Social Networking - Psychological Effects on Teenagers

Parents worry that social networks like Facebook could have harmful psychological effects on their children. They seek consultation for social network related behaviour of their teenagers when academic grades fall due to excessive time spent on Facebook, when the teenager is subjected to cyberstalking, or when they themselves are disturbed by the online self-profile of their child. What do we know about some of these social networking behaviours that bring parents and their children to the Clinic?

Friends, self-presentation and self-esteem

Posting a profile assists the teenager in gaining self-awareness. Becoming self-aware by viewing one's own Facebook profile enhances self-esteem (Gonzales and Hanock, 2010).

A larger number of Facebook friends and  an exaggerated positive self-presentation does enhance the teenager’s well-being. However this is not necessarily associated with a sense of belonging to a supportive group. A more honest self-presentation does increase happiness and is also grounded in social support provided by Facebook friends (Kim and Lee, 2010). However, adolescents having more than 300 FB friends have increased levels of cortisol, a stress hormone, that makes them prone to depression in later life (Morin-Major et al, 2016)

Children whose self-worth is based on public contingencies (others' approval, physical appearance, outdoing others in competition) indulge in more photo sharing. People whose self-worth is contingent on appearance have a higher intensity of online photo sharing. Those with private-based contingencies (academic competence, family love and support, being a virtuous or moral person, and God's love) spend less time online (Stefanone et al 2010).

Facebook vs face-face

Impressions formed from face-to-face interaction and from personal web pages generally correspond. So, people liked in face-to-face interaction are also liked on the basis of their Facebook pages. Whether online or offline, people who are socially expressive are liked. People who express themselves non-verbally though gestures and body language in face-to-face interaction are also expressive online. The same goes with self-disclosure - when there is more disclosure offline there is more disclosure on line (Weisbuch et al, 2009).

Facebook and WhatsApp mostly act as an extension of face-to-face interaction. However, some users do rely on Facebook and WhatsApp for interpersonal communication more than face-to-face interaction (Kujath 2010).

Predictors of excessive use

• Extroverted and unconscientious individuals spend more time on social networking sites and their usage tends to be addictive (Wilson K et al, 2010).
• Shy people  also like Facebook and spend more time on it. However, they have few Facebook "Friends” (Orr et al, 2009).
• Narcissistic personalities also have high levels of online social activity. They are recognised online  by the quantity of their social interactions, their main photo self-promotion, and attractiveness of their main photo (Buffardi LE 2008, Mehdizadeh 2010).

Needs satisfied by Facebook

The four primary needs for participating in groups within Facebook are socialising, entertainment, self-status seeking, and information (Park et al 2009). The majority of students use friend-networking sites for just that - making new friends and locating and keeping in touch with old ones (Raacke and  Bonds-Raacke 2008).

Negative outcomes

Broad claims of unwanted sexual solicitation or harassment, associated with social networking sites may be unjustified. The risk of victimisation for a teenage is more likely through instant messaging (IM) and chat (Ybarra and Mitchell 2008).

Parental supervision is a key protective factor against adolescent risk-taking behavior

Unmonitored internet use may expose adolescents to risks such as cyberbullying, unwanted exposure to pornography, and revealing personal information to sexual predators  (Pujazon-Zazik and Park 2010).

References

1. Buffardi LE, Campbell WK. Narcissism and social networking Web sites.Pers Soc Psychol Bull. 2008 Oct;34(10):1303-14. Epub 2008 Jul 3. PubMed
2. Gonzales AL, Hancock JT. Mirror, Mirror on my Facebook Wall: Effects of Exposure to Facebook on Self-Esteem. Cyberpsychol Behav Soc Netw. 2010 Jun 24. [Epub ahead of print] PubMed
3. Kim J, Lee JE. The Facebook Paths to Happiness: Effects of the Number of Facebook Friends and Self-Presentation on Subjective Well-Being. Cyberpsychol Behav Soc Netw. 2010 Nov 30. [Epub ahead of print]. PubMed
4. Kujath CL. Facebook and MySpace: Complement or Substitute for Face-to-Face Interaction?
5. Cyberpsychol Behav Soc Netw. 2010 Jun 24. [Epub ahead of print]. PubMed
6. Mehdizadeh S. Self-presentation 2.0: narcissism and self-esteem on Facebook. Cyberpsychol Behav Soc Netw. 2010 Aug;13(4):357-64. PubMed
7. Julie Katia Morin-Major, Marie-France Marin, Nadia Durand, Nathalie Wan, Robert-Paul Juster, Sonia J. Lupien. Facebook behaviors associated with diurnal cortisol in adolescents: Is befriending stressful? Psychoneuroendocrinology. 2016. 63: 238–246. 
8. Orr ES, Sisic M, Ross C, Simmering MG, Arseneault JM, Orr RR. The influence of shyness on the use of Facebook in an undergraduate sample. Cyberpsychol Behav. 2009 Jun;12(3):337-40. PubMed
9. Park N, Kee KF, Valenzuela S. Being immersed in social networking environment: Facebook groups, uses and gratifications, and social outcomes. Cyberpsychol Behav. 2009 Dec;12(6):729-33. PubMed
10. Pujazon-Zazik M, Park MJ. To tweet, or not to tweet: gender differences and potential positive and negative health outcomes of adolescents' social internet use.Am J Mens Health. 2010 Mar;4(1):77-85..PubMed
11. Raacke J, Bonds-Raacke J. MySpace and Facebook: applying the uses and gratifications theory to exploring friend-networking sites. Cyberpsychol Behav. 2008 Apr;11(2):169-74. PubMed
12. Stefanone MA, Lackaff D, Rosen D. Contingencies of Self-Worth and Social-Networking-Site
13. Behavior. Cyberpsychol Behav Soc Netw. 2010 Jun 24. [Epub ahead of print]. PubMed
14. Weisbuch M, Ivcevic Z, Ambady N. On Being Liked on the Web and in the "Real World": Consistency in First Impressions across Personal Webpages and Spontaneous Behavior. J Exp Soc Psychol. 2009 May;45(3):573-576. PubMed
15. Wilson K, Fornasier S, White KM. Psychological predictors of young adults' use of social networking sites. Cyberpsychol Behav Soc Netw. 2010 Apr;13(2):173-7. PubMed
16. Ybarra ML, Mitchell KJ. How risky are social networking sites? A comparison of places online where youth sexual solicitation and harassment occurs. Pediatrics. 2008 Feb;121(2):e350-7. Epub 2008 Jan 28. PubMed

How to stop copycat suicides in students

Over the last two months three teenage students from the same Pune school have died by copycat suicide. 'Copycat’ suicides are frequent among adolescents aged 15-19 years. They occur more often than expected by chance alone. There has been an increase in teenage clusters in more recent years (Gould et al1990).

