Traumatic experiences in Adolescents

Traumatic experiences in Adolescents

Adolescence is a developmental stage where significant changes arise including the psychosocial. Psychosocial development refers to the search for identity, gender identity, emotional relationships (family, peers, society) and behavior. This development will depend on the circumstances and dynamics of which the adolescent has been part of all previous development. This will result in a set of positive traits, personal resources that will make it easier for the formation of a healthy and stable identity. This identity will be defined by the own values and beliefs.

During these changes there are processes that relate to how the adolescent perceives, thinks and understands his inner world, outer world and their emotional states. The emotional state of this young person will make a difference in how to cope. So your emotional state (positive traits, personal resources, support resources) may help predict what will be the coping style to adversity.

The people throughout their lives are constantly facing life situations and adversities. The way how they face it will be connected to the emotional states. Teenagers are part of this reality that may be a more vulnerable and critical process causing them emotional distress and face difficulty managing this process. For this reason, cognitive, moral and psychological mental processes must be psychologically stable and healthy for the traumatic event not to affect the normal course of their psychosocial development.

In adolescence the ability to organize and carry just any action required to handle situations is still in developing. If the teen does not have a solid self-esteem and a healthy, positive sense of self, it will be really disturbing to cope with the situation.

Some factors that promote a negative psychological impact on the adolescent's life during crises and traumatic events are:

1. Mental Health (history of emotional problems).

2. Passive Resources: history of negative or dysfunctional family, negative and unstable relationships between family members, poor attachment, parental conflict, parenting style, etc.

3. Poor or irresponsible social controls. Bad social management, corruption of facts about a situation, invading their identity, values and beliefs of adolescents.

4. Participation and/or inappropriate exposure of the adolescent to a process.

5. Absent and unstable network support.

Some factors promote a positive impact on the adolescent's life during crises and traumatic events are:

1. Healthy Psychosocial Development (enriching experiences from an early age).

2. Responsible and controlled style of intervention.

3. Active, personal resources (positive coping style, auto-emotional regulation, hope, faith, self-love, forgiveness, acceptance, resilience -capacity to cope with life's adversities, learn from them, overcome them and be transformed by them .)

4. Family and social support.

The implications in the adult life of a teenager who has been exposed to stressful situations and/or trauma can vary depending on the above mentioned factors. That is, a teenager could become a strong, caring adult with a sense of appreciation and self-love of others and successful. It could also be an adult immersed in depression and anxiety that their resources were passive, negative and living in the past. Everything will depend on the perception, meaning and understanding given to the situation. When the teen accepts and assumes psychological responsibility of the experience and face positively the same is when we see an adult with assertiveness, grateful, brave, responsible and personal successes.

http://www.mindfuljourneycenter.com/traumatic-experiences-adolescents/

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Mindful Living Workshop Series

Mindful Living Workshop Series

Mindful Journey Center join forces with Healing Concepts to present the first workshop of "Mindful Living Workshop Series" on Dec 6, 2014. They will be presenting the following topics: "Body Awareness Can Turn You Inside Out" and "Dancing Mindfulness: "A great Way to Live in the Here and Now".

https://www.eventbrite.com/e/mindful-living-workshop-series-tickets-13691697235

http://www.mindfuljourneycenter.com/

The biggest mistake families make in dealing with addiction

The single biggest mistake families make in dealing with addiction

Not getting education about addiction could be the biggest mistake families make when dealing with an addicted family member. The family needs to learn how the addiction affects the mind/behavior by changing the brain releasing chemicals that associate the addictive substances with pleasure then creates cravings for the addictive substance. They need to learn that addiction is a disease not a moral issue. Learn how the specific substance affects the body, the mind and the behavior. Learn the personalities, conduct patterns in the disease and dysfunctional behaviors in the addict. The right education will give the family the power to help the addict in a more efficient way and may be able to control a possible chaotic situation. They will understand that they are not capable of achieving sobriety for the addict, the addict needs to make the first step to change but an educated person may be able to help creating the right conditions for the addict to make the decision to change.  

