Friday Factoids: A Look At “When Spring Brings You Down” by Linda Andrews

 

 

Spring time is in the air, woohoo! Finally! With the cold weather behind us and the polar vortex no longer a significant threat, it is time to peel off the long winter coat and open the window blinds in your office to let the sun in [given there are windows in your office]. With the spring comes many perks, such as viewing the beautiful landscape of the soft Kentucky bluegrass, the green leaves hanging on the oak trees, colorful flowers, and the fresh smell of daffodils.

 

Sounds fantastic, right!

 

Well, not so fast.

 

In her article, When Spring Brings You Down, Andrews (2012) writes about two issues that are not so welcoming with the change of season. She mentions “seasonal allergies and reverse seasonal affective disorder (SAD).”  Seasonal allergy sufferers are vulnerable to inflammation and infection. As a result, Andrews states that the molecule, cytokines, forms clusters around the infected area (Mandal, n.d.), which has been linked to depression and in severe cases, suicide. An additional reading source by David Dobbs, entitled, Clues in the Cycle of Suicide, provides more information about suicide rates during the spring and into the summer months.

 

Interestingly, Andrews further talks about SAD and the possibility that it is not specific to the winter months, but to the summer as well.  As the DSM-5 begins to take center stage, SAD will no longer be a separate diagnosis. Rather, SAD will take the form of several specifiers for major depressive disorder, recurrent and bipolar I and II disorders (DSM-5; pgs153-154; 187-188).

 

Yes, you may have already noticed that specifiers rule in DSM-5.

 

In the end, however, the spring air, filled with its freshness and good spirits, may not be a time of optimism for some individuals.

 

References:

 

American Psychiatric Association. Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5).

 

 

Andrews, L. (2012). When spring brings you down. Retrieved from
http://www.psychologytoday.com/blog/minding-the-body/201203/when-spring-brings-you-  down.

 

 

 

Dobbs, D. (2013).  Clues in the cycle of suicide. Retrieved from http://well.blogs.nytimes.com/2013/06/24/clues-in-the-cycle-of-suicide/?_php=true&_type=blogs&_r=0.

 

 

Mandal, A. (n.d.). What are cytokines? Retrieved from http://www.news-       medical.net/health/What-are-Cytokines.aspx.

 

 

 

David Wright, MA, MSW

WKPIC Doctoral Intern

Friday Factoids: Synthetic Marijuana: Frequently Asked Questions

 

 

What is synthetic marijuana?

  • A man-made substance that is allegedly supposed to mimic the effects of tetrahydrocannabinol (THC), which is a cannabanoid and the primary psychoactive ingredient in cannabis.
  • The substance is manufactured and then coated on to dried herbs, which are ingested by smoking the substance.
  • It is now the 2nd most commonly abused illicit drug among high school seniors, behind traditional marijuana, according to the National Institute on Drug Abuse (NIDA).
  • Synthetic cannabinoids are significantly more potent than THC, with different effects, and different chemical structures.
  • It can be found in stores labeled as “incense” or “herbal incense,” and often has the label “not for human consumption.”

 

When I hear the term “synthetic drug,” does this mean synthetic marijuana?

  • There are two main forms of synthetic substances—synthetic cannabinoid and synthetic cathinone. Synthetic cannaboinoid is commonly called synthetic marijuana, while synthetic cathinone is more similar to cocaine and often called “bath salts.”

 

What are some common names for synthetic marijuana?

  • Spice, K2, Mr. Nice Guy, Mr. Smiley, Blaze, Black Mamba, Sexy Monkey, Genie, and others

 

You can buy this in the store, is it legal?

  • Yes and no. The Drug Enforcement Agency (DEA) has classified several synthetic chemicals (JWH-018; JWH-073; JWH-200; CP-47,497; cannabicyclohexanol) as a Schedule I substance. Since banned by the DEA, the United States Food and Drug Administration (FDA) will not approve the substance for human consumption.
  • As of March 2011, 20 states have imposed bans on these substances, with additional legislation pending in 37 states.
  • Being a Schedule I substance places these strands of synthetic marijuana in the same category as LSD and heroin. Schedule I drugs have a high potential for abuse, lacks accepted safety standards for use under medical supervision, and provides no currently accepted medical use.
  • Bans on this substance are not only found in the United States, but also in Britain, Germany, Poland, France, and Canada.
  • However, there are challenges in making the substances illegal because there are literally hundreds of formulations. Manufacturers of the substances are changing the ingredients quicker than states and the DEA can classify them as illegal.