Patterns of ‘copycat’ suicide

There are two patterns of suicide clusters: point clusters, which are localised in both space and time (spatio-temporal), and mass clusters, which are localised in time only.

Point clusters

A point cluster is a temporary increase in the frequency of suicides within a small community or institution like a school or hospital. This differentiation is important as even limited resources can be effectively mobilised for prevention.

Mass cluster

A mass cluster is a temporary increase in the frequency of suicides within an entire population. Mass clusters are typically associated with high-profile celebrity suicides that are publicised and disseminated in the mass media. Prevention here is mainly by media restraint.

This article is concerned with point cluster copycat suicides that occur in schools.

Causes of ‘copycat’ suicide

Modelling

One of the causes of suicide is social learning. ‘Copycat’ suicides are caused at least in part by exposure to another individual's suicide and through the imitation of suicidal behaviour. Suicide modeling is a real phenomenon and there is ample evidence of its impact on suicide clusters (Mesoudi 2009, Insel and Gould 2003).

Homophily

Point clusters may also occur due to of homophily, the tendency for individuals with similiar interests and outlook to preferentially associate with one another. Students who are have poor academic performance, are delinquent or abuse drugs tend to associate together. These high-risk clusters may form suicide clusters due to each member's independently high risk of suicide (Joiner 1999).

Poverty

Community household poverty increases the risk of adolescent suicidal behavior. These communities place adolescents at a higher risk for associating with suicidal others. Adolescents brought up in poor communities would thus be subjected to the processes of both homophily and social modelling for suicide behaviour (Bernburg JG et al 2009 ).

Prevention of copycat suicide

One suicide in the school is tragic by itself. However, given the tendency for teenage suicides to occur in clusters urgent action needs to be taken to prevent further deaths. Successful suicide prevention programs have three general strategies - universal, selected and indicated. (Goldsmith et al 2002).

Universal approaches

These are strategies that target the entire school population. What the school does after the index suicide is important for prevention of point cluster suicides (Doan et al 2003).　
DO

• Respond within 24 hours of the suicide
• Show concern and empathy
• Inform all staff members about the suicide and provide a debriefing session where staff may voice their concerns, apprehensions, and any questions they may have.
• Inform school board members
• Ensure all teachers announce the death of the student by suicide to their first class of the day
• Provide counseling sites throughout the school for students
• Assign a school liaison to handle all media inquiries in order to avoid sensationalistic stories concerning the suicide
• Monitor the school’s emotional climate (Has there been an increase in fights or school delinquency following a death by suicide?).
• Evaluate all activities done following a death by suicide (How did your school respond? What worked and what did not work?).
• Utilize an established linkage system or community network in order to make referrals to the appropriate services as well to exchange information concerning the appropriate steps for treating those affected by the suicide.
• Utilize an established school response crisis team, which should include a diverse group of school professionals, such as the principal, counselor, teacher and possibly the school nurse.

DON'T

A major aspect of preventing cluster suicides lies in not glamourising or memorialising the act in any way. This would include attention to points as below.

• DON'T plant a tree or object in order to honor the student.
• DON'T hold a memorial service for the student at the school.
• DON'T describe in great detail the suicide (method or place).
• DON'T dramatise the impact of suicide through descriptions and pictures of grieving relatives, teachers or classmates.
• DON'T glamorise or sensationalise the suicide.

Selected approaches

Further specific strategies are for at-risk student groups. This would include screening and counselling of the student's known friends and group. Other at-risk children such as those with a previous history of attempted suicide, those known to have mood disorders, or substance use problems should also be specifically screened.

Indicated approaches

Students who show signs of suicidal potential should not be left alone. They should be given empathic support until they can be assessed by a psychiatrist, psychologist or counsellor and more definitive measures instituted. The signs of suicide potential include

• statements about suicide or that things would be better if the student was dead
• talking or writing about death, dying, or suicide

Every Pune school should have a mechanism in place to deal with the aftermath of student suicide to prevent copycat suicides in teenagers.

References

1. Bernburg JG, Thorlindsson T, Sigfusdottir ID. The spreading of suicidal behavior: The contextual effect of community household poverty on adolescent suicidal behavior and the mediating role of suicide suggestion.Soc Sci Med. 2009 Jan;68(2):380-9. Epub 2008 Nov 18.
2. Doan, J., Roggenbaum, S., & Lazear, K.J. (2003). Youth suicide prevention school-based guide (c/p/r/s)—Checklist 7a: Preparing for and responding to a death by suicide: Steps for responding. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute. (FMHI Series Publication #219-7a).
3. Goldsmith SK, Pellmar TC, Kleinman AM, Bunney WE, eds. Reducing suicide: a national imperative. Washington, DC: National Academy Press; 2002.
4. Insel BJ, Gould MS. Impact of modeling on adolescent suicidal behavior. Psychiatr Clin North Am. 2008 Jun;31(2):293-316.
5. Joiner JTE. The clustering and contagion of suicide. Current Directions in Psychological Science. 1999;8:89–92
6. Mesoudi A. The cultural dynamics of copycat suicide. PLoS One. 2009; 4(9): e7252. Published online 2009 September 30. doi: 10.1371/journal.pone.0007252.

Manage exam stress: what Pune’s students need to do

Exams at St Germain's

Pune students need to differentiate true exam stress or test anxiety from rational test anxiety that occurs due to a lack of adequate preparation. Both conditions need to be addressed differently. True test anxiety is diagnosed when the student panics, "blanks out", or overreacts despite the following (Hanoski 2008):

• there is enough time for studying
• study strategies are adequate
• attendance is regular
• class material is understood

Managing rational test anxiety

(Morgan et al, 1986)
When there is adequate time for preparation effective learning habits minimise rational test anxiety.