Without the right education families tend to deny that this is a disease or tend to minimize it. Without education families tend to enable the addict to continue with the disease which will be more damaging for the addict and the family. They may not know that having mixed feelings about quitting could be completely normal at first even if they completely know all the problems in their life that the addiction has caused. Without education the family may fall into a feeling of hopelessness of ever achieving any solutions with the addict and finally they might not know not to wait any longer and to look for help now.

http://www.mindfuljourneycenter.com/

https://plus.google.com/u/0/b/103275411681777111390/103275411681777111390/posts

Be a smart parent emotionally

Be a smart parent emotionally

In recent years, it has been noticed a difference between the old concept of "IQ" and the concept of "emotional intelligence". Dr. Daniel Goleman in 1995, published his book "Emotional Intelligence: Why It Can Matter More Than IQ". His theory is that if a person has a high intellectual potential, but has emotional deficiencies, may not achieve an effective and happy life.

Too often parents assigned significant value to good educational achievement, minimizing the importance to develop their emotional intelligence. This is a threat to then, because that condition success and welfare of their children only to how 'smart' they are.

Some signs that show children with well-developed emotional intelligence are:

• Talk about feelings and needs

• Listen and share

• Learn from conflict

• Set priorities and goals

• Includes other

• Make conscious decisions

• Anticipate the consequences

• Facilitates effective communication

• Take positive risks

If you think your children have needs in this area, I urge you to consider these recommendations:

• Teach how to express feelings and emotions. Teach to become aware of their emotions, identify, regulate and express effectively. For example, paraphrase what children say and/or help children identify their feelings by talking about them.

• Develop optimism in your children. The first step to develop optimism is to recognize the differences between optimistic and pessimistic thoughts. For example, when something unexpected or undesired happens, do not blame or criticize the child, rather explain the problems realistically and remain optimistic.

• Teach the children trouble solving techniques. The child could be able to understand the importance of knowing how to respond and not to react in trouble situations of daily living. For example, consider important steps, such as: what happened, how everybody feels about it and point out several possible solutions.

• Teach anger management. Studies show that children of parents who cannot handle anger are more aggressive. This is because angry punishment seems to create rebelliousness, defiance and tend to get the child out of control. Remember that anger is an emotion that has a profound impact on social relations. Help them recognize signs of anger and upset.

• Teach the value of honesty and integrity. Honesty is a developing concept for children under 7 years. Talk to your children about the values of honesty and integrity. For example, when you see your kids being dishonest on any matter, help them understand the long-term consequences.

• Develop their social skills. An important concept to get along and respect others is to be able to manage their conflicts and differences in a healthy way without hurting others. For this we suggest that you offer ideas to make friends; talk to your child about friendship; identify any conduct that you think may cause problems when making friends; give ideas on how to start a conversation and/or allow friends at home.

These ideas can help your child to learn and develop awareness about their feelings and emotions. When the child learns to maintain harmony and contact within self, this could be the engine that accelerates their motivation to get what they want in life. 

http://www.mindfuljourneycenter.com/smart-parent-emotionally/

HISPANIC HERITAGE MONTH

HISPANIC HERITAGE MONTH

Mindful Journey Center spent a day with the Puerto Rico Hispanic Chamber for Family Entertainment at the Westfield Broward Mall, Plantation, FL. Dedicated to our Hispanic families and the closing of the Hispanic Heritage Month October 18, 2014.

http://www.mindfuljourneycenter.com/hispanic-heritage-month/

Daily habits to improve your brain

Daily habits to improve your brain

Daily habits you can easily do to improve your brain and to protect the decline in intelligence:

1. Exercise is beneficial for your health including your brain and may help improve your memory.

2. Eat healthy, a healthy diet is important for your body and your brain.

3. Learn something new to you that will challenge and stimulates you mentally.

4. Stimulate the creative side of your brain, music, playing an instrument, reading, writing, brain stimulating activities like puzzles, crosswords.

5. Stay connected with your peers and community, feeling lonely can cause depression which can trigger a decline in your brain’s health and memory.