 

How is synthetic marijuana similar to regular marijuana?

  • These substances are similar in appearance, consumption method of smoking, and feeling of euphoria after inhalation.

 

What makes this an attractive substance for users?

  • It is readily available in stores and online, and generally low cost. Additionally, synthetic marijuana does not typically show up on traditional urine drug screens.

 

What are the dangers of synthetic marijuana?

  • Research has found that the chemicals in synthetic marijuana are significantly more potent than the THC found in marijuana. Synthetic cannabinoids are full agnoists, meaning they bind to cannabinoid receptors and fully stimulate the receptors. THC, the main psychoactive ingredient in traditional marijuana is a partial agonist, which means THC only partially stimulates cannabinoid receptors.
  • Since synthetic marijuana is a man-made substance, potency can vary per package and per strand. This increases the potential for overdose.
  • Similarly, given the fact synthetic marijuana is a man-made substance, human error and how one batch is mixed is a factor in potency.
  • Also, there are quite a few significant negative effects or side effects.

 

What are the negative effects?

  • Seizures and convulsions, difficulty breathing, racing heart beat, elevated blood pressure, nausea, vomiting, loss of consciousness, stroke, paranoia, muscle twitching, agitation, anxiety, sweating, hallucinations, harmful effects on the cardiovascular and central nervous systems, lack of pain response, and lack of judgment.
  • The experience of paranoia, agitation, and hallucinations is common, even for those with no prior history of mental illness.
  • The impact on judgment and pain response has been associated with increased unpredictable, and dangerous behaviors, such as running into traffic.
  • It is common for users to require medical treatment and intensive care. It is also common for users to be involuntarily committed to psychiatric hospitals, especially when the cause of his or her erratic behavior is unknown.
  • Visits to the emergency room due to use of the substance has increased from 13 in 2009 to approximately 560 by early 2010. By December 2010, approximately 2500 calls related to synthetic marijuana use were made to poison control centers. Even more troubling, calls related to synthetic drugs quadrupled from 2010 to 2011, according to the American Association of Poison Control Centers (AAPCC). Approximately 60% of cases involve individuals aged 25 and younger.
  • Use of synthetic marijuana can result in organ failure, kidney failure, respiratory failure, and death. Fatalities are often related to cardiac events, seizures, and hyperthermia.

 

How long can negative effects last?

  • While research is minimal, some studies do indicate there is a concern for possible short- and long-term effects after use.

 

Is it addictive?

  • Research in Germany indicated that the use of synthetic marijuana can lead to symptoms of withdrawal and “addictive behaviors.”

 

Has synthetic marijuana really caused such negative effects in people?

  • There have been reports in the news about male and female adolescents and adults experiencing significant complications after using synthetic marijuana. These instances have occurred in several states and are not limited to geographic region. There have been reports of a teenage female having a series of strokes that left her blind and paralyzed after using the substance. Another report of a teenage male experiencing seizures after use, while another male teen allegedly died by suicide after use, can be found in the news. The reports are not just limited to teenagers. An adult man presented for emergency medical services after an overdose characterized by severe agitation and heart rate around 200 beats per minute (more than twice the normal speed).

 

References


Macher, R., Burke, T. W., & Owen, S. S. (2012). Synthetic marijuana. FBI Law Enforcement Bulletin, 81(5), 17-22.

Van Pelt, J. (2012). Synthetic drugs—Fake substances, real dangers. Social Work Today, 12(4), 12.

 

Danielle M. McNeill, M.S., M.A.
WKPIC Doctoral Intern

Friday Factoids: Anger Rules and the Anger Thermometer

 

One of the most common problems in children with behavioral issues is the anger they experience. Behaviorally disordered children may get angry much easier and quicker than their peers. Therapists working with children are in need of interventions that can help a child to think before he acts.

