A Tired Woman’s Guide to Passionate Sex: Research Shows 6 Step Program To Be Effective
http://www.medicalnewstoday.comAccording to the Journal of Sexual Medicine, people who engage in regular sexual activity gain several health benefits, such as longer lives, healthier hearts, lower blood pressure, and lower risk of breast cancer. However, approximately 33 percent of women may not receive these benefits due to low sexual desire. Also, the marriages of women with low sexual desire may also be at risk, given a recent statistic that 25 percent of divorce is due to sexual dissatisfaction.
Some doctors are prescribing testosterone patches for women with low sexual desire. However, research shows that testosterone patches might increase the risk of breast cancer when used for just a year. Researchers are currently testing a new drug, flibanserin, which was developed as an antidepressant and affects neurotransmitters in the brain, to treat women with low sexual desire. However, experts are concerned about the side effects of this possible treatment. Now, a University of Missouri researcher has found evidence that a low-cost, risk-free psychological treatment is effective and may be a better alternative to drugs that have adverse side effects.
“Low sexual desire is the number one problem women bring to sex therapists,” said Laurie Mintz, associate professor of educational, school and counseling psychology in the MU College of Education. “Drugs to treat low sexual desire may take the focus away from the most common culprits of diminished desire in women, including lack of information on how our own bodies work, body image issues, relationship issues and a stressful lifestyle. Indeed, research demonstrates that relationship issues are far more important in predicting women’s sexual desire than are hormone levels. Before women seek medical treatments, they should consider psychological treatment.”
Mintz has authored a book, A Tired Woman’s Guide to Passionate Sex: Reclaim Your Desire and Reignite Your Relationship
In a study demonstrating the effectiveness of her treatment, Mintz recruited married women between the ages of 28 to 65, who said they were uninterested in sexual activity. All the women were employed and a majority had children. All participants completed an online survey that measured sexual desire and sexual functioning. Then half of the participants were selected randomly to read her book and perform the exercises outlined in her book. After six weeks, they were emailed the same survey again. The control group did not read the book. Mintz found that the intervention group who read the book made significant gains in sexual desire and sexual functioning, compared to the control group who did not read the book. On average, women who read the book increased their level of sexual desire by almost 30 percent.
“This finding is especially exciting because low sexual desire among women has been not only the most common, but the least successfully treated of all the sexual problems brought to therapists” Mintz said. “Also, although other books have been written on the topic, this is the first to be tested for its effectiveness. In addition, unlike medical treatments such as testosterone, there are certainly no known negative medical side effects associated with the treatment strategies in my book.”
Mintz will present her findings at the American Association of Sexuality Educators, Counselors and Therapists (AASECT) annual conference.
Source:
Laurie Mintz, A Tired Woman’s Guide to Passionate Sex: Reclaim Your Desire and Reignite Your Relationship
University of Missouri-Columbia
Happiness: Why It’s Harder to Find in Depression’s “Shrinking World”
http://www.PsychologicalScience.org via http://www.psychcentral.comA new research study investigated whether happy and unhappy people differ in the types of conversations they tend to engage in.
For a four-day period, psychological scientists from the University of Arizona and Washington University in St. Louis had volunteers equipped with an unobtrusive recording device called the Electronically Activated Recorder (EAR).
This device periodically records snippets of sounds as participants go about their lives. For this experiment, the EAR sampled 30 seconds of sounds every 12.5 minutes yielding a total of more than 20,000 recordings.
Researchers then listened to the recordings and identified the conversations as trivial small talk or substantive discussions. In addition, the volunteers completed personality and well-being assessments.
An analysis of the recordings revealed some very interesting findings.
Greater well-being was related to spending less time alone and more time talking to others: The happiest participants spent 25 percent less time alone and 70 percent more time talking than the unhappiest participants.
In addition to the difference in the amount of social interactions happy and unhappy people had, there was also a difference in the types of conversations they took part in: The happiest participants had twice as many substantive conversations and one third as much small talk as the unhappiest participants.