6. Practice meditation, yoga and stress reduction exercises, reduce the stress in your life.

7. Exercise your brain with games specific for the brain like Brain Games, Brain Training Games.

8. Make sure you have plenty of good sleep every day, the brain needs rest too.

9. Avoid smoking, alcohol in moderation, no drugs including illegal and abuse of legal drugs. 

10. Keep the rest of your body healthy, have regular checkups with your Doctor. If your body is healthy your brain will also stay healthy.

http://www.mindfuljourneycenter.com/daily-habits-can-easily-improve-brain/

Critical Issues in Trauma Resolution

4 APA CE Hours

Colleagues: Mindful Journey Center and Applied Metapsychology International have joined together in co-sponsorship of this and other APA accredited SAMSHA evidence-based, continuing education seminars in post-traumatic stress and related disorders. Your participation is invited. Please note that trauma-related seminars incorporate real-client video of trauma resolution sessions, and tend to any personal sensitivity accordingly. 

DATE & LOCATION

Calle José Canals # 458

Hato Rey, Puerto Rico

Wednesday, November 5, 2014

9 am- 1:00 pm

Program Outline & Objectives

4 APA CE Hours

1) Contrast the clinical profile of PTSD with other trauma-based disorders

a) The ACE study: adversity, trauma, their long term impact, and picking them apart

b) How benign and painful memories differ affectively and cognitively (session video)

c) The roles of the amygdala and hippocampus in their encoding, storage and expression

  

2) Compare primary & secondary conditioned responses; present vs absent flashbacks

a) How stimulus and response differ from cause and effect

b) The “mindlessness” of the conditioned response; obvious vs subliminal triggers

c) The relevance of primary and secondary incidents in sequence by association (session video)

3) Distinguish between trauma coping or management procedures and permanent resolution

a) Prerequisites and eligibility for the Traumatic Incident Reduction/resolution process

b) Through the arousal curve: start to peak stress to release and resolution (session video)

c) The essential elements of resolution; what it looks and feels like (session video)

   

Program Presenters:

• Robert Moore, Ph.D., CTS, BCETS, a 30+ year Associate Fellow and Training Supervisor of the Albert Ellis Institute; Corporate & Family Crisis Consultant; Board Certified in Traumatic Stress. Email: moorebob@juno.com

• Irene M. Rodríguez, MS, CAP, a certified Traumatic Incident Reduction Facilitator; trained in multiple trauma-related modalities; private practice in Hollywood, Florida serving PTSD clients. Email:irodriguez@mindfuljourneycenter.com

 For more information and to register: http://www.eventbrite.com/e/critical-issues-in-trauma-resolution-tickets-13620909507

Tips for Personal Growth

Tips for Personal Growth:

 1. Admit that you are not perfect, focus on your strengths, learn to manage your weaknesses and learn from criticism.

 2. Have a plan of action and goals, set your goals based on your own values, not on the ones dictated to you by others.

 3. Stop comparing yourself to others.

 4. Give love and gratitude, and you’ll receive it. Learn to forgive and stop been judgmental.

 5. Try, keep trying, and never give up. You only fail if you quit.

 6. Quit a bad habit.

 7. Appreciate what you have and who you are.

 8. Raise your standards, strive for excellence not for perfection.

 9. Learn something new, read a book, learn a new language, take a class, a new hobby.

 10. Live in the present, yesterday now is gone, tomorrow is another day. Take a moment to enjoy where you are now.

http://www.mindfuljourneycenter.com/

Depression and physical activity in teens

Depression and physical activity in teens

The study from JAMA Pediatrics: "Exercise and Depressive Symptoms in Adolescents A Longitudinal Cohort Study" http://archpedi.jamanetwork.com/article.aspx?articleid=1911003#Methods  show "results do not support the hypothesis that Physical Activity protects against developing depressive symptoms in adolescence." There are other studies showing a link between physical activity and depression;  "Physical activity and depressive symptoms in adolescents: a prospective study" by Catherine Rothon, Phil Edwards, Kamaldeep Bhui, Russell M Viner, Stephanie Taylorand Stephen A Stansfeld, http://www.biomedcentral.com/1741-7015/8/32.
For teens who are already depressed, this can only mean that is not their fault and we can use this to show teens that we have to concentrate in the present and treat the depression now. More research needs to be done don't look at the past if you are depressed look at the present and get treatment now.

