Unit 2: Aspects of Personal
Understand the Causes of percent of the brain's weight, and
Development
MODULE 5: Coping with Stress in
Middle and Late Adolescence
STRESS
 emotional factor that causes
bodily or mental tension is the
feeling one gets from
prolonged, pent-up emotions
Causes and Effects of Stress:
 Anxiety
 Pressure
 Misery
 Strain
 Desperation
 Tension
 Anger
 Panic
 Dejection
1. Everyday frustrations cause
stress build-up
Emotional turmoil
 unable to get needed rest
2. Problems in our personal life can
be devastating
3. A common cause of stress is
dealing with life’s transitions
STRESS RESPONSE
 is the collection of
physiological changes that
occur when you face a
perceived threat
 the emotional or physical
symptoms of uncontrolled
stress.
Stressors
 situations where you feel the
demands outweigh your
resources to successfully cope.
 the factors of which create the
stress in your life.
When your stress response is
triggered, a series of changes occur
within your body. They include:
 Redirection of blood away
from extremities and instead to major
organs
 The release of cortisol and
other hormones, which bring other
short- and long-term changes.
 The stress response is
intended to give you a burst of energy
so you’re able to fight off attackers or
run away from them effectively.
KEEP STRESS UNDER
CONTROL:
1.
Stress has four lobes.
2. Analyze your Stress Factors 4 LOBES:
and Write Them Down 1. PARIETAL LOBE
3. Deal with the Stressors -helps understand what people see
4. Learn to Work under Pressure and feel
or Unusual Conditions 2. FRONTAL LOBE
Some tips to relax when under -determines personality and
pressure are the following: emotion
 Stop for a moment (especially 3. OCCIPITAL LOBE
when you feel your muscles -vision functions
tightening up) and take a few 4. TEMPORAL LOBE
deep breaths. -hearing and word recognition
 Do a relaxing exercise. Swing abilities
your hands at your sides and NEURONS
-basic functional unit of the
stretch.
 Take a “power nap.” Lie down nervous system
DENDRITE-entrance
and totally relax for a few
minutes. AXON-exit
 Find time to do the things you
enjoy. Drug damage
 Leave your study area for a Inhalants
while to take a brisk walk. - such as glue, paint, gasoline and
aerosols, destroy the outer lining of
 Find a quiet place to read a
nerve cells and make them unable
magazine or novel during
break or at lunch. to communicate with one another
 If possible, look at some Marijuana
-use hinders memory, learning,
peaceful images such as
judgment and reaction times, while
forests, beaches, etc. These
Steroids
images can initiate a relaxation
-cause aggression and violent
response.
mood swings.
 Look up.
Ecstasy
 Keep something humorous on
- rising among young people
hand, such as a book of jokes.
-scientists have found that drug
destroys neurons that make
MODULE 6: The Powers of the
serotonin, a chemical crucial in
Mind
controlling sleep, violence, mood
Brain
swings and sexual urges.
 wrinkled, pinkish-gray, three-
pound organ that is primarily
THE DOMINANT SIDE OF
composed of fat and water
 control system of the body
THE BRAIN
LEFT DOMINANCE
 sends electrical signals telling
 Classical music
you how to move
 Being on time
Three major parts:
1. Brain Stem  Careful planning
-connects the spinal cord and the  To consider alternative
brain.  Being thoughtful
-involuntary actions  Monopoly, scrabble, or
-controls functions that keep chess
people alive such as breathing,
heart rate, blood pressure and food RIGHT DOMINANCE
digestion.  Popular music
2. Cerebellum  A good times
-controls voluntary movement.  To visualize the outcome
3. Cerebrum  To go with the first idea
-responsible for thoughts and  Being active
feelings  Athletics, art, or music
-is the largest of the three brain Mind mapping is a powerful
sections, accounts for about 85 thinking tool.
MODULE 7: Mental Health and
Well-Being in Middle and Late
Adolescence
Mental health
the way your thoughts,
feelings, and behaviors affect
your life.
Good mental health leads to positive
self-image and in-turn, satisfying
relationships with friends and others.
Having good mental health helps you
make good decisions and deal with
life’s challenges.
It is not uncommon for teenagers to
develop problems with their mental
health. Problems can range from mild
to severe, and can include depression,
anxiety, body esteem issues, and
suicide, among others.