Effective learning habits

We begin at this stage if the student comes to the clinic 6-8 weeks before the exams. Acquiring effective study skills is essential for all students.

• Plan and stick to a study schedule. This simple yet crucial first step is often neglected.
• Spend at least half the study time in elaborative rehearsal, thinking about what is being rehearsed and relating it to other things that are known or being learnt
• Organise the study material to form retrieval cues or reminders for recall
• Get feedback on how well things have been learnt and remembered
• Review before the exam in the same way things were learnt in the first place. Focus the review on the type of exam.
• Over learn the material. Go back and re-learn it after a few days.

Prior to the exam

 (University of Illinois)

These techniques are applied 1-2 weeks prior to the exam

• Avoid "cramming" for a test
• Combine all the information presented throughout the year. Work on mastering the main concepts.
• Anticipate questions that may be asked and try to answer them by integrating ideas from lectures, notes, texts, and supplementary readings
• Select important portions that can be covered well if you are unable to cover all the material given throughout the term, 
• Set a goal of presenting knowledge of this information on the test.

True (Classic) Test Anxiety

True or classic test anxiety occurs despite effort to study and requires further measures. Again these measures vary as per the phase of the examination.

Pre-test

These measures can be instituted at any time prior to the exam and should become routine for all students.

Adopt a health-promoting lifestyle

Behavioural measures

• Assertiveness - claim space and environment for study, study materials, access to experts
• Time management - especially with a view to program adequate study hours by identifying periods in which time is spent on distractions
• Recreation and social activities - essential for maintaining concentration, and motivation. Should be programmed daily in small quantities

Physical measures

• Nutrition - don’t skip meals. Eat plenty of fruit and coloured vegetables
• Exercise - the amount can be varied. Incorporate some stretching exercises and some aerobics like skipping or same place jogging.
• Relaxation - use a muscle relaxation technique or any form of meditation that doesn't take more than a few minutes
• Sleep hygiene - for adequate, predictable and refreshing sleep

Cognitive and emotional measures

• Cognitive restructuring - see the exam as a means not an end. Keep in mind the ultimate goal you are working towards. This goal may differ from those of your parents and school. Aptitude testing, career guidance and counselling help match your expectations and capabilities with that of your family and school.
• Stress inoculation - take regular mock exams under the same conditions as the actual test
• Anxiety management techniques

Attention to practical aspects of the exam

• Find out where the test is scheduled to take place and how long it will take to get there
• Look at the buildingso that it feels more familiar.
• Know the rules as to what can be taken into the exam room etc [28].

The Day of the Test

• Begin the day with a moderate breakfast, avoid coffee
• Do something relaxing the hour before the test
• Plan to arrive at the test location early
• Avoid classmates who generate anxiety

During the Test

There are basic test taking strategies and specific anxiety management techniques that the student needs to learn (Hinton and Casey 2006).
Before answering

• Review the entire test and then read the directions twice.
• Think of the test as an opportunity to show what you know then begin to organise time efficiently.

Focusing exercise

• Take a deep breath. Look straight ahead at something inanimate (the wall, a picture, the clock)
• Focus the mind on the positive thought 'I CAN DO this exam' while breathing out.

Do the easiest parts first

• For essay questions start by constructing an outline.
• For short-answer questions answer exactly what is asked.
• If there is difficulty with an item involving a written response show some knowledge.
• If proper terminology evades you show what you know with your own words.
• For multiple choice questions read all the options first, then eliminate the most obvious. If unsure of the correct response rely on first impressions, then move on quickly. Be careful of qualifying words such as "only," "always," or "most."

Stick to time

• Do not rush through the test.
• Wear a watch and check it frequently
• If it appears you will be unable to finish the entire test, concentrate on parts you can answer well.

Recheck your answers only if you have extra time - and only if you are not anxious.

Anxiety management techniques

Learn a few of these techniques and stick to the ones that suit you. Use them whenever you panic while studying or during the exam. If problems persist despite using these techniques there are safe and effective medications that can be used just prior to the exam.
Thought-stopping

• Anxiety produces negative thoughts ('I can't answer anything', 'I'm going to panic' etc).
• Halt the spiralling thoughts by mentally shouting 'STOP!' Or picture a road STOP sign, or traffic lights on red.
• Once the thoughts are stopped continue planning, or practise a relaxation technique.

Mild pain

• Pain effectively overrides all other thoughts and impulses.
• Lightly press your fingernails into your palm
• Place an elastic band around your wrist and snap it lightly

Use a mantra

• A mantra is a self-repeated word or phrase.
• Repeatedly say 'calm' or 'relax' your breath

Distraction

• Distract attention from anxious thoughts and keep your mind busy
• Look out of the window, count the number of people with spectacles
• Count the number of desks in each row
• Make words out of another word or title

Bridging objects

• Carry something having positive associations with another person or place
• Touching the bridging object is comforting
• Allow a few minutes to think about the person

Self-talk

• In exam anxiety or panic there are often negative messages, 'I can't do this' 'I'm going to fail' 'I'm useless'. Consciously replace these with pre-rehearsed positive, encouraging thoughts:
• 'This is just anxiety, it can't harm me',
• 'Relax, concentrate, it's will be OK',
• 'I'm getting there, nearly over'.

After the Test

• Whatever the result of the test, follow through on a promised reward - and enjoy it!
• Try not to dwell on all the mistakes.
• Do not immediately begin studying for the next test. Do something relaxing for a while! (University of Illinois 2007).

Exam stress in students requires active management. State boards are taking exam anxiety and its adverse fallout seriously. The Central Board of Secondary Education (CBSE) has brought out a handbook, Knowing Children Better, offering information and advice on handling exam stress. When problems persist students and parents should not hesitate to seek psychiatric help (Malhotra 2007).