I will continue advising my clients to exercise for a good mental health, exercise helps depression especially if there is social interaction or contact. If someone is depressed and tried exercise with no results needs to seek professional help. If the depression is affecting their quality of life they need to reach for a Primary Care Doctor or Psychiatrist, or a Psychologist or Mental Health Counselor. Other things that can help is: a healthy diet, regular and enough sleep, positive thinking or fight negative thoughts, practicing meditation, mindfulness, yoga, get a hobby or take class to try something new or fun, reach friends and family for social contact.

https://www.facebook.com/IreneMRodriguezAddictionPro

Parenthood, adolescence and drug prevention

Paternidad, adolescencia y la prevención de drogas

Studies have shown that there is a trend of a small reduction in the use of psychoactive substances in some groups of adolescents. However, this remains an alarming problem. This includes the use of cigarettes, alcohol, marijuana, inhalants, cocaine and other substances. The reasons may be various, but some studies make reference to the following:
• Use of drugs at home, including the use of cigarettes and alcohol.
• Lack or little adult supervision.
• Availability of drugs.
• Peer pressure.
• A divorce mismanaged.
• Curiosity.
• Changes in perception (not afraid of the risks).
• Influence by all the media.
• Evasion (to escape or get away from the pressures).
• Lack of opportunities to participate in alternative activities (clubs, sports, etc.)

Teens who use drugs regularly do so for the same reasons as adults. Addictions or drug misuse does not occur by accident or experimentation. Drug problems are usually part of larger and more complex problems. Some are: not feeling well at school, problems at home, lack of identity and self-moral, and feelings of not being part of the group.

During the adolescence that is when they prefer to use the time to try new things and challenge their boundaries. By trying to define their place, they may experiment with various ideas and experiences. For example, nothing is more important to them than a genuine adult experience: to drive a car, movies with adult content, enter "pubs" and parties. Have the experience of drinking, smoking cigarettes, etc. The abuse of drugs and addictive substances, like many other problems, can be prevented. After all, it is easier to prevent than cure. Some of these recommendations may help:

• Learn to talk to them. Teens have their own styles of point of views, so communication is key in solving conflicts, if there are any, or to prevent them. Accept that they see the world differently; the first step is to communicate with your child. If you've not done it before, does not matter, start today.
• Learn to listen. It is important to listen, not just talk to your child, but listen to what they have to say; avoid interruption, if you interrupt, it will affect the confidence and comfort to continue communicating with you. Do not assume that your child understands what you mean. Ask questions or express back what you thought you heard to verify that you have understood correctly. Listen and try to understand it objectively and without bias; try to understand what your child is saying without judging their motives, opinions or conclusions. Observe their body language for signs of discomfort, emotions, etc.
• Be honest. Let your child know what do you want to talk and the reasons why. Put the cards on the table and tell him about your worries, anger or fear. Tell them how it feels to be a father; if your child knows that you are honest with him, he will be more willing to be with you. If you have not been honest in the past, it could take more time to earn their trust. They will be more receptive if you show that you can be flexible and that you sincerely take them seriously.
• Encourage positive activities. Help your children to participate in extracurricular activities or hobbies that provide a sense of accomplishment and belonging.
• Teach about action and consequence. Teach your child that an action is always followed by a reaction or answer. Help them assess the consequences before proceeding with an action. First you must consider what can happen, then decide if it is worth doing.
• Negotiate. To negotiate you should try not to judge or as little as possible. Discuss the options available to help them make their own decisions.

Some warning signs that suggest problems in this area and need immediate professional intervention:

1. Dropout and cut classes
2. Changing friends
3. Changing Priorities
4. Problems with justice
5. Lies steal or borrow money
6. Change of clothing
7. Depression
8. Irregular patterns of sleep, among others.

To manage a maladaptive conduct that affects the welfare of your child, you should seek immediate help from a Mental Health Professional, Psychologist who possess knowledge in this area. If this is a concern for you right now we can assist and will stay with you in the process.

http://www.mindfuljourneycenter.com/parenthood-adolescence-drug-prevention/

Do you have problems?

Do you have problems?

Do you have problems? So look for opportunities where you can learn and grow. Confront your problems properly without letting your emotions rule or ruin your mood, affecting the other positive qualities you have in your life. This can be very harmful to you and those around you.

If you feel the sense of helplessness and hopelessness to handle the problems. Identify strengths that you have and/or external support resources (friends, family), you can also consult a specialist, a counselor or Mental Health Professional to assist you in the process. Value yourself above all and strive to promote places or spaces to think positive. The sense of commitment and the challenge you have to assertively tackle problems will make the difference between an uncomfortable or an enjoyable experience. After all, there is always something to learn and improve about ourselves. What do you think?

