Tuesday, December 12, 2006

Teen's Stress - part 1

What Is Stress?
Stress is the uncomfortable feeling you get when you’re worried, scared, angry, frustrated, or overwhelmed. It is caused by emotions, but it affects your mood and body. Many adults think that kids don’t have stress because they don’t have to work and support a family. They are wrong!


What Causes Stress?
Stress comes from many different places.


From your parents. “Hurry up, finish this, do your homework, go out for the team, practice your music, do your best, stay out of trouble, make more friends, don’t ever try drugs.

”From your friends. “Be cool, try this, show us you aren’t a loser, don’t hang out with those dorks.”
Even from yourself. “I need to lose weight, wear the right clothes, get better grades, score more goals, show my parents I’m not a baby.”

And from:

  • Watching parents argue
  • Figuring out how to be independent
  • Feeling pressure to get good grades
  • Being pressured to do something, like smoking
  • Not being good enough at sports
  • Worrying about how your body’s changing
  • Worrying about neighborhood or world problems
  • Feeling guilty
How Does the Body Handle Stress?
First, here are 2 short definitions.
1. Hormone. A chemical made by one part of the body to send a message to the rest of the body. 2. Nervous system. The brain, spinal cord, and all of the nerves. The nerves send messages between your brain and the rest of your body.

The body is a finely tuned machine that can change quickly to do what we need it to do, like react to stress. The body actually has 2 different sets of nerves. One works while we’re relaxed, and the other works when there’s an emergency. These 2 systems cannot work together at the same time. It’s important to know this because we can shut off the emergency system by turning on the relaxed system. That helps us feel better!

A Teen’s Personalized Guide to Managing Stress
American Academy of Pediatrics
http://www.aap.org/topics.html

Monday, December 11, 2006

Child Obesity

Obesity and Risk of Low Self-esteem: A Statewide Survey of Australian Children

Janet Franklin, MND(a,b), Gareth Denyer, PhD(b), Katharine S. Steinbeck, MD(a,c), Ian D. Caterson, MD(a,b) and Andrew J. Hill, PhD(d)
a) Metabolism and Obesity Services, Royal Prince Alfred Hospital, Sydney, Australia

b) Human Nutrition Unit
c) Discipline of Medicine, University of Sydney, Sydney, Australia
d) Academic Unit of Psychiatry and Behavioural Sciences, School of Medicine, University of Leeds, Leeds, United Kingdom

OBJECTIVE. There is variation in the psychological distress associated with child obesity. Low self-esteem, when observed, provides very little information about the nature of the distress and no indication of the proportion of obese children affected. This study used a domain approach to self-competence to evaluate self-esteem in a representative sample of Australian children.
PARTICIPANTS AND METHODS. A total of 2813 children (mean age: 11.3 years) took part in the study. They were recruited from 55 schools and were all in the last 2 years of primary school. Participants completed the Self-perception Profile for Children, a measure of body shape perception, and their height and weight were measured.
RESULTS. Obese children had significantly lower perceived athletic competence, physical appearance, and global self-worth than their normal weight peers. Obese girls scored lower in these domains than obese boys and also had reduced perceived social acceptance. Obese children were 2–4 times more likely than their normal weight peers to have low domain competence. In terms of prevalence, 1 of 3 obese boys and 2 of 3 obese girls had low appearance competence, and 10% and 20%, respectively, had low global self-worth. Body dissatisfaction mediated most of the association between BMI and low competence in boys but not in girls.
CONCLUSIONS. Obesity impacts the self-perception of children entering adolescence, especially in girls, but in selected areas of competence. Obese children are at particular risk of low perceived competence in sports, physical appearance, and peer engagement. Not all obese children are affected, although the reasons for their resilience are unclear. Quantifying risk of psychological distress alongside biomedical risk should help in arguing for more resources in child obesity treatment.