Strategies for Becoming a Critical
Viewer of the Media
• All media images and messages are
constructions. They are NOT
reflections of reality. Advertisements
and other media messages have been
carefully crafted with the intent to send
a very specific message.
• Advertisements are created to do one
thing: convince you to buy or support a
specific product or service. • To
convince you to buy a specific product
or service, advertisers will often
construct an emotional experience that
looks like reality. Remember that you
are only seeing what the advertisers
want you to see.
• Advertisers create their message
based on what they think you will want
to see and what they think will affect
you and compel you to buy their
product. Just because they think their
approach will work with people like
you doesn’t mean it has to work with
you as an individual. • As individuals,
we decide how to experience the media
messages we encounter. We can choose
to use a filter that helps us understand
what the advertiser wants us to think or
believe and then choose whether we
want to think or believe that message.
We can choose a filter that protects our
self-esteem and body image.
Self-esteem
-is all about how much you feel you are
worth — and how much you feel other
people value you
Body image
-is how you view your physical self —
including whether you feel you are
attractive and whether others like your
looks
What Influences a Person's Self-
Esteem?
1. Puberty and Development
2. Media Images and Other
Outside Influences
3. Families and School
Common Eating Disorders
1. Anorexia
-have a real fear of weight gain
and a distorted view of their
body size and shape.
2. Bulimia
-is similar to anorexia.
-With bulimia, people might
binge eat (eat to excess) and
then try to compensate in
extreme ways, such as making
themselves throw up or
exercising all the time, to
prevent weight gain
Here are some strategies for
supporting someone with mental
health concerns:
Encourage the person to seek
help and support from an adult.
Spend time with the person,
listen to his/her concerns.
Be hopeful; help them feel like
their life will get better.
Stand by them. Invite your
friend to things that you are
doing; keeping busy and
staying in touch with friends
will help your friend feel
better, when they are ready.
Learn as much as you can
about mental illness so that you
understand what is going on
for them.
If you are a close friend or
family member of someone
with a mental health problem,
make sure that you get help as
well. Talk to someone about
what is happening. This will
help you be a better support
person.
Put the person’s life before
your friendship. If the person
mentions thoughts of suicide,
don’t keep it secret, even if the
person has asked you to.
HELP HOW-TO’S
First Step: Reach Out To People
You Trust
Think of all the people you can
turn to for support.
These people might include:
friends
parents and other family members
someone who seems “like a
parent” to you
other adults whose advice you
would value—perhaps a favorite
teacher or coach, a member of your
church or other place of worship,
or a good friend’s parent.
Second Step, Take Action The
more you know, the easier it is
Nothing is worse than nothing
It’s All in the Attitude
Here are some important
reminders:
 Mental health is as important as
physical health. In fact, the two are
closely linked.
 Mental health problems are real,
and they deserve to be treated.
 It’s not a person’s fault if he or
she has a mental health problem.
No one is to blame.
 Mental health problems are not a
sign of weakness. They are not
something you can “just snap out
of” even if you try.
 Whether you’re male or female,
it’s ok to ask for help and get it.
 There’s hope. People improve
and recover with the help of
treatment, and they are able to
enjoy happier and healthier lives.
Healthy eating nourishes the
body, including the brain, and
supports mental health through:
 Improved overall health and
vitality
 Increased ability to concentrate
 Reduced irritability and mood
swings
 Lowered risk of mental illness
Physical Activity and Mental
Health: Physical activity can make
you feel good physically and build
confidence.
-contribute to improved mood and
increased self-esteem, self-
confidence and sense of control
Make you feel better physically
and feel better about yourself.
 Improve your mood.
 Improve self-esteem
 Reduce physical reactions to
stress.
 Help you sleep better.
 Give you more energy.
  Increases body temperature, thus
relaxing muscle tension.
 Releases feel-good chemicals
that improve mood.
 Offers a “time-out” from worries
and depressing thoughts.
 Increases self-confidence, feeling
of competence and a sense of
mastery.
 Provides a sense of belonging
and mutual support when
participating with others.
