisol and digestion.  Popular music
other hormones, which bring other 2. Cerebellum  A good times
short- and long-term changes. -controls voluntary movement.  To visualize the outcome
 The stress response is 3. Cerebrum  To go with the first idea
intended to give you a burst of energy -responsible for thoughts and  Being active
so you’re able to fight off attackers or feelings  Athletics, art, or music
run away from them effectively. -is the largest of the three brain Mind mapping is a powerful
KEEP STRESS UNDER sections, accounts for about 85 thinking tool.
CONTROL:
MODULE 7: Mental Health and attractive and whether others like your These people might include:
Well-Being in Middle and Late looks friends
Adolescence parents and other family members
What Influences a Person's Self-
Mental health someone who seems “like a
the way your thoughts, Esteem?
parent” to you
feelings, and behaviors affect 1. Puberty and Development other adults whose advice you
your life. would value—perhaps a favorite
2. Media Images and Other
Good mental health leads to positive Outside Influences teacher or coach, a member of your
self-image and in-turn, satisfying 3. Families and School church or other place of worship,
relationships with friends and others. or a good friend’s parent.
Having good mental health helps you Second Step, Take Action The
Common Eating Disorders
make good decisions and deal with more you know, the easier it is
1. Anorexia
life’s challenges. -have a real fear of weight gain
It is not uncommon for teenagers to and a distorted view of their Nothing is worse than nothing
develop problems with their mental
body size and shape.
health. Problems can range from mild It’s All in the Attitude
2. Bulimia
to severe, and can include depression, -is similar to anorexia. Here are some important
anxiety, body esteem issues, and -With bulimia, people might reminders:
suicide, among others. binge eat (eat to excess) and  Mental health is as important as
Strategies for Becoming a Critical then try to compensate in physical health. In fact, the two are
Viewer of the Media extreme ways, such as making closely linked.
• All media images and messages are themselves throw up or  Mental health problems are real,
constructions. They are NOT exercising all the time, to and they deserve to be treated.
reflections of reality. Advertisements prevent weight gain  It’s not a person’s fault if he or
and other media messages have been
Here are some strategies for she has a mental health problem.
carefully crafted with the intent to send
supporting someone with mental No one is to blame.
a very specific message.
health concerns:  Mental health problems are not a
• Advertisements are created to do one Encourage the person to seek sign of weakness. They are not
thing: convince you to buy or support a help and support from an adult. something you can “just snap out
specific product or service. • To Spend time with the person, of” even if you try.
convince you to buy a specific product listen to his/her concerns.  Whether you’re male or female,
or service, advertisers will often Be hopeful; help them feel like it’s ok to ask for help and get it.
construct an emotional experience that their life will get better.
looks like reality. Remember that you  There’s hope. People improve
Stand by them. Invite your and recover with the help of
are only seeing what the advertisers
friend to things that you are treatment, and they are able to
want you to see. doing; keeping busy and
• Advertisers create their message enjoy happier and healthier lives.
staying in touch with friends Healthy eating nourishes the
based on what they think you will want will help your friend feel
to see and what they think will affect body, including the brain, and
better, when they are ready. supports mental health through:
you and compel you to buy their Learn as much as you can
product. Just because they think their  Improved overall health and
about mental illness so that you vitality
approach will work with people like understand what is going on
you doesn’t mean it has to work with  Increased ability to concentrate
for them.
you as an individual. • As individuals,  Reduced irritability and mood
If you are a close friend or
we decide how to experience the media swings
family member of someone
messages we encounter. We can choose  Lowered risk of mental illness
with a mental health problem,
to use a filter that helps us understand Physical Activity and Mental
make sure that you get help as
what the advertiser wants us to think or Health: Physical activity can make
well. Talk to someone about
believe and then choose whether we you feel good physically and build
what is happening. This will
want to think or believe that message. confidence.
help you be a better support
We can choose a filter that protects our -contribute to improved mood and
person.
self-esteem and body image. increased self-esteem, self-
Put the person’s life before
confidence and sense of control
Self-esteem your friendship. If the person
Make you feel better physically
mentions thoughts of suicide,
and feel better about yourself.