References

1. Geetanjali Kumar. Knowing Children better. CBSE. New Delhi. 2005.
2. Hanoski TD. Test anxiety: what it is and how to cope with it. http://www.ualberta.ca/~uscs/counselling_links.htm Accessed 27-Jul-08.
3. Hinton A, Casey M. Managing Exam Anxiety and Panic-A guide for students. 18-Sep-2006. http://www.brookes.ac.uk/. Accessed 27-Jul-08.
4. Malhotra S. Dealing with exam stress amongst students: Challenge for psychiatrists. Abstracts of 59th Annual National Conference of Indian Psychiatric Society. Indian J Psychiatry 2007;49:1-60. Available from: http://www.indianjpsychiatry.org/text.asp?2007/49/5/1/33280
5. Morgan CT, King RA, Weisz JR, Schopler J. Introduction to psychology. 7th Edition. New York. McGraw-Hill Book Company, 1986
6. University of Illinois. Test Anxiety. 2007. http://www.counselingcenter.uiuc.edu/. Accessed 27-Jul-08.

How to refuse alcohol - keepin' it REAL

How to refuse an alcohol containing drink? The lead up to the festive season comes with a slew of articles on how to consume alcohol without experiencing a hangover. Then come the lessons on managing a hangover. Finally by New Year, come the statistics on drunken driving and police action on youngsters partying in rural Pune hideouts. Nothing about how to refuse alcohol while partying.

Alcohol refusal strategies

MN Gosin(2003) has classified drug resistance strategies into four types summarised by the acronym REAL
R - Refuse: say no.
E - Explain: decline with an explanation
A - Avoid: stay away from situations where alcohol is offered
L - Leave: exit situations where alcohol is offered

Don't reach for it

10 tactics to resist alcohol at a party

These tried and tested ways to politely resist alcohol are classified along REAL lines. Remember you have the right to choose not to consume alcohol at any time. If that’s not respected you are probably in the wrong company. Once you take your stand don’t hold back. Participate, then you are less likely to be singled out to have a drink forced on you.

1. Firmly decline alcohol. Ask for a soft drink. Don’t apologise. When your friends recognise you mean it this time they will not press you. (R)
2. Go for a soft drink ‘to start with’. ‘Stick with this’ if your friends remember to ask later. Grab a soft drink and don’t let go. Once you have a soft drink in your hand it is easier to just wave the alcohol offer away. (R)
3. In the initial stages keep a glass constantly in your hand. Make sure its at least a third full at all times. (R)
4. Don’t reach for any glass of alcohol, even if it’s paid for by one of your friends. There are enough people around who will drink it gladly. (R)
5. Volunteer to be the ‘designated driver’. If there are more than one of you claiming this position your task is easier. See point 8. (E)
6. Insist that you’re on medication that reacts with alcohol (eg Tiniba for a stomach problem). If you are known to have diabetes or hypertension say your doctor advised you not to drink alcohol (He did, didn’t he?). (E)
7. Say you have to work on a presentation/ pick up your mother after the party. Any plausible reason for the need to remain sharp will do.(E)
8. Stick with a known tee-totaller in the group. Its easier to resist exhortations to drink alcohol when you have a partner.(A)
9. When invited inform that you won’t be drinking alcohol. They’ll say its for the pleasure of your company. Hold them to it at the party (A)
10. Leave when you suspect your soft drink may be spiked. (L)

Do these strategies work?

(Kulis et al, 2008)

• Refusal - significantly reduces binge drinking.
• Explanation - may not be so effective, at least in teenagers.
• Avoidance - significantly reduces alcohol use
• Leaving - significantly reduces binge drinking

What worked for you?

1. Gosin M, Marsiglia FF, Hecht ML. Keepin' it R.E.A.L.: a drug resistance curriculum tailored to the strengths and needs of pre-adolescents of the southwest. J Drug Educ. 2003;33(2):119-42.PubMed
   
2. Kulis S, Marsiglia FF, Castillo J, Becerra D, Nieri T. Drug resistance strategies and substance use among adolescents in Monterrey, Mexico. J Prim Prev. 2008 Mar;29(2):167-92.PubMed

Caregivers of mentally ill persons - Do's and Don'ts

Caregivers of persons with chronic mental illness are usually family members, 'individuals whose own happiness is entwined with the well-being of people who are dear to them'. The burden of care is associated with significant stress. For one family the stress was unbearable. They abandoned their mentally ill daughter in a hospital. This story is repeated often enough in urban areas like Pune.

How can a caregiver help a relative with mental illness?

DOs

Follow the treatment

See to it that the person takes the prescribed dosage of medication regularly. Failure to keep to the dosage may lead to a relapse of the illness.

Watch for a relapse

A person in your care may suffer a relapse for no obvious reason. Watch out for early signs such as sleeplessness, restlessness, and irritability. Take the person immediately to a psychiatrist, so that medication may be adjusted.

Take interest and appreciate

Talk to the person. Show an interest in what he or she is doing. Appreciation of the smallest task is important. Try to prolong normal talk and conversation.

Assign small responsibilities

Get the person to perform simple tasks around the house. Keep these tasks small and uncomplicated.

Supervise
The need for supervision varies.

• Constant supervision: Persons who are chronically ill or who express suicidal thoughts and seem very depressed.
• Periodical supervision: To ensure that drugs are taken, personal hygiene is maintained and that there are no signs of depression.
• Minimal supervision: As patients become self-sufficient they can be trusted to function alone safely.

Acceptance

The family must realise limitations and weaknesses of the person being cared for. Caregivers can minimize frustration by learning not to expect the impossible the ill relative. The patients condition will improve – but slowly.

Support services

Do utilise support services available in the community. Mental illness is included in the Persons with Disabilities Act (1995). This act has sections related to education and employment of individuals with mental illness.

Ensure some ‘ME’ Time

While caring for a loved one it is easy to neglect oneself. Stick to a routine for meals and sleep. Arrange for someone to care for the relative at least once or twice a week. Preserved health will ensure continued care for the dependent relative. Caregivers who spend some time away from their ill relatives express more satisfaction in caring for them.

DONTs

Don’t criticise
Derogatory criticism, taunting or disbelieving can have a traumatic effect on the mentally ill person who is in a very sensitive state. Arguing and harassing only adds to the stress and may lead to a return of acute symptoms.
Refrain from over-involvement
Sometimes the person being cared for may interpret interest and support as interference and meddling. In that case it is better to back off. Stand by in case of need, rather than getting involved actively.
Don’t exert social pressure
Do not try to make the person aware of social and financial responsibilities while undergoing treatment. Show that you believe in and value their efforts. As the person improves, he or she should be allowed to grow slowly into a realisation of abilities and responsibilities.