Sleep and Mental Health Most
teens need 9-11 hours of sleep
every night. Problems from not
being fully rested include:
 Irritability
 Difficulty concentrating and
learning
 Don’t move information from
short-term to long-term memory as
well
 Falling asleep in class
 Mood swings and behavior
problems
 More accident prone
 More prone to depression
Suggestions for getting a good
night sleep:
 Stay away from stimulants like
caffeine in the evening, including
chocolate, colas, and other
caffeinated beverages. These delay
sleep and increase night waking.
 Do not go to bed hungry, have a
light snack.
 Turn off any TV’s, computes, or
cellphones, or just do not have
electronics in the bedroom.
 Disengage from any stimulating
activities like exercise, computer
games or talking on the phone for
at least 30 minutes prior to
bedtime. Reading is much more
relaxing and may help you fall
asleep.
 Taking a warm bath or shower
helps prepare the body for sleep. 
If you are not feeling rested and
functioning at your best most days,
talk to your parents. You may need
to speak to a doctor if you are
having problems sleeping in spite
of trying the above tips.
 Try a cup of hot milk.
MODULE 8: Emotional
Intelligence
IQ -stands for "intellectual quotient." It
can help predict how well someone
may do academically. IQ is just one
measure of our abilities, though.
Emotional intelligence -is the ability
to understand, use, and manage our
emotions. Emotional intelligence is
sometimes called EQ (or EI) for short.
1. Improving Your EQ
Emotional intelligence -is a
combination of several
different skills:
2.Being Aware of Your Emotions
-simply noticing them as we
feel them — helps us manage
our own emotions.
3. Understanding How
Others Feel and Why -being
able to imagine how other
people might feel in certain
situations.
Empathy -Being able to imagine what
emotions a person is likely to be
feeling (even when you don't actually
know)
4. Managing Emotional
Reactions -means
knowing when, where, and
how to express yourself.
When you understand your
emotions and know how to
manage them, you can use
self-control to hold a
reaction if now is not the
right time or place to
express it.
5. Choosing Your Mood
Part of managing emotions
is choosing our moods.
Moods are emotional states
that last a bit. We have the
power to decide what
mood is right for a
situation, and then to get
into that mood. Choosing
the right mood can help
someone get motivated,
concentrate on a task, or
try again instead of giving
up.
6. EQ: Under Construction
- is something that
develops as we get older. If
it didn't, all adults would
act like little kids,
expressing their emotions
physically through
stomping, crying, hitting,
yelling, and losing control!
TYPES OF RESPONSES
Passive response: means not
expressing your own needs and
feelings, or expressing them so
weakly that they will not be
addressed.
Aggressive response: -is
asking for what you want or
saying how you feel in a
threatening, sarcastic or
humiliating way that may
offend the other person(s).
Assertive response: means
asking for what you want or
saying how you feel in an
honest and respectful way that
does not infringe on another
person's rights or put the
individual down.
Bipolar Disorder
 Bipolar Disorder
Characteristics of a Manic
Episode
 A distinct period of abnormally
and persistently elevated,
expansive or irritable mood
 During the period of mood
disturbance, at least three of
the following symptoms have
persisted (four if the mood is
only irritable) and have been
persistent to a significant
degree
– Inflated self esteem or
grandiosity
– Decreased need for
sleep
– More talkative than
usual or pressure to
keep talking
– Flight of ideas or
subjective experience
that thoughts are
racing
– Characteristics (Cont.)
 – 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
• John David (refused to
have contact with)
1957 – married Alicia Lopez-
Harrison de Lard
1958 – showed 1st signs of mental
illness
1959 – admitted to McClean
Hospital
Diagnosed with Schizophrenia
son John Charles born – no name
for 2 year
was also schizophrenic
Timeline of John Nash
1961-1965 – returned to teach at
Princeton
1963 – Alicia divorced Nash
1960-70 – In and out of mental
hospital
1965-67 – researcher at Brandeis
University
1970 – moved back in with Alicia
1970-90 – little known about Nash,
slowly improved mental health
1994 – Nobel Prize
1996 – published research again
2001 – remarried Alicia
 AUTISM
 By:
 Pauline Narciso
 Philip Lai
 Henry Kang
 Overview
 Pauline
– General Survey of
Autism
– Neural/Chemical
Correlates
 Philip
– Comparison
Consciousness
 Henry
– Treatments
– General Notes
 Autism as a Syndrome:
multiple disease entities
 Autism is a developmental
syndrome:
 Common deficit: theory of
mind
 Bit of History
 1943- Kanner
 “extreme aloneness from the
beginning of life and anxiously
obsessive desire for the
preservation of sameness.”