-is all about how much you feel you are don’t keep it secret, even if the
 Improve your mood.
worth — and how much you feel other person has asked you to.
people value you HELP HOW-TO’S  Improve self-esteem
First Step: Reach Out To People  Reduce physical reactions to
Body image You Trust stress.
Think of all the people you can  Help you sleep better.
-is how you view your physical self —
turn to for support.  Give you more energy.
including whether you feel you are
  Increases body temperature, thus may do academically. IQ is just one weakly that they will not be
relaxing muscle tension. measure of our abilities, though. addressed.
 Releases feel-good chemicals Emotional intelligence -is the ability Aggressive response: -is
that improve mood. to understand, use, and manage our asking for what you want or
 Offers a “time-out” from worries emotions. Emotional intelligence is saying how you feel in a
and depressing thoughts. sometimes called EQ (or EI) for short. threatening, sarcastic or
 Increases self-confidence, feeling 1. Improving Your EQ humiliating way that may
of competence and a sense of Emotional intelligence -is a offend the other person(s).
mastery. combination of several Assertive response: means
 Provides a sense of belonging different skills: asking for what you want or
and mutual support when 2.Being Aware of Your Emotions saying how you feel in an
participating with others. -simply noticing them as we honest and respectful way that
feel them — helps us manage does not infringe on another
Sleep and Mental Health Most our own emotions. person's rights or put the
teens need 9-11 hours of sleep 3. Understanding How individual down.
every night. Problems from not Others Feel and Why -being
being fully rested include: able to imagine how other
 Irritability people might feel in certain
situations.
 Difficulty concentrating and
Empathy -Being able to imagine what
learning
emotions a person is likely to be
 Don’t move information from
feeling (even when you don't actually
short-term to long-term memory as
know)
well
4. Managing Emotional
 Falling asleep in class
Reactions -means
 Mood swings and behavior knowing when, where, and
problems how to express yourself.
 More accident prone When you understand your
 More prone to depression emotions and know how to
Suggestions for getting a good manage them, you can use
night sleep: self-control to hold a
 Stay away from stimulants like reaction if now is not the
caffeine in the evening, including right time or place to
chocolate, colas, and other express it.
caffeinated beverages. These delay 5. Choosing Your Mood Bipolar Disorder
sleep and increase night waking. Part of managing emotions
 Do not go to bed hungry, have a is choosing our moods.  Bipolar Disorder
light snack. Moods are emotional states Characteristics of a Manic
 Turn off any TV’s, computes, or that last a bit. We have the Episode
cellphones, or just do not have power to decide what  A distinct period of abnormally
electronics in the bedroom. mood is right for a and persistently elevated,
 Disengage from any stimulating situation, and then to get expansive or irritable mood
activities like exercise, computer into that mood. Choosing  During the period of mood
games or talking on the phone for the right mood can help disturbance, at least three of
at least 30 minutes prior to someone get motivated, the following symptoms have
bedtime. Reading is much more concentrate on a task, or persisted (four if the mood is
relaxing and may help you fall try again instead of giving only irritable) and have been
asleep. up. persistent to a significant
 Taking a warm bath or shower 6. EQ: Under Construction degree
helps prepare the body for sleep.  - is something that – Inflated self esteem or
If you are not feeling rested and develops as we get older. If grandiosity
functioning at your best most days, it didn't, all adults would – Decreased need for
talk to your parents. You may need act like little kids, sleep
to speak to a doctor if you are expressing their emotions – More talkative than
having problems sleeping in spite physically through usual or pressure to
of trying the above tips. stomping, crying, hitting, keep talking
 Try a cup of hot milk. yelling, and losing control! – Flight of ideas or
subjective experience
MODULE 8: Emotional TYPES OF RESPONSES that thoughts are
Intelligence Passive response: means not racing
IQ -stands for "intellectual quotient." It expressing your own needs and – Characteristics (Cont.)