These findings suggest that the happy life is social and conversationally deep rather than solitary and superficial.
The researchers surmise that — though the current findings cannot identify the causal direction — deep conversations may have the potential to make people happier.
They note, “Just as self-disclosure can instill a sense of intimacy in a relationship, deep conversations may instill a sense of meaning in the interaction partners.”
The findings are reported in the latest issue of Psychological Science, http://www.psychologicalscience.org
School Related Issues: Guest apearance on 96.5 FM’s “Talking Life”
On Sunday 14th February I took part in a discussion on School related issues from preschool to Secondary school as a guest on Peter Jan
etzki’s terrific “Talking Life” radio program on which I have been a regular guest over its nine year history. It was a great discussion with some interesting content and phone calls.
Peter Janetzki
A podcast of the entire show and recent shows can be found here or by clicking on the 96.5 logo.You can listen to the podcast from your browser or with iTunes, The show streams live every Sunday night from from 8-10pm Australian Eastern Standard Time (GMT+10) and you can listen by going to the 96.5 website @ 96five.com and clicking on the home page media player.
Multi-Taskers may Muddle More!
The people who multitask the most are the ones who are worst at it. That’s the surprising conclusion of researchers at Stanford University, who found multitaskers are more easily distracted and less able to ignore irrelevant information than people who do less multitasking.
“The huge finding is, the more media people use the worse they are at using any media. We were totally shocked,” Clifford Nass, a professor at Stanford’s communications department, said in a telephone interview.
The researchers studied 262 college undergraduates, dividing them into high and low multitasking groups and comparing such things as memory, ability to switch from one task to another and being able to focus on a task. Their findings are reported in Tuesday’s edition of Proceedings of the National Academy of Sciences.
When it came to such essential abilities, people who did a lot of multitasking didn’t score as well as others, Nass said.
Still to be answered is why the folks who are worst at multitasking are the ones doing it the most.
It’s sort of a chicken-or-egg question.
“Is multitasking causing them to be lousy at multitasking, or is their lousiness at multitasking causing them to be multitaskers?” Nass wondered. “Is it born or learned?”
In a society that seems to encourage more and more multitasking, the findings have social implications, Nass observed. Multitasking is already blamed for car crashes as several states restrict the use of cell phones while driving. Lawyers or advertisers can try to use irrelevant information to distract and refocus people to influence their decisions.
In the study, the researchers first had to figure out who are the heavy and light multitaskers. They gave the students a form listing a variety of media such as print, television, computer-based video, music, computer games, telephone voice or text, and so forth.
The students were asked, for each form of media, which other forms they used at the same time always, often, sometimes or never.
The result ranged from an average of about 1.5 media items at the low end to more than four among heavy multitaskers.
Then they tested the abilities of students in the various groups.
For example, ability to ignore irrelevant information was tested by showing them a group of red and blue rectangles, blanking them out, and then showing them again and asking if any of the red ones had moved.
The test required ignoring the blue rectangles. The researchers thought people who do a lot of multitasking would be better at it.
“But they’re not. They’re worse. They’re much worse,” said Nass. The high media multitaskers couldn’t ignore the blue rectangles. “They couldn’t ignore stuff that doesn’t matter. They love stuff that doesn’t matter,” he said.
Perhaps the multitaskers can take in the information and organize it better? Nope.
“They are worse at that, too,” Nass said.
“So then we thought, OK, maybe they have bigger memories. They don’t. They were equal” with the low multitaskers, he added.
Finally, they tested ability to switch from one task to another by classifying a letter as a vowel or consonant, or a number as even or odd. The high multitaskers took longer to make the switch from one task to the other.
This particularly surprised the researchers, considering the need to switch from one thing to another in multitasking.