 Initial cause: Bad parents
 Diagnostic Criteria
 Severe abnormality
reciprocal social relatedness
 Severe abnormality
communication development
 Restricted, repetitive behavior,  Complex tics present
patterns of behavior, interests,  Normal neurological exam,
imagination normal lab exams
 Early onset (before 3-5 years)  Rapid improvement following
 Other observed behaviors therapy
 Lack of awareness of feelings  Reach quasi-normal abilities
of others by age 5-6
 Bizarre speech patterns  After age 6, usually fall into
 Lack of spontaneous and other psycho-pathological
make-believe play category, ADHD
 Preoccupation with parts of  Purine Autism
objects  Classical criteria met
 Repetitive motor movements  Too high/too low levels of uric
 Marked distress over changes acid
 Begins when…  Constipation
 80% of cases began as  Gout in family members
“Infantile Autism”  Seizures and self-injury in
 Screening Model for Infantile majority
Autism  “Purine”:abnormal levels of
 Is child’s eye-to-eye contact end product (uric acid) of all
normal? purine pathways
 Is he/she comforted by  Quote on Purine Autistic
proximity/body contact?  “the boy was an irritable baby
 Does he/she often smile or who resisted any change in
laugh unexpectedly? routine and never looked at
 Does he/she prefer to be left people around him. By 2 years
alone? of age, the few words he had
 Systematic Feature were rapidly disappearing. He
Examination lined up his toys in long
 Hand stereotypies (strange straight lines instead of playing
looking or posturing) with them. He developed pica,
 Stiff gaze, avoidance of teeth-grinding, compulsive
 Little reaction to strong, biting to the point of bleeding.”
unexpected noise  On the functioning end..
 Passive, obvious lack of  Asperger’s: meet criteria, but
interest have normal IQ functioning
 Disease Entities within Autism  Autistic Savants: special skills
 IABD in memory, music, math,
 Zapella Dysmaturational calendar calc, drawing, and
of subgroup hyperalexia reading.
 Purine Autism  Theories on contributing
 Asperger’s and Autistic factors
Savants  Unfavorable pre, peri, post-
 All share common Autistic natal factors
behaviors  Cellular and structural changes
 Infantile Autistic Bipolar in Limbic System (amygdala,
Disorder cerebellum, and hippocampus)
 Regression after initial normal  L-hemi neural substrates fail to
development develop (loss lang.,
 Meets classical criteria for consciousness, motor planning
Autism  Locus Coerulus:Mediates input
 Autistic symptoms have a from senses-underdeveloped
cyclical pattern  Low mercury levels
 Positive family history of BD  Who’s affected?
or Depression  1% of general public under the
 Different from Autistic who Autism Spectrum
later has onset of BD  Most often tend to be males
 Zapella Dysmaturational  Altered States Compared to
of subgroup Normal
 Loss of language after initial  Resistance to change, Insist on
of normal dev sameness
 Meets classical criteria
 Strong attachments to objects;
Spins objects
 Difficulty in mixing with
others
 Throw Temper Tantrums
 Tend not to want to cuddle or
be cuddled
 Over-sensitivity or under-
sensitivity to pain
 No fears of danger
 Sensory Processing
 Painfully sensitive to certain
sounds, textures, tastes, and
smells.
 Either too sensitive or less
sensitive than normal. Some
autistic have difficulty
interpreting sensory
information.
 Like normal these experiences
are not hallucinations but based
on real experiences.
 Some avoid being touched, a
gentle touch for most, will hurt
or shock autistics.
 Some are insensitive to pain,
and fail to notice injuries.
 Emotions
 Take major emergencies in
stride but become upset over
minor disruption.
 Unemotional, but can be very
emotional when things are
important to them.
 More candid and expressive
with their emotions than
normal people.
 Small amount will have
difficulty regulating their
emotions. Individual will have
verbal outburst, usually in
strange or overwhelming
environment.
 Communications
 Problem with semantic-
pragmatic component, take a
statement or question in a
literal way.
Ex.) "I'd like coffee with my
cereal“
 Repeating things that have
been heard (echolalia)
 Inability to understand body
language, tone of voice
 Some autistics are mute
 Communication Cont.