PEDIATRICS Vol. 118 No. 6 December 2006, pp. 2481-2487.
©2006 by the American Academy of Pediatrics

Friday, December 08, 2006

Honey at the Wounds

Honey Helps Problem Wounds
Dr. Arne Simon

The fact that honey can help wounds to heal is something that was known to the Ancient Egyptians several thousand years ago. And in the last two world wars poultices with honey were used to assist the healing process in soldiers' wounds. However, the rise of the new antibiotics replaced this household remedy. 'In hospitals today we are faced with germs which are resistant to almost all the current anti-biotics,' Dr. Arne Simon explains. 'As a result, the medical use of honey is becoming attractive again for the treatment of wounds.' Dr. Simon works on the cancer ward of the Bonn University Children's Clinic. As far as the treatment of wounds is concerned, his young patients form part of a high-risk group: the medication used to treat cancer known as cytostatics not only slows down the reproduction of malignant cells, but also impairs the healing process of wounds. 'Normally a skin injury heals in a week, with our children it often takes a month or more,' he says.

Moreover, children with leukaemia have a weakened immune system. If a germ enters their bloodstream via a wound, the result may be a fatal case of blood poisoning. For several years now Bonn paediatricians have been pioneering the use in Germany of medihoney in treating wounds. Medihoney bears the CE seal for medical products; its quality is regularly tested. The success is astonishing: 'Dead tissue is rejected faster, and the wounds heals more rapidly,' Kai Sofka, wound specialist at the University Children's Clinic, emphasises. 'What is more, changing dressings is less painful, since the poultices are easier to remove without damaging the newly formed layers of skin.' Some wounds often smell unpleasant - an enormous strain on the patient. Yet honey helps here too by reducing the smell. 'Even wounds which consistently refused to heal for years can, in our experience, be brought under control with medihoney - and this frequently happens within a few weeks,' Kai Sofka says. In the meantime two dozen hospitals in Germany are using honey in their treatment of wounds. Despite all the success there have hitherto been very few reliable clinical studies of its effectiveness.

In conjunction with colleagues from Düsseldorf, Homburg and Berlin, the Bonn medical staff now want to remedy this. With the Woundpecker Data Bank, which they have developed themselves, they will be recording and evalu-ating over 100 courses of disease over the next few months. The next step planned is comparative studies with other therapeutic methods such as the very expensive cationic silver dressings. 'These too are an effective anti-bacterial method,' says Dr. Arne Simon. 'However, it is not yet clear whether the silver released from some dressings may lead to side-effects among children.' Effective bacteria killer It has already been proved that medihoney even puts paid to multi-resistant germs such as MRSA. In this respect medihoney is neck and neck in the race to beat the antibiotic mupirocin, currently the local MRSA antibiotic of choice. This is shown by a study recently published by researchers in Australia. In one point medihoney was even superior to its rival: the bacteria did not develop any resistance to the natural product during the course of treatment. It is also known today why honey has an antiseptic effect: when producing honey, bees add an enzyme called glucose-oxidase. This enzyme ensures that small amounts of hydrogen peroxide, an effective antiseptic, are constantly being formed from the sugar in the honey. The advantage over the hydrogen peroxide from the chemist's is that small concentrations are sufficient to kill the germs, as it is constantly being produced. As a rule much larger quantities of hydrogen peroxide would have to be used, as hydrogen peroxide loses its potency over time. However, in large concentrations it not only damages the bacteria, but also the skin cells. Furthermore, medihoney consists of two different types of honey: one which forms a comparatively large amount of hydrogen peroxide, and another known as 'lepto-spermum honey'.

Leptospermum is a species of tree which occurs in New Zealand and Australia. Honey from these trees has a particularly strong anti-bacterial effect, even in a 10% dilution. 'It is not yet known exactly why this is,' Dr. Arne Simon says. 'Probably it is a mix of phenol-type substances which come from the plant and make life particularly difficult for the bacteria in the wound.
Dermatology NewsArticle Date: 31 Jul 2006 - 20:00pm (PST) University of Bonn