-Caroline Rodriguez-Mercado, PsyD

http://www.mindfuljourneycenter.com/es/

Santurce, Puerto Rico

787-900-5421

-Irene M. Rodriguez, MS, CAP, Certified TIRF

Mindful Journey Counseling & Training Center

777 Davie Rd Ext. Suite 103-B

Hollywood, FL 33024

Phone: 954-376-0496

http://www.mindfuljourneycenter.com/

The benefits of assertive discipline in children

The benefits of assertive discipline in children

Everything we think, do and feel, have been substantially influenced by the way we were disciplined in our childhood. When we refer to the term 'discipline' we are talking about the means used to change, to mold, to adopt a conduct of a person in order to act in a responsible manner. Considering the impact of discipline in the development and education of children, it is important to know some important factors that influence discipline.

There are four authority styles:

1.       Authoritative. Uses physical punishment. For those parents who choose this style of parenting, they must consider the negative consequences in their relationships with their children. It is suggested to note that there will be social problems, will be patterns of aggression, communication problems, will have difficulty initiating and establishing social relationships.

2.       Permissive indifferent. This style is characterized by thoughts to be beneficial only if conflicts are avoided. If the parents do not have knowledge of their children activities (that they actually do), they do not establish rules, limits, and instead of taking responsibility to do they prefer to ignore it. When this occurs it will develop behaviors and values of irresponsibility, social incompetence, and the children will value their activities more than their parents. They will feel the need to always receive the attention.

3.       Permissive indulgent. These are parents who are aware of their children, participate in their activities, but do not demand controls and do not teach them responsibility. The consequences of this style are the inabilities to control their impulses, self-control problems and have difficulty respecting others.

4.       Authoritative. It is the parent who establishes clear rules and demands to follow the rules. They are affectionate, have open communication with their children, they correct the appropriate faults. The consequences of this style are the possible lack of development of a sense of responsibility, confidence, self-regulation and social competence.

Discipline is not an easy task, requires a sufficient maturity, consciousness, self-control and knowledge of the needs and developmental stages of children. If you do identify with some of these styles that result in negative consequences we suggest you start taking action. Here are some healthy measures: talk to the child and sets goals of discipline, identify desirable and undesirable behaviors. Develop skills of listening and respond-no react. Give effective commands, select a method of discipline that immediately reward good behavior, do not reward the misconduct and use the appropriate punishment for any misbehavior.

Finally, if you do not have good controls and need direction to develop and implement a healthy and effective discipline with your children to help them be okay with themselves and society, it is never too late. Get help, consult a professional in this area or contact us to assist you in the process of transformation.

http://www.mindfuljourneycenter.com/benefits-assertive-discipline-children-2/

Can we prevent anxiety?

Can we prevent anxiety?

We may not be able to prevent anxiety disorders, but we can learn to reduce the risk of an attack, learn ways to control anxiety and ways to make the symptoms less severe.

Healthy diet. Reduce caffeine products. Check over the counter drugs or herbal supplements because they may contribute to anxiety.

Exercising regularly. There are relaxation exercises including deep breathing, yoga, tai chi, etc.

Get adequate rest, a regular sleep pattern is important.

Alcohol in moderation, avoid illegal drugs.

Meditation. Mindful living, live in the present.

Seek counseling and support to improve interpersonal skills when dealing with anxiety at work or with people. Seek parenting skills training if children are the cause of your anxiety. Counseling can help you after a traumatic or disturbing experience. 

http://www.mindfuljourneycenter.com/can-prevent-anxiety/

NEW GROUP FORMING NOW in Hollywood, FL- Coping with Anxiety and Stress

NEW GROUP FORMING NOW in Hollywood, FL- Coping with Anxiety and Stress 

In this very busy world, we all experience times of anxiety and stress. These symptoms can include: poor sleeping appetite changes poor concentration Increased emotions impatience and anger racing thoughts as well as feelings of having a heart attack the fear of losing your mind. This group will help you to understand what happens to the mind and body during times of stress, the positive side of stress, ways to cope with stress as well as utilizing relaxation and mindful techniques that are easy and quick. Contact us for more information.

http://www.mindfuljourneycenter.com/new-group-forming-now-coping-anxiety-stress/