“They couldn’t help thinking about the task they weren’t doing,” lead author Eyal Ophir said. “The high multitaskers are always drawing from all the information in front of them. They can’t keep things separate in their minds.”
The next step is to look into what multitaskers are good at and see if the difference between high and low multitaskers is one of “exploring” versus “exploiting” information.
“High multitaskers just love more and more information. Their greatest thrill is to get more,” he said. On the other hand, “exploiters like to think about the information they already have.”
The research was funded by Stanford Major Grant, Volkswagen Grant, Nissan Grant and an Alfred P. Sloan Foundation Grant.
//
Proceedings of the National Academy of Sciences: http://www.pnas.org
A Change by Itself is NOT as Good as a Proper Holiday: Don’t Just Sit There…Go Somewhere!
Just having a break from work is not enough suggests new research, it is activities in the open air which have the strongest restorative effects on our mental states.
Everyone gets down sometimes – it’s only natural. It would be more unusual never to be depressed. The idea that depression is an on-off condition with a purely chemical foundation is a myth no psychologist would endorse. The causes of depression can be many and widespread. But one cause many of us have to cope with is work.
One of the main weapons against stress building up from work is going on vacation. Holidays are a firmly established way of allowing the mind and body to recuperate. In research, however, published in the Journal of Environmental Psychology, Hartig, Catalano and Ong (2007) find that all holidays are not created equal.
Getting out in the open
The lead author of this paper, Terry Hartig, lives and works in Sweden, a country well known for its long, dark winters. As such, the Swedes know the importance of getting out in the sunshine, when it finally arrives. There is even a law requiring employers to provide four consecutive weeks of holiday in the summer. And it’s actually this law that is crucial to Hartig et al’s findings.
Hartig and colleagues suggest that being stuck indoors on vacation can limit mental recuperation. On the other hand, when able to roam outdoors, we can exert ourselves at a favourite sport or simply linger in the park. Psychologically, beautiful scenery can distract us from our troubles, help us forget our normal stressful environments and reconnect us to nature.
This is a nice theory that is intuitively attractive and plausible. The problem is how to test it scientifically.
Anti-depressant prescriptions and the weather
Hartig et al. decided to use the number of SSRI anti-depressants prescribed between 1991 and 1998 as a proxy for the general level of depression in the population of Sweden. They then looked for correlations between the weather and the amount of anti-depressants prescribed, which they duly found.
Wait, though, there’s a problem with this. Perhaps people are simply happier when the weather is warmer? It would then follow there would be an association between anti-depressant prescriptions and temperature.
Hartig et al. anticipated this problem. They remove the variation in anti-depressant prescriptions associated with the general change in monthly mean temperature from the equation. Then they get a really interesting finding. Now there’s only a correlation between temperature and anti-depressant medications in one month: July. There’s no similar effect even for the adjacent months of June or August.
How can that be explained? Why would the relationship only occur in July?
Why July is unusual
Here is the authors’ reasoning. In Sweden people take most of their holiday in July at the centre of the period stipulated by law (from 1 June to 31 August). A survey found it is over 90%. This means that during July they have the highest likelihood of being free to enjoy outdoor pursuits. On average, the rest of the year they will be working, so even if the weather is unseasonably warm in May, for example, they won’t be able to take advantage of it.
The reasoning goes, then, that if the weather is bad in July people are stuck indoors. This means they are unable to fully recuperate mentally before returning to work. Alternately, if the weather is good in July people are, on average, mentally rested and have less need for medication.
Remember that this explanation relies on averaging out many people’s behaviour across nine years. Obviously not everyone requires anti-depressants to get through a spell of bad weather. Similarly some people require them whatever the weather. But think about it in terms of the people who are slipping across the boundary of requiring/asking for medication. Then the authors’ explanation makes sense.
Happiness is…
I know this study falls into the category of telling us something we already know. But it does so in rather an ingenious way that takes advantage of Swedish vacation patterns. Also, we can’t be reminded often enough that we should take every opportunity to get out in the open air.