What are the factors related to caregiver satisfaction?

(Kartalova-O’Doherty and Doherty, 2010)
Finding caring services. A caring psychiatrist plays a crucial role in caregiver satisfaction.
Being accepted as a partner in caring for the ill person. Satisfied caregivers see their role as an additional source of social support for rehabilitation or recovery for their relative. They feel this role is accepted by the mental health services.
Interrelated factors

• Supportive and non-intrusive relationships between carers and their ill relatives
• Supportive community. A supportive community is essential to reduce stigma associated with chronic mental illness.
• Suitable family support programmes. Caregivers are left to fend for themselves or when they give up, to leave their relatives at some soul-less 'home'.

Caregivers have a major role to play in re-socialization, vocational and social skills training of a relative with mental illness. There is a shortage of rehabilitation professionals to deliver these services in Pune. The lack of infrastructure, funds and political support for mental heath care places almost the entire burden of caring for persons with mental illness on their families (Avasthi, 2010).

1. Avasthi A. Preserve and strengthen family to promote mental health. Indian J Psychiatry 2010;52:113-26
2. Yulia Kartalova-O’Doherty and Donna Tedstone Doherty. Satisfied Carers of Persons With Enduring Mental Illness: Who and Why? Int J Soc Psychiatry. 2009 May; 55(3): 257–271. doi: 10.1177/0020764008093687.

Schools, punishment and suicide - teenagers dying of shame

A Pune school joined the ranks of those in which a punished and humiliated teenager committed suicide. A teenage life snuffed out by the psychological pain of humiliation. It was apparently over his talking with a girl student. He was thrashed by the school principal, two teachers and the girl's uncle. This was not punishment - it was physical abuse. The boy did not return home after school. His father, a labourer, went to the school to look for him. The next morning the teenager’s body was found on the railway tracks.

Labourers moving to their work-site

Behaviours perceived as undesirable by teachers

The chain of events in this suicide apparently begins with the teenager talking to a girl student - normal adolescent behaviour. It is in the stage of adolescence that opposite-sex social interaction begins. A co-ed school would be the ideal place for this adolescent interaction. Yet this behaviour was perceived as seriously undesirable by the school authorities. Let’s look at other behaviours perceived as undesirable by teachers (Borg MG, 1998).

• Teachers perceive drug abuse, bullying and destruction of property as the most serious problem behaviours. Inquisitiveness and whispering are rated as the least serious
• Cheating, lying, masturbation and heterosexual activity are considered as more serious in girls. In boys, dreaminess, disorderliness, silliness, quarrelsomeness, and restlessness are considered to be more problematic.
• Female teachers perceive masturbation and obscene notes as more serious than male teachers. Male teachers perceive disorderliness to be more serious.

Punishment in schools

In the next step of the chain of events the teenager was punished for his normal adolescent behaviour.

Punishment is the application of an adverse stimulus after an unacceptable behaviour has occurred. The goal is to reduce the probability that the behaviour will recur. However, punishment, especially in public will also result in loss of self-esteem and humiliation. Public humiliation is known to promote further aggression - not reduce it.

In a school system there are better ways to induce behavioural change while preserving the child’s dignity. All behavioural measures start with defining the problem behaviour. Talking to a girl-student in a co-ed school is only problem behaviour when it is viewed on social class lines. School authorities and teachers need to realise their role as promoters and nurturers of responsible freedom and equality. As educators they need to go beyond their own personal biases.

Humiliation

A major interpersonal risk factor for suicide in India is humiliation (Bhatia et al, 1987). Humiliation is strongly related to aggressive behaviour. Suicide is nothing other than aggression turned inward (Freud. 1919). Middle class status protects the individual against aggression when humiliated (Aslund et al, 2009). That protection was not available for this lower socio-economic status labourer's son.

The outskirts of Pune are a churn of economic activity sucking in people with the promise of opportunity for work. In the mornings the roads from surrounding villages are lined by labourers walking with tiffin in hand to the nearest transport hub. Many among these house their families in one room shacks. It is a tribute to our system that at least for some among them the education of their children in a proper school is not just a dream. It is a shame on us that ten years of education and commitment of parents and the state can be cut short by insensitive punishment and humiliation by parents and educators. One labourer’s child died of that shame.

Top

1. Aslund C, Starrin B, Leppert J, Nilsson KW. Social status and shaming experiences related to adolescent overt aggression at school. Aggress Behav. 2009 Jan-Feb; 35(1):1-13.
2. Bhatia SC, Khan MH, Mediratta RP, Sharma A. High risk suicide factors across cultures. Int J Soc Psychiatry. 1987 Autumn; 33(3):226-36.
3. Borg MG. Secondary school teachers' perception of pupils' undesirable behaviours. Br J Educ Psychol. 1998 Mar; 68 (Pt 1):67-79.
4. Freud S. Mourning and Melancholia. 1919

How do I know if my partner is cheating on me - evolution, sexuality and relationships

Last week I gave a talk on Personality and Sexuality. One question that cropped up was - "How do I know if my partner is cheating on me?" By chance the next morning there was a newspaper article attributing uncommitted sex, one-night stands, and acts of infidelity to genetics.

Individuals who have frequent sex with multiple partners are psychologically different from those who have frequent sex with single partner (Simpson & Gangestad, 1991). This sociosexual difference places individuals in two groups

1. Unrestricted sociosexual types, have a higher number of sexual partners, and one night stands. They have a permissive attitude to casual and uncommitted sex.
2. Restricted sociosexual types, require greater closeness and commitment before sex with their romantic partner.

 Genetics plays an important role in sociosexuality

Genes evolve to enhance survival of the species. From an evolutionary viewpoint females reproduce with a mate who will invest in their offspring and produce offspring with an advantaged genetic makeup. Female socio-sexual orientation exists because males vary in the quality of their genes.

• Unrestricted type females benefit from passing the genes of men with greater reproductive success to their own offspring. To induce males to invest in their offspring they frequently engage in pretense and deceit, traits that are strongly associated with unrestricted sociosexuality.
• Restricted type females benefit from caring males who limit reproductive efforts to the females own offspring.
• Male sociosexuality evolved through competition. Males who do not succeed with an unrestricted socio-sexual orientation become Restricted.