can help predict how well someone feelings, or expressing them so
 – Distractability, i.e. – Usually late  Variable - most cover
attention too easily adolescence or early fully
drawn to unimportant adulthood. However  Mean number of
or irrelevant external some after age 50. lifetime episodes 8-9
stimuli Late onset is more  Cyclothymic Disorder
– Increase in goal- commonly Type II. Characteristics
directed activity or  Genetics  For at least two years (one for
psychomotor agitation  Greater risk in first degree children and adolescents)
– Excessive involvement relatives presence of numerous
in pleasurable (4-14 times risk) Hypomanic Episodes and
activities which have a  Concordance in monozygotic numerous periods with
high potential for twins >85% depressed mood or loss of
painful consequences,  Concordance in dizygotic interest or pleasure that did not
e.g. unrestrained twins – 20% meet criterion A of a Major
buying sprees, sexual  Secondary Causes of Mania Depressive Episode
indiscretions, or Toxins  During a two year period (one
foolish business  Drugs of Abuse year in children and
investments – Stimulants adolescents) of the disturbance,
 Characteristics (Cont.) (amphetamines, never without hypomanic or
 Mood disturbance sufficiently cocaine) depressive symptoms for more
severe to cause marked – Hallucinogens (LCD, than a two month time
impairment in occupational PCP)  Characteristics (Cont.)
functioning or in usual social  Prescription Medications  No clear evidence of a Major
activities or relations with – Common: Depressive Disorder, or Manic
others, or to necessitate antidepressants, L- Episode during the first two
hospitalization to prevent harm dopa, corticosteroids years of the disturbance (or one
to self or others Neurologic year for children and
 At no time during the  Nondominant frontal CVA adolescents)
disturbance have there been  Nondominant frontal tumors  Not superimposed on a chronic
delusions or hallucinations for  Huntington’s Disease psychotic disorder, such as
as long as two weeks in the  Multiple Sclerosis schizophrenia or Delusional
absence of prominent mood  Secondary Causes of Mania Disorder
symptoms (Cont.)  Not due to the direct
 Not superimposed on Infectious physiologic affects of a
schizophrenia,  Neurosyphilis substance or a general medical
schizophreniform disorder, or  HIV condition
delusional disorder or Endocrine  Epidemiology
psychotic disorder NOS  Hyperthyroidism  Lifetime prevalence 0.4 – 1.0
 The disturbance is not due to  Cushing’s Disease %
the physiologic effects of a same for males and females
substance or general medical  Treatment  Age of onset
disorder  Education and Support – Usually in adolescence
 Presentations of Bipolar  Medication or early adulthood
Disorder Acute mania  Genetics
 Manic Lithium, – Major Depression and
 Depressed Carbamazepine, Valproate, Bipolar Disorder more
 Mixed Lamotrigine, antipsychotics, common in first degree
 Types benzodiazepines relatives
 Type I - manic/mixed episode  Cyclothymic Disorder
+/- major depressive episode Long Term Mood Secondary causes of