Truly, happiness is looking out across fresh fields, gazing at a distant tree, feeling the sun on your back and the wind brushing your skin.
Sourced from Psyblog.com
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Talking to Your Child About What’s in The News
My experience is that many children, particularly those who have generalised anxiety can become quite distressed by exposure toseemingly innocuous exposure to events that are a part of everyday life.
Although news gleaned from television, radio, or the Internet often is a positive educational experience for kids, problems can arise when the images presented are violent or the stories touch on disturbing topics. While we worry about our childrens’ exposure to violence and sexual content in movies, on the internet, and on tv, we need to remember that news programs shpw often live and real images and media from real events which are often distressing and increasingly graphic.
News about a natural disaster, such as the devastating earthquake in China or cyclone in Myanmar, could make kids worry that something similar is going to hit home, or fear a part of daily life — such as rain and thunderstorms — that they’d never worried about before.
Reports on natural disasters, child abductions, homicides, terrorist attacks, and school violence can teach kids to view the world as a confusing, threatening, or unfriendly place.
How can you deal with these disturbing stories and images? Talking to your kids about what they watch or hear will help them put frightening information into a reasonable context.
How Kids Perceive the News
Unlike movies or entertainment programs, news is real. But depending on a child’s age or maturity level, he or she may not yet understand the distinctions between fact and fantasy. By the time kids reach 7 or 8, however, what they see on TV can seem all too real. For some youngsters, the vividness of a sensational news story can be internalized and transformed into something that might happen to them. A child watching a news story about a bombing on a bus or a subway might worry, “Could I be next? Could that happen to me?”Natural disasters or
stories of other types of devastation can be personalized in the same manner. A child in Massachusetts who sees a house being swallowed by floods from a hurricane in Louisiana may spend a sleepless night worrying about whether his home will be OK in a rainstorm. A child in Chicago, seeing news about an attack on subways in London, might get scared about using public transportation around town. TV has the effect of shrinking the world and bringing it into our own living rooms.
By concentrating on violent stories, TV news also can promote a “mean-world” syndrome and give kids an inaccurate view of what the world and society are actually like.
Talking About the News
To calm children’s fears about the news, parents should be prepared to deliver what psychologists call “calm, unequivocal, but limited information.” This means delivering the truth, but only as much truth as a child needs to know. The key is to be as truthful yet as inexplicit as you can be. There’s no need to go into more details than your child is interested in. Although it’s true that some things — like a natural disaster — can’t be controlled, parents should still give kids space to share their fears. Encourage them to talk openly about what scares them.
Older kids are less likely to accept an explanation at face value. Their budding skepticism about the news and how it’s produced and sold might mask anxieties they have about the stories it covers. If older kids are bothered about a story, help them cope with these fears. An adult’s willingness to listen sends a powerful message.
Teens also can be encouraged to consider why a frightening or disturbing story was on the air: Was it to increase the program’s ratings because of its sensational value or because it was truly newsworthy? In this way, a scary story can be turned into a worthwhile discussion about the role and mission of the news.
Tips for Parents
Keeping an eye on kids’ TV news habits can go a long way toward monitoring the content of what they hear and see. Other tips:
- Recognize that news doesn’t have to be driven by disturbing pictures. Public TV programs, newspapers, or newsmagazines specifically designed for kids can be less sensational — and less upsetting — ways of getting information to children.
- Discuss current events with your child regularly. It’s important to help kids think through stories they hear about. Ask questions: What do you think about these events? How do you think these things happen? These questions can encourage conversation about non-news topics too.
- Put news stories in proper context. Showing that certain events are isolated or explaining how one event relates to another helps kids make better sense of what they hear. Broaden the discussion from a disturbing news item to a larger conversation: Use the story of a natural disaster as an opportunity to talk about philanthropy, cooperation, and the ability of people to cope with overwhelming hardship.