How do you know your partner's sociosexuality?

Lynda Boothroyd showed that observers were able to identify restricted vs. unrestricted individuals from cues in thier faces. My audience successfully differentiated the Restricted and Unrestricted pairs from the same picture. Test yourself.

What does this mean for a relationship?

• Restricted socio-sexual personalities are more willing to remain in an unsatisfactory marriage. They are less likely to be drawn out of such a relationship by attractive alternate partners.
• For Unrestricted individuals long term stability in the relationship depends on the extent to which the partner is highly attractive and possesses high social visibility. Decisions to continue or terminate a relationship depend more on changes in the partners physical attractiveness and social status.

However, personality is not all in the genes. Genes contribute to the biological aspect of personality - temperament. Personality also has an acquired aspect - character. When fully developed, character defines the mature personality.

How do I know if my partner is cheating on me?

To return to the question. Asking the question indicates there are already boundaries being overstepped. It indicates an erosion of trust - a core component in any long-term relationship. That is what needs to be addressed.

Jeffry A Simpson, Steven W Gangestad. Personality and sexuality: empirical relations and an integrative theoretical model. In: Sexuality in close relationships. Kathleen McKinney, Susan Sprecher Editors. Lawrence Erlbaum Associates. New Jersey. 1991:71-92.

Early Intervention in Autism - it works

Autism, in its broadest interpretation, has a prevalence of about 1:110 population. There is a severe shortage of early intervention facilities for persons with autism in India. World Disability Day is commemorated on 3rd December. Autism is not specifically included as a disability in the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. This may be contributing to the lack of funding for early intervention facilities.

Protodeclarative pointing - joint attention

 Disability in autism manifests during infancy in three domains

1. Social - Infants with autism show delays in smiling, gazing at their mothers and responding to their names and gesturing (e.g., pointing, waving bye-bye). This pattern continues, with the most impaired children growing to be avoidant or aloof from all social interaction.
2. Communication - Infants and toddlers with autism have delays in babbling, using single words, and forming sentences. Effective language acquisition and use remains a problem throughout life. 50% of people with autism never learn to speak.
3. Behavioural - Children with autism have difficulty tolerating any changes in routine leading to frequent tantrums. They display repetitive movements of the hands in front of the face, later giving rise to other peculiar and stereotyped movements and behaviours that stigmatise them as individuals.

These disabilities affect the ability of the person with autism to live independently and to carry out normal day-to-day activities of life

Various treatments clamour for the attention of parents of children with autism. These include HBOT (Hyperbaric oxygen therapy), chelation, animal therapies (dolphins, horses), various diets, and secret therapies. Despite celebrity and other endorsements there is no unbiased evidence that any of these therapies is effective, they are never curative. At best they are harmless and provide some diversion for the child and caregivers, at worst they can be life threatening.

Early intervention is effective in autism (Dawson et al 2010). The earlier the intervention the better. Effective early intervention programs can reduce disability to the extent that after two years nearly 30% of affected children no longer meet the diagnostic criteria for autism. There are numerous programs based on different philosophies and strategies, but most have some common components. Educational and behavioural techniques form the mainstay of these programs. Family involvement is essential. There is currently no evidence that any one program is better than the other.

Educational interventions

• Most programs involve 15 to 25 hours of intervention a week. They capitalize on natural tendency of children with autism to respond to visual structure, routines, schedules, and predictability.
• Good programs incorporate the child’s current interests and actively engage the child in a predictable environment with few distractions.
• They incorporate effective and systematic instructional approaches and use standard behavioural principles. The aim is generalization and maintenance of skills learned in therapy to life situations.

Behavioural interventions

• Challenging behaviours are managed with functional behavioural assessment and positive behavioural supports

Before starting on an Early Intervention program parents should check that the program

1. Is conducted by qualified professionals
2. Addresses deficit areas

• Inability to attend to relevant aspects of the environment, shift attention, and imitate the language and actions of others
• Difficulty in social interactions, including appropriate play with toys and others, and symbolic and imaginative play
• Difficulty with language comprehension and use, and functional communication.

3. Focuses on long-term outcomes

4. Considers individual developmental level and formulates goals.

I understand the anxiety of a parent confronted with a diagnosis of autism in their child. Unfortunately there are no quick-fix treatments or miraculous cures. Early intervention is time consuming and labour intensive, but in the long run it pays off.

Geraldine Dawson, Sally Rogers, Jeffrey Munson, Milani Smith, Jamie Winter, Jessica Greenson, Amy Donaldson, and Jennifer Varley. Randomized, Controlled Trial of an Intervention for Toddlers with Autism: The Early Start Denver Model. Pediatrics 2010; 125: e17-e23

Corex Cough Syrup - Opioid Addiction Over-the-Counter

Codeine is methyl-morphine

Corex Cough Syrup contains codeine – an addiction causing opioid. One 100ml bottle of codeine containing Corex cough syrup has the same effect as a 30mg tablet of morphine. The drug belongs to the same class of substances as heroin. Medicines are routinely purchased over-the-counter at most pharmacies in Pune and cough syrups very frequently so. Always read the fine print.

Codeine suppresses the cough reflex through a direct effect on the cough centre in the brain stem. However, there is little evidence in the medical literature to support its use as a cough suppressant. Several studies show that codeine does not reduce cough frequency, intensity, or duration (Herbert & Brewster, 2000).

Patients who are prescribed Corex cough syrup or those who buy it over-the-counter are not warned of its addiction potential. They subsequently continue using it as they 'feel restless and anxious' without it. These feelings are part of the spectrum of withdrawal symptoms associated with all opioids, and are another sign of addiction. A 36 year old woman who came to me for treatment of lethargy and lack of interest was consuming a bottle of Corex cough syrup every day for more than two years. Patients and parents should be educated about the lack of benefit and the addiction risk of codeine cough syrups (American Academy of Pediatrics, 1997).

Pharmacists dispensing Corex cough syrup know its potential for addiction. They have their 'regulars' who buy litres of Corex cough syrup over the month. The bottles are handed over in a paper bag without the exchange of a word, leave alone a prescription.