 Difficult in sustaining a
conversation. No normal "give
and take" in a conversation
 Autistics tend to go on with  Mirror Neurons Cont.
their favorite subjects and do  So mu wave suppression will
not give the other person a reflect activity of the mirror
chance to talk. neuron system.
 People with autism might stand  In autistics, there was mu
too close to the other person. suppression in their own hand
 Body language, facial movements, but no mu
expressions, and gestures do suppression to the observed
not match what they are hand movements.
saying.  Autism Treatment
 Attention  Behavioral modification and
 Trouble handling multiple communication approaches
stimuli of attention.  Dietary and biomedical
approaches
 Very narrow focused attention,  Complementary approaches
can not keep up with more than  Behavioral & Communication
one thing at a time.  Applied Behavior Analysis
 Shifting attention is a slow – Rewarded behavior
process, usually involves  TEACCH
pauses or moments of delay. – Understand the world
 Productivity  PECS
 Great deal of variety among – Picture exchange
autistics.  Social Stories
 Some autistic may never learn – Theory of Mind
to talk and be dependent  Sensory Integration
throughout their lives.  Biomedical Treatments
 Others may do well in special  Medications
supportive settings, working in – Serotonin Re-uptake
a sheltered environment. Inhibitors
 There are autistics that are – Anti-Psychotic
fully independent and function Medications
fairly well.  Risperidone
 Theory of Mind – Vitamins and Minerals
 TOM is absent in autistics, can  Dietary Interventions
not attribute mental states.  Risperidone
 Autistic can not reflect on their  Two double-blind, placebo-
own mental states. controlled responses of
 Cause abnormalities in social risperidone
interactions, communications, – Adults and Children
and imagination.  Serotonin-Dopamine
 Understanding mental states of antagonist
others can allows individuals to  Effective as a short-term
make sense of past behavior, treatment
allows influence on present – Tantrums, Aggression,
behavior and permits Self-Injurious
prediction of future behavior. Behavior
 Normal 3 year olds no TOM, – Interfering repetitive
but 4 year olds tend to have a behavior, self-injurious
TOM. behavior, sensory
 Mirror Neurons motor behaviors,
 Tested controls and autistics on affectual reactions,
4 different tasks. overall behavioral
 Researchers compared mu symptoms
rhythms. At baseline, mu  Risperidone Cont.
rhythms will fire in synchrony,  Figure 1: Mean Scores for
large amplitude mu Irritability
oscillations.  Risperidone Cont.
 Normal when seeing an action  Figure 2: Change in Severity of
perform will cause mu rhythms Overall Symptoms
to fire asynchronously,  Vitamins & Minerals
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
severity  Happe, F. “Theory of Mind Institute of Mental
– Dietary Interventions and Self.” Ann. N.Y. Acad. Sci Health, National Institutes of
 Gluten 1001 (2003): 134- 144. Health, U.S. Department of
– Disruption in  Harris, J.C. “Social Health and Human
biochemical and neuroscience, empathy, brain Services, Bethesda, MD, 40 pp.
neuroregulatory integration, and <http://www.nimh.nih.
processes neurodevelopmental gov/publicat/autism.cfm>.
– Yeast disorders.” Physiology
– Behavioral and & Behavior 79 (2003): 525-
medical problems 532.
 Complementary Approaches  McCraken, James T. et al.
 Improving Communication “Risperidone in Children With
Skills Autism and Serious
– Music Therapy Behavioral Problems.”
 Speech The New England Journal of
Development Medicine 347 (2002): 314-
– Art Therapy 321.
 Non-verbal,  References Cont.
Symbolic  McDougle, Christopher J., et
Expression al. “A Double-blind, Placebo-
– Animal Therapy Controlled Study of
 Physical and Risperidone in Adults
Emotional With Autistic Disorder and
Benefits Other Pervasive
 Conclusion Developmental
 Autism is a spectrum Disorders.” Arch Gen
 Autistics lack an essential Psychiatry 55 (1998): 633-641.
element of consciousness-  McQueen, JM and Heck, AM.
Theory of Mind “Secretin for the treatment of
 References Autism.” Ann Pharmacother.
 Autism Society of America. 36 (2002): 1294-1295.
<http:// www.autism-  Millward, C., et al. “Gluten-
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