- Watch the news with your kids to filter inappropriate or frightening stories.
- Anticipate when guidance will be necessary and avoid shows that aren’t appropriate for your child’s age or level of development.
- If you’re uncomfortable with the content of the news or if it’s inappropriate for your child’s age, turn it off.
- Talk about what you can do to help. In the case of a news event like a natural disaster, kids may gain a sense of control and feel more secure if you find ways to help those who have been affected.
sourced from kidshealth.org
reviewed by: Mary L. Gavin, MD
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Don’t Panic! Time Management Tips for High School & College Students
High School and College years cannot be forgotten easily. Why? Because it is one of the hardest and the toughest stage in a person’s life. It entails lots of preparations and adjustments.
College life is full of challenges. College students are faced of mountainous confrontations and obstacles that must be faced. These students must work hard to prove not only to themselves but to other people that they are worthy of getting into college and finishing successfully.
To do and accomplish all the challenges and dares that are facing the college students, proper time management is necessary. College student should know how to manage time properly and how to consume time for worthy things.
The ability to manage and schedule time wisely makes college life easier. Missing important deadlines and appointments may cause difficulty and complications to both the academic and social life of the student. These things can also result to guilt, anxiety, stress, frustrations and other negative feelings.
The following are some of the tips for college students on how to manage time their time successfully.
• Learn how to prioritize. Prioritization is one of the most important aspects of time management. Proper prioritization of engagements and responsibilities is very necessary. There are too many college students that are ignorant and do not know how to set prioritization. This can often lead to procrastinations.
• Make use of ‘to do list’. This does not necessarily mean making a schedule. This is only listing the things that are important to be done. List things according to their importance.
• Stop being a perfectionist. Nothing is perfect. God created no perfect things and individuals. When you try to be perfect, you are only setting your self up for defeat. Many difficult and hard tasks lead to avoidance and procrastinations.
• Set goals. Setting goal is good in managing the time of college students. You should set goals that are not only attainable but should also be challenging.
• Try to combine several activities. Trying to combine many several activities in one sitting. Example of these are the following:
when watching a sit-com, try to compute your bills in between commercials; when taking a shower, list in your mind the things that are needed to be done; while you are commuting on the way to school, listen to taped notes. These things can save you some of your time that could have been set aside for other things.
• Survey your personal time. Making personal time survey help in estimating how much time is consumed and spent in many typical activities. This is very important if you are wanting to manage your time properly. Do these by tracking the time you spent for a day or a week. This gives you an idea on how much time you are consuming in different activities and things. This will also allow you to realize and identify the time wasters.
• Make a daily schedule to be followed. There are many different styles of time schedules that you can use. Try to make use of the time schedule that can fit into your personality. The common styles of time scheduling are through engagement books, cards, a piece of poster board tacked to a wall and many other styles. Once you are know what style to use, construct it soon. Put in the time schedule all the things that are necessary, including your personal needs.
• Take some notes and review them before the end of the day. This will help identify the things that you have done properly and the things that you have failed to do. This can help you develop proper time management skills.
• You should learn how to say no. There is nothing wrong in saying no in some instances and cases. For example, somebody invited you to watch a movie at a time when you have got something to do. Leave out the movie and prioritize your task. You can do that later on.
Learning proper time management for college students is very important. Learning these things early on will prepare them for the life that lay ahead of them. These will be their tool in achieving the life they are dreaming of.
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Article Source: http://www.content-corral.com
About Peter
Peter Brown BHMS (Hons) MPsychClin MAPS
I’m a Clinical Psychologist and have a private practice and consultancy in Brisbane Australia. I have 24 years experience in child, adult and family clinical psychology. I have a wonderful wife and three kids.
I am co-founder of Christian Wholeness Counselling Services.
I like researching issues of the brain & mind, reading and seeking out new books and resources for myself and my clients. I thought that others might be interested in some of what I have found also, hence this blog…
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