 

One of the interventions Dr. Tony Sheppard (2012) recommends is the concept of the Anger Rules. The Anger Rules involves a child making a decision regarding his anger or looking at how he handled his anger after the fact. The Anger Rules offer a very simple set of guidelines for checking ourselves when faced with a difficult situation. This concept is discussed in the anger workbook, A Volcano in My Tummy, by Elaine Whitehouse and Warwick Pudney. This workbook teaches there are two general categories of responses to anger: clean and dirty. Clean anger is the type that obeys all of the Anger Rules while dirty anger violates one or more of the Anger Rules. This concept offers a very simple way for the child to check himself with how he has managed his anger. An example involves a lunch line situation in which a child throws a lunch tray at the wall. By using the Anger Rules checklist, the child asks, “Did I hurt others? No. Did I hurt myself? No. Did I hurt property? Yes.” Therefore, throwing a tray at the wall was, in fact, dirty anger.

 

Now if the child thinks before he acts, his anger is rising to the top of the Anger Thermometer because the child behind him is standing too close and bumping into him. The child thinks to himself, “I need to get the teacher or I am going to hit this kid!” The Anger Rules asks: “Will this hurt others? No. Will it hurt me? No. Will it hurt property? No.” Getting the teacher for help before acting is an example of clean anger. Processing situations and looking at clean versus dirty anger can really help a child to think before he acts and figure out the best course of action for that particular situation.

 

Sheppard, T.L. (2012). Parent guide to the anger thermometer and the anger rules. Groupworks Inc.

 

Cindy A. Geil, M.A.
WKPIC Doctoral Intern

 

Friday Factoids: It IS Possible to Work With Teen Girls

 

Many therapists see the same types of issues when working with teenage girls – girls struggle with their self-identity, low self-esteem, body issues, trying to fit in and ensure people will like and accept them.

 

Pipher (1994) in her book, Reviving Ophelia: Saving the Selves of Adolescent Girls, discusses these issues that adolescent girls deal with in their everyday lives. Pipher (1994) discusses a scene in which she was sitting on a bench outside of her favorite ice-cream store. She saw a mother and teenage daughter stop in front of her and wait for the light to change. She heard the mother say, “You have got to stop blackmailing your father and me. Every time you don’t get what you want, you tell us that you want to run away from home or kill yourself. What’s happened to you? You use to be able to handle not getting your way.” The daughter stared blankly straight ahead, barely acknowledging her mother’s words. The light changed and next she saw a very different scene. Another mother approached the same light with her preadolescent daughter. The mother and daughter were holding hands. The daughter said to the mother, “This is fun. Let’s do this all afternoon.”

 

Something very dramatic takes place to girls in early adolescence. Just as planes and ships disappear mysteriously into the Bermuda Triangle, so do the selves of girls. They crash and burn in a social and developmental Bermuda Triangle taking the happiness away from them. In early adolescence, studies show that girls’ IQ scores drop. Girls lose their assertive, energetic personalities and become more deferential, self-critical, and depressed. They report great unhappiness with their bodies. Girls are often happy and free but then loose themselves in adolescence. They often fall in love with boys and live only for their approval. Girls have no sense of inner direction; rather they struggle to meet the demands of others. Their value is determined only by their approval. A girl once said, “Everything good in me died in junior high.”

 

Pipher then discusses some interventions she uses with these adolescent girls. The most important question she says she asks her adolescent clients is “Who are you?” She says she is not as interested in the answer as in teaching a process that the girl can use for the rest of her life. The process involves looking within to find a true core of self, acknowledging unique gifts, accepting all feelings, not just socially acceptable ones, and making deep and firm decisions about values and meaning. It includes discussion about breaking the cultural rules set out for women and formulating new, healthy guidelines for the self. These girls must figure out ways to be independent from their parents and stay emotionally connected to them. They need to discover ways to achieve and still be loved. They must discover moral and meaningful ways to express their sexuality in a culture that blasts them with plastic, pathetic models of sexuality. They have to learn to respect themselves in a culture in which attractiveness is women’s most defining characteristic. Therefore, it is imperative that girls find, define, and maintain their true selves.

 

Pipher, M. (1994). Reviving ophelia: Saving the selves of adolescent girls. New York: Ballantine Books.

 

Cindy A. Geil, M.A.
WKPIC Doctoral Intern