 Type II - hypomanic episode + Stabilization cyclothymic disorder
major depressive episode Lithium,  Bipolar Disorder
 Epidemiology Carbamazepine, Valproate,  Mood disorders due to a
Lifetime prevalence Lamotrigine, possibly atypical general medical condition
 Type I - 0.7 - 0.8% antipsychotics Treatment
 Type II - 0.4 - 0.5%  Course  Initiation of biologic treatment
– Equal in males and  Acute Episode is dependent on the degree of
females  Manic - 5 weeks impairment
– Increased prevalence  Depressed - 9 weeks  If treatment is indicated, it is
in upper  Mixed - 14 weeks similar to that of Bipolar
socioeconomic classes  Long Term Disorder
 Age of Onset
Schizophrenia * Examples Causes…
Human Behavior hearing voices feeling bugs crawl Scientists do not know all the
Common Misconception… on skin seeing objects or faces causes…
People who have schizophrenia do smelling things 1. Genetics – “runs in the family”
not have multiple personalities or a Symptoms cont. Causes…
split personality 3. Psychosis 2. Prenatal Damage
They are split from reality – cannot * lack of touch with reality * Malnutrition
tell what is real and what is not… * Example… * Viruses
Eugen Bleuler (1857–1939) disordered Causes…
coined the term thought process 3. Environment
"Schizophrenia" in 1908 Symptoms cont. * Family Stress
Schizophrenia 4. Disorganized thinking or * Poor Social Interactions
definition – mental condition speech * Infections or Viruses at an
involving distorted perceptions of * Example… early age
reality and inability to function in speak very little change thought * Trauma at an early age
most aspects of life mid-sentence Causes…
DID or MPD Symptoms cont. 4. Neurotransmitters (Biological)
Dissociative Identity Disorder 5. Inappropriate Behavior * too much dopamine, low
Multiple Personality Disorder * Examples… levels of serotonin and
When 2 or more personalities are childlike silliness violence glutamate
present within the same individual Symptoms cont. Causes…
DID or MPD 6. Catatonia 5. Brain Abnormalities
Most common with people who * flexed in a certain position (Biological)
have been sexually or physically for a period of time * reduced number of neurons
abused “Waxy Flexibility” – persons arms * enlarged ventricles
Amnesia cause the other will remain frozen if moved by * thalamus abnormalities
personality to take over someone else for long periods of Causes…
Each personality has its own time 6. Reinforcement of a bizarre
memories, behaviors and Negative Symptoms behavior (Behaviorists)
relationships (also different Flat Effect – absence of normal Treatments…
allergies, physical symptoms) behavior or emotion 1. Medication – Anti-psychotic
Who has schizophrenia? Examples drugs
Most common mental illness – 1- Social withdrawal * many are made to block and
2% of the population Absence of emotion and expression alter dopamine and
Who has schizophrenia? Reduced energy, motivation, and serotonin receptors
Common in all cultures, genders, activity * not a cure, but reduces
and races Poor hygiene symptoms (in 50%)