Thursday, December 07, 2006

Early Childhood Friendships

During the preschool years, play provides positive social encounters and increasing amounts of cooperative activity, which are the foundations of friendship. Aggressive behavior increases between ages 2 and 4 but then declines. Rules and social roles become increasingly important, and sex differences in social activities become more obvious. The stability of friendships also increases as children approach school age, and girls seem to develop more intense relationships with a few other children than do boys, who scatter their affection across a larger number of youngsters.
During his second year your toddler will develop a very specific image of his social world, friends and acquaintances. He is at its center, and while you may be close at hand, he is most concerned about where things are in relation to himself. He knows that other people exist, and they vaguely interest him, but he has no idea how they think or what they feel. As far as he's concerned, everyone thinks as he does.
His view of the world (technically, some experts call it egocentric or self-centered) often makes it difficult for him to play with other children in a truly social sense. He'll play alongside and compete for toys, but he doesn't easily play cooperative games. He'll enjoy watching and being around other children, especially if they're slightly older. He may imitate them or treat them the way he does dolls - for example, trying to brush their hair - but he's usually surprised and resists when they try to do the same thing to him. He may offer them toys or things to eat, but may get upset if they respond by taking what he's offered them. At age 3, your child will be much less selfish than he was at 2. Now he'll actually play with other children, interacting instead of just playing side by side. In the process, he'll recognize that not everyone thinks exactly as he does, and that each of his playmates has many unique qualities, some attractive and some not. You'll also find him drifting toward certain children and starting to develop friendships with them. As he creates these friendships, he'll discover that he, too, has special qualities that make him likable - a revelation that will give a vital boost to his self-esteem.




Excerpted from "Caring for Your School-Age Child: Ages 5-12" Bantam 1999
http://www.aap.org/topics.html

Wednesday, December 06, 2006

Herpes Simplex Virus

Herpes Simplex Virus Infections in Preterm Infants

Declan P. O'Riordan, MD, W. Christopher Golden, MD and Susan W. Aucott, MD
Eudowood Neonatal Pulmonary Division, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland

OBJECTIVE. Neonatal herpes simplex virus infections cause significant neonatal mortality and morbidity, but the course and prognosis in preterm infants is not well documented. We performed a retrospective review of herpes simplex virus infections at out institution within the first 30 days after birth in infants who were born at <37>

METHODS. Hospital databases were reviewed to identify culture- or polymerase chain reaction–proven cases of herpes simplex virus-1 or herpes simplex virus-2 infections that occurred in preterm newborns between 1989 and 2003. Maternal and neonatal histories, clinical features, and laboratory results were reviewed systematically.
RESULTS. Ten preterm singletons and a set of twins were infected with herpes simplex virus-2 during the first month after birth. No mother had herpes simplex virus lesions at delivery, but a history of genital herpes simplex or other sexually transmitted infections was prevalent among the mothers. Infants presented with either disseminated disease or encephalitis. All infants with disseminated disease (n = 9) died, whereas the 3 infants with encephalitis survived. All infants in the cohort developed respiratory distress, and consistent with the prominence of respiratory symptoms, viral cultures of the respiratory tract were consistently positive. Ten of 12 infants received acyclovir, but despite treatment within 48 hours of symptoms, infants with disseminated disease deteriorated rapidly and died. Two of 3 infants who received high-dosage (60 mg/kg per day) acyclovir survived.
CONCLUSIONS. Herpes simplex virus infections in preterm infants usually present during the first 2 weeks of life with respiratory distress and a high incidence of disseminated disease. Viral respiratory cultures have a high yield for documentation of infection. The morbidity of herpes simplex virus in this population may be attributable to a relatively immature immune system in this population. Additional studies are necessary to delineate the evolution of herpes simplex virus disease in preterm infants and the role of antiviral therapy in mitigating the sequelae of herpes simplex virus infections in this population.
Key Words: herpes simplex virus • newborn • prematurity • acyclovir
Abbreviations: HSV—herpes simplex virus • CSF—cerebrospinal fluid • PCR—polymerase chain reaction • JHH—Johns Hopkins Hospital • STI—sexually transmitted infection • CBC—complete blood count • ETT—endotracheal tube • AST—aspartate aminotransferase • ALT—alanine aminotransferase • CASG—Collaborative Antiviral Study Group • CNS—central nervous system
PEDIATRICS Vol. 118 No. 6 December 2006, pp. e1612-e1620