Corex is the top selling medication in India earning Pfizer, the drug manufacturer, Rs 1,820,000,000 during the year 2009. U.S.-based Pfizer and Abbott Laboratories are leading players in India's $103-million market for codeine-based cough syrups. The ministry of finance is now pressuring the companies to enable tracking of each batch produced. The sheer malevolence of this entire chain is brought home by the patient who relapses repeatedly during treatment. Every time he tries to fill his prescription for deaddiction the pharmacist takes advantage of his craving cues to resupply him with codeine containing Corex cough syrup.

So it was with a certain joy that I read

Store employee nabbed for selling drugs without prescription

That was the Indian FDA (Food and Drug Administration) in action in Pune. Their sting on a reputed chain of pharmacies gives us new hope for control of over-the-counter codeine opioid addiction. 

Codeine prescription restrictions - Update

Ministry of Health (2016)
Bans codeine containing cough syrups. Ban upheld by Drugs Technical Advisory Board in July 2018

EMA-CMDh (2015)
(European Medicines Agency – Coordination Group for Mutual Recognition and Decentralised Procedures - Human)
Use of codeine for cough and cold

• contraindicated in children below 12 years. This means it must not be used in this patient group.
• not recommended in children and adolescents between 12 and 18 years who have breathing problems

Govt of India Notification 2014

• Codeine cough syrup is not available over-the-counter (OTC) without a prescription
• Record keeping by the dispensing pharmacist is now mandated

References

1. Committee on Drugs, American Academy of Pediatrics. Use of codeine-and dextromethorphan-containing cough remedies in children. Pediatrics 1997;99:918-20
2. EMA-CMDh. Codeine Article-31 referral - Codeine not to be used in children below 12 years for cough and cold. EMA/249413/2015. 24 April 2015
3. Herbert ME, Brewster GS. Myth: codeine is an effective cough suppressant for upper respiratory tract infections. West J Med 2000;173:283.

Is discipline harming my child?

Last Sunday, 14th November was Children's Day. The papers and supplements were full of articles about children and how to parent them. The need to let the child do whatever he or she wanted to do was stressed. Some articles went so far as to highlight families where the child's every whim was indulged. Until a worried parent of a five-year-old asked our counsellor

Is discipline harming my child?

The message from these articles being
If you love them set them free - from your control

Does it actually matter as to how you parent your child?
Well, there are some associations between parenting styles and outcomes for the child.

4 Parenting Styles based on Responsiveness and Demands

The concept of parenting style has evolved through three major influences

1. The differentiation of parenting style into four types based on "parental responsiveness" and "parental demandingness" by Maccoby and Martin (1983). The neglectful style where the parents display no warmth and exert no control or demands over their child; permissive style where warmth is displayed but no demands or behaviour control is displayed; authoritarian where there are only demands without parental support or warmth; and the authoritative type where there is parental warmth and also high expectations and demands on the child.
   
2. How much should parents control their child?  Diana Baumrind (1967, 1980, 1989, and 1991) showed that children brought up in a neglectful style tend to do poorly on behavioural, emotional, social and academic measures. Children and adolescents from permissive homes are more likely to be involved in problem behaviour, and perform less well in school, but have higher self-esteem, and better social skills. An authoritarian style produces children and adolescents with no problem behaviour and good academic functioning, but they have poor social skills, and emotional problems. With an authoritative parenting style children do well on all behavioural, emotional, social and academic measures.
3. The role of psychological control of the child is the third major influence on the concept of parental styles (Barber, 1996). Authoritarian and authoritative parents both exert behavioural control over their children. They differ in the degree of psychological control they exert on the child's mind. Authoritative parents acknowledge that their children and adolescents could have opinions and values that are different from their own, while authoritarian parents do not allow this. Availability of the parent for communication and discussion is probably the crucial difference that enables children and adolescents of authoritative parents to be consistently more competent in behavioural, social, emotional and academic spheres.

The story would be incomplete if I did not mention that each child is born with a temperament of his or her own. Parental style is partly a response to the child's temperament. Not every troubled child or adolescent is the product of poor parenting.

So, should I discipline my child?

Well, you must discipline the behaviour, but remain open for dialogue on their opinions. Indulge their dreams, ensure they work towards that dream in the real world. Control the behaviour not the mind.

References

1. Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296-3319.
2. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75(1), 43-88.
3. Baumrind, D. (1980). New directions in socialization research. Psychological Bulletin, 35, 639-652.
4. Baumrind, D. (1989). Rearing competent children. In W. Damon (Ed.), Child development today and tomorrow (pp. 349-378). San Francisco: Jossey-Bass.
5. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95.
6. Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent–child interaction. In P. H. Mussen (Ed.) & E. M. Hetherington (Vol. Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed., pp. 1-101). New York: Wiley.

Attempted suicide prosecuted in Pune

Woman booked for attempting suicide

A 21-yr woman attempted suicide by jumping from the fourth floor of the gynaecology ward she was admitted in. She could not stand the pain of complications after a Caesarean Section. Section 309 of the Indian Penal Code was slapped against her by the police. 612 people committed suicide in Pune in 2008. This gives a documented suicide rate in Pune of 16.3 persons per 100,000 population. The national suicide rate is 10.8/100,000. This data is based on police records. A verbal autopsy study (1994-99) estimated an actual suicide rate of 95.2/100 000 population —nine times the national average.

This tragic incident and its background needs further analysis

How common is attempted suicide in a 21 year old woman during and after pregnancy?
The suicide rate for 15–24 year females is 109/100000. This exceeds the male rate of 78/100 000. Suicide is responsible for 49% of all deaths in women at these ages. During pregnancy attempted suicide is about 40 per 100,000 pregnancies. Women that attempted suicide during pregnancy had increases in caesarean delivery. One percent of people who attempt suicide complete it within a year

Why are official suicide rates gross underestimates?
Attempted suicide is a symptom associated with the stigma of mental illness and also the stigma of crime. To avoid this double stigma patients and we doctors collude to label the suicide attempt as accidental. Another verbal autopsy study (1997-98) of all deaths in a rural area showed that half the deaths ascribed to injuries were actually suicides. The real suicide rates are distorted depending on the degree of under-reporting.