Men tend to develop symptoms ** occurs before and after positive * side effects…
earlier symptoms tremors, dystonia
Symptoms Types of Schizophrenia… (muscle contraction),
NOTE – 2 or more of these for a 1. Disorganized restlessness,
month would classify you as a * lack of emotion involuntary/abnormal
schizophrenic * disorganized speech movements of mouth (40%),
Can be gradual or abrupt * silly/childlike behavior weight gain, skin problems
There are positive and negative * makes no sense when talking Treatments
symptoms Types of Schizophrenia… 2. Counseling…
Symptoms cont. 2. Catatonic * family counseling /
POSITIVE – exaggerations or * waxy flexibility psychological therapy
distortions of normal processes or * reduced movement * occupational training
behaviors * rigid posture * Goal – make them a useful
Symptoms cont. * sometime too much member of society
1. Delusions movement John Forbes Nash Jr.
* bizarre or false beliefs about Types of Schizophrenia… Timeline of John Nash
reality 3. Paranoid 1928 – born in Bluefield, WV
* Examples… * strong delusions 1945-48 – attended Carnegie
someone out to get them aliens * strong hallucinations Institute
believe they are famous Types of Schizophrenia… 1949-50 – attended Princeton
Symptoms cont. 4. Undifferentiated / Simple Ph.D. 1950
2. Hallucinations * disturbances of thought or Nash Equilibrium
* bizarre, unreal sensory behavior or emotion 1950-51 – taught at Princeton
perceptions of the * does not fit into another 1951-59 – taught at MIT
environment category Timeline of John Nash
1953 – 1st child with Eleanor Stier  Restricted, repetitive behavior,  Complex tics present
• John David (refused to patterns of behavior, interests,  Normal neurological exam,
have contact with) imagination normal lab exams
1957 – married Alicia Lopez-  Early onset (before 3-5 years)  Rapid improvement following
Harrison de Lard  Other observed behaviors therapy
1958 – showed 1st signs of mental  Lack of awareness of feelings  Reach quasi-normal abilities
illness of others by age 5-6
1959 – admitted to McClean  Bizarre speech patterns  After age 6, usually fall into
Hospital  Lack of spontaneous and other psycho-pathological
Diagnosed with Schizophrenia make-believe play category, ADHD
son John Charles born – no name  Preoccupation with parts of  Purine Autism
for 2 year objects  Classical criteria met
was also schizophrenic  Repetitive motor movements  Too high/too low levels of uric
Timeline of John Nash  Marked distress over changes acid
1961-1965 – returned to teach at  Begins when…  Constipation
Princeton  80% of cases began as  Gout in family members
1963 – Alicia divorced Nash “Infantile Autism”  Seizures and self-injury in
1960-70 – In and out of mental  Screening Model for Infantile majority
hospital Autism  “Purine”:abnormal levels of
1965-67 – researcher at Brandeis  Is child’s eye-to-eye contact end product (uric acid) of all
University normal? purine pathways
1970 – moved back in with Alicia  Is he/she comforted by  Quote on Purine Autistic
1970-90 – little known about Nash, proximity/body contact?  “the boy was an irritable baby
slowly improved mental health  Does he/she often smile or who resisted any change in
1994 – Nobel Prize laugh unexpectedly? routine and never looked at
1996 – published research again  Does he/she prefer to be left people around him. By 2 years
2001 – remarried Alicia alone? of age, the few words he had
 AUTISM  Systematic Feature were rapidly disappearing. He
 By: Examination lined up his toys in long
 Pauline Narciso  Hand stereotypies (strange straight lines instead of playing
 Philip Lai looking or posturing) with them. He developed pica,
 Henry Kang  Stiff gaze, avoidance of teeth-grinding, compulsive
 Overview  Little reaction to strong, biting to the point of bleeding.”
 Pauline unexpected noise  On the functioning end..
– General Survey of  Passive, obvious lack of  Asperger’s: meet criteria, but
Autism interest have normal IQ functioning
– Neural/Chemical  Disease Entities within Autism  Autistic Savants: special skills
Correlates  IABD in memory, music, math,
 Philip  Zapella Dysmaturational calendar calc, drawing, and
– Comparison of subgroup hyperalexia reading.
Consciousness  Purine Autism  Theories on contributing
 Henry  Asperger’s and Autistic factors
– Treatments Savants  Unfavorable pre, peri, post-
– General Notes  All share common Autistic natal factors
 Autism as a Syndrome: behaviors  Cellular and structural changes
multiple disease entities  Infantile Autistic Bipolar in Limbic System (amygdala,
 Autism is a developmental Disorder cerebellum, and hippocampus)
syndrome:  Regression after initial normal  L-hemi neural substrates fail to
 Common deficit: theory of development develop (loss lang.,
mind  Meets classical criteria for consciousness, motor planning
 Bit of History Autism  Locus Coerulus:Mediates input
 1943- Kanner  Autistic symptoms have a from senses-underdeveloped
 “extreme aloneness from the cyclical pattern  Low mercury levels
beginning of life and anxiously  Positive family history of BD  Who’s affected?
obsessive desire for the or Depression  1% of general public under the
preservation of sameness.”  Different from Autistic who Autism Spectrum
 Initial cause: Bad parents later has onset of BD  Most often tend to be males
 Diagnostic Criteria  Zapella Dysmaturational  Altered States Compared to
 Severe abnormality of subgroup Normal
reciprocal social relatedness  Loss of language after initial  Resistance to change, Insist on
 Severe abnormality of normal dev sameness
communication development  Meets classical criteria
 Strong attachments to objects;  Autistics tend to go on with  Mirror Neurons Cont.
Spins objects their favorite subjects and do  So mu wave suppression will
 Difficulty in mixing with not give the other person a reflect activity of the mirror
others chance to talk. neuron system.