So what if official suicide rates are gross underestimates?
80-95% of suicide is associated with treatable physical problems (including unremitting pain) and psychiatric problems (including post partum depression). When under-reported - resources meant for treatment of psychiatric disorders, including those for knowledge dissemination and manpower, are diverted to other problems.  A California study found that a psychiatric disorder increased the risk of postpartum suicide attempts 27.4-fold. The discrimination against females with mental illness is raised to a national level. People are left unaware that the conditions resulting in suicide attempts are disorders that are treatable; doctors and paramedical staff are not trained to recognise conditions that could lead to suicide; primary care doctors are unaware of simple, effective and available psychiatric treatment options. 

Why is the suicide rate in Pune one-and-a-half times the national average?
Among the many social factors associated with suicide, addressing suicide attempts humanely would contribute more to bringing down the actual suicide rate – definitely more so than prosecution. This high suicide rate in Pune may also have a flip side – we may have a better reporting system.

How to get somebody to consult a psychiatrist

Some excerpts (reproduced with permission) from responses to my last post.

"My Dad was a closet alcoholic"

"...asking for help on alcohol consumption for my friend's son who will soon turn 19 years...parents now try to monitor his timings, where he is but he is slippery and generally seems to be ahead of them."

People may know that a loved one requires help with an alcohol habit or other behavioural or emotional problem. The reluctance to seek help is mainly due to the stigma attached and the individuals lack of insight (blindness to the presence of the illness). How does the family or society (a neighbour) get the person to a psychiatrist or other mental health professional?

Individual choice and potential for harm are in the balance

I've listed out some methods  - by no means exhaustive - used successfully by other caregivers. They are in descending order of individual choice and autonomy. Use your discretion.

How to get a person to consult a psychiatrist

• Talk to the person then hold them to their word. If the person asks for 'another chance', get an undertaking for consultation if the problem recurs.
• If the problem is with a child talk it over with the person who can veto the consultation (your spouse, your mother-in-law). The child will exploit any lack of consensus.
• Put across the consultation as a confidential discussion with a neutral person.
• Focus on the physical complaints - sleeplessness, loss of appetite, fatigue. Fix a consultation for these "stress related problems".
• Seek help from a person they trust. This may be an uncle, a grandparent or daughter-in-law who may not be aware of the problem but would be willing to intervene for the benefit of their loved one.
• Get the family physician to refer. Physicians may prefer not to go in for a discussion on the need for psychiatric referral. Letting the physician know in advance will facilitate referral.
• Use coercion. If the person is still refusing to consider an evaluation threaten withdrawal of some support for which they are dependent on you (you should be prepared to follow through on this). Play on their insecurities (eg. to divulge information to a colleague or boss).
• If there is any kind of self-harm be firm and seek an urgent consultation
• In case of escalations with violence and agitation seek admission to a mental health centre. There are provisions for this under the Mental Health Act.

Remember, untreated psychiatric illness will increase stigma

When is teen alcohol drinking problem drinking?

The legal age for obtaining an alcohol permit (yes, that's a prerequisite for alcohol consumption in Maharashtra) is 25 years. However, a recent survey of teenagers in major Indian cities including Pune would have us believe that 45% of Class XII students consume alcohol five to six times a month.

Adolescence is characterised by experimentation

The maturing adolescent brain with its new tool of abstract reasoning seeks to explore the environment and reach its own conclusions regarding the world. Experimenting with socially acceptable intoxicants is just another facet of this behaviour. So, whether legal or otherwise, some of Pune's teens will continue to consume alcohol.

When does alcohol drinking become problem drinking? Is it to do with the frequency? If 5-6 times a month is excessive would 2-3 times be alright? Is it OK to drink alcohol in groups but not OK to drink when alone? When would it be time to seek help?

How would a teenager know the experiment has gone out of control?

The CRAFFT was designed to answer this question. It is a brief screening test for adolescent alcohol and other drug use. CRAFFT is an acronym of key words in six questions. Our staff nurse gets teenagers to answer it in the waiting room. 
(Knight JR; Sherritt L; Shrier LA//Harris SK//Chang G. Validity of the CRAFFT substance abuse screening test among adolescent clinic patients. Archives of Pediatrics & Adolescent 156(6) 607-614, 2002.)

The CRAFFT questions

• C - Have you ever ridden in a CAR driven by someone (including yourself) who was "high" or had been using alcohol or drugs?
• R - Do you ever use alcohol or drugs to RELAX, feel better about yourself, or fit in?
• A - Do you ever use alcohol/drugs while you are by yourself, ALONE?
• F - Do your family or FRIENDS ever tell you that you should cut down on your drinking or drug use?
• F - Do you ever FORGET things you did while using alcohol or drugs?
• T - Have you gotten into TROUBLE while you were using alcohol or drugs?

2 or more YES answers suggests a 94% chance of significant alcohol related problems

Why would a mother burn her daughter?

A family tragedy was played out through a small article in the Pune news. In a fit of rage a mentally ill woman set her daughter alight while she was asleep. The narrative was short and the item tucked into one of the inner pages under a largish headline.

 This was the reason - the why - mental illness

  

 A glib explanation for a horrific event lays the entire burden of its causation at the doors of a mental health disorder. The World Health Organisation  (WHO) has estimated that one in four persons will have a mental health disorder at some stage of life .

Violence is rarely a manifestation of mental illness

In this rare cause of burning (mental illness), the burning of her daughter is an indicator of the severity of the mother's mental illness. Yet society, of which this news item is a barometer, has unquestioningly accepted mental illness as a sufficient cause. In a nation with about 0.48 mental health workers of any kind  for every 100,000 people, a woman who had previously managed to access mental health care slips through the organisational net and goes on to seriously injure her own daughter. A family that had against overwhelming odds obtained mental health care for a loved one could not mobilise the resources to access it again when her illness escalated. Ease of access to mental health care is crucial. Why?

Common mental illnesses are effectively treated with medication

Most people with mental illness achieve control over their behaviour and impulses. The cost of treatment with standard and effective medication is less than Rs5-10/day. The social costs of mental illness is the major barrier, keeping those needing care from seeking it. The other barrier is institutional, keeping those seeking care from getting it. This mother could not cut through the social and institutional barriers to obtain that care. That is why a mother burnt her daughter.