 Throw Temper Tantrums  People with autism might stand  In autistics, there was mu
 Tend not to want to cuddle or too close to the other person. suppression in their own hand
be cuddled  Body language, facial movements, but no mu
 Over-sensitivity or under- expressions, and gestures do suppression to the observed
sensitivity to pain not match what they are hand movements.
 No fears of danger saying.  Autism Treatment
 Sensory Processing  Attention  Behavioral modification and
 Painfully sensitive to certain  Trouble handling multiple communication approaches
sounds, textures, tastes, and stimuli of attention.  Dietary and biomedical
smells. approaches
 Either too sensitive or less  Very narrow focused attention,  Complementary approaches
sensitive than normal. Some can not keep up with more than  Behavioral & Communication
autistic have difficulty one thing at a time.  Applied Behavior Analysis
interpreting sensory  Shifting attention is a slow – Rewarded behavior
information. process, usually involves  TEACCH
 Like normal these experiences pauses or moments of delay. – Understand the world
are not hallucinations but based  Productivity  PECS
on real experiences.  Great deal of variety among – Picture exchange
 Some avoid being touched, a autistics.  Social Stories
gentle touch for most, will hurt  Some autistic may never learn – Theory of Mind
or shock autistics. to talk and be dependent  Sensory Integration
 Some are insensitive to pain, throughout their lives.  Biomedical Treatments
and fail to notice injuries.  Others may do well in special  Medications
 Emotions supportive settings, working in – Serotonin Re-uptake
 Take major emergencies in a sheltered environment. Inhibitors
stride but become upset over  There are autistics that are – Anti-Psychotic
minor disruption. fully independent and function Medications
 Unemotional, but can be very fairly well.  Risperidone
emotional when things are  Theory of Mind – Vitamins and Minerals
important to them.  TOM is absent in autistics, can  Dietary Interventions
 More candid and expressive not attribute mental states.  Risperidone
with their emotions than  Autistic can not reflect on their  Two double-blind, placebo-
normal people. own mental states. controlled responses of
 Small amount will have  Cause abnormalities in social risperidone
difficulty regulating their interactions, communications, – Adults and Children
emotions. Individual will have and imagination.  Serotonin-Dopamine
verbal outburst, usually in  Understanding mental states of antagonist
strange or overwhelming others can allows individuals to  Effective as a short-term
environment. make sense of past behavior, treatment
 Communications allows influence on present – Tantrums, Aggression,
 Problem with semantic- behavior and permits Self-Injurious
pragmatic component, take a prediction of future behavior. Behavior
statement or question in a  Normal 3 year olds no TOM, – Interfering repetitive
literal way. but 4 year olds tend to have a behavior, self-injurious
TOM. behavior, sensory
Ex.) "I'd like coffee with my  Mirror Neurons motor behaviors,
cereal“  Tested controls and autistics on affectual reactions,
4 different tasks. overall behavioral
 Repeating things that have  Researchers compared mu symptoms
been heard (echolalia) rhythms. At baseline, mu  Risperidone Cont.
 Inability to understand body rhythms will fire in synchrony,  Figure 1: Mean Scores for
language, tone of voice large amplitude mu Irritability
 Some autistics are mute oscillations.  Risperidone Cont.
 Communication Cont.  Normal when seeing an action  Figure 2: Change in Severity of
 Difficult in sustaining a perform will cause mu rhythms Overall Symptoms
conversation. No normal "give to fire asynchronously,  Vitamins & Minerals
and take" in a conversation therefore resulting in mu  Vitamin B
suppression.
 – Most common vitamin Autism. New York: Plenum <http://darkwing.uoregon.edu/
supplement Press, 1989. ~sterling>.
 Vitamins A and D  Gilberg,Christopher and  Strock, Margaret (2004).
– Eye contact and Coleman, Mary. The Biology Autism Spectrum Disorders
behavior of the Autistic Syndromes. (Pervasive Developmental
 Vitamin C London: MacKeith Disorders). NIH Publication
– Improve symptom Press, 2000. No. NIH-04-5511, National
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