K2 & Bath Salts: Dangers of Designer Drugs

Allison Otto, M.S.,  

Psy.D. Candidate

Continued... 

Psychological News You Can Use

Written by PPA psychologists for everyone interested in 

how psychology impacts their everyday life.

Topics include issues related to business, parenting, education, mental health treatments, forensic information, addictions, prison concerns, legislative events, and much more!

Culture of Diversity, continued...

To honor people with language consider:

• Rather than "blind lady" say "Jane who is blind"
• In place of  "retard" or "MR" say "the man with an intellectual disability"
• "The woman with schizophrenia" should be used in place of "the schizophrenic"  

It is also inappropriate to use the phrase "suffers from" as it places a negative and stigmatizing interpretation of a person's state that may or may not be his or her experience.  In addition, the adaptive equipment that one uses should be described as how it assists a person, not how it limits a person e.g., rather than "a man confined to a wheelchair" consider, "the man who uses a wheelchair." 

Another thing to consider is how we interact with a person with a disability. Just as it can be awkward for some people to engage those from different cultures, it can be just as uncomfortable for many to interact with a person possessing a disability.

Here are some general tips that may be helpful:

• Instead of asking, "Does she like going out?" speak directly to the person with the disability even if the person is deaf or has an intellectual disability.
• Always ask before helping a person with a disability, because the assistance may not be needed, wanted, or as helpful as intended.
• If a person who is blind needs assistance, offer your arm, don't take his.
• Use a qualified sign language interpreter when providing significant information. It is best to use someone who is not related to better ensure that the information is not filtered or translated with bias.
• Do not cover your face with hands or a clipboard when talking with someone who is hearing-impaired, as this person may rely on seeing your lips to help recognize the sounds of your words.
• Respect the privacy of a person and refrain from asking a person with a disability how they became that way. Unless medically necessary, allow the person to share this information when and if they want.  

For more information on interacting with people with various physical and mental disabilities, go to www.unitedspinal.org/publications.

References

Burns, D.D. (2010). Feeling good, the new mood therapy. Chicago: William T. Morrow.

Silver, Y. (2008). Diability ettiquette. Retrieved from United Spinal Association.

Smith, D. (2001). A primer of diversity.Retrieved from American Psychological Association.

Snow, K. (2012, August 8). People first language. Retrieved from Disability is Natural.

Tim Barksdale, Psy.D., the Chair of the PPA Committee on Multiculturalism, has provided therapy for over 15 years to a wide range of people, including those with intellectual and developmental disabilities for which he has a National Clinical Certification. He received his psychology doctorate from the Philadelphia College of Osteopathic Medicine. 

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What are the effects of a negative body image? If we have a negative body image, we are vulnerable to life-long consequences such as:

• Depression and anxiety
• Low self-esteem
• Eating disorders
• Poor interpersonal relationships
• Unhealthy eating or exercise habits
• Substance use

How do I gain a positive body image? A positive body image is learning to accept yourself. When you accept yourself the way you are, your body image is less likely to be influenced by others. A positive body image, in turn, will boost your self-esteem. The following are several tips in improving your body image:

• Realistic expectations: Remember that those images in the magazines are fake and unobtainable for the majority of the population.  
• Set realistic goals: If you want to change your health, talk to your doctor. Set realistic goals and put one foot in front of the other. Setting realistic goals is a great way to stay focused and motivated!  
• Love your body: Focus on all the positives that your body has to offer; your strengths, rather than your weaknesses. Bodies come in all shapes and sizes. Move towards being the best YOU!  
• Replace those negative thoughts: Tell your brain STOP when those negative comments begin ("I am fat," "I hate my legs," etc.). Replace those thoughts with something more positive such as, "I am better today than I was yesterday," "I can do it," "I am worth it," etc.  
• Compliment yourself daily: Look in the mirror and say something nice to yourself every day. Put Post-It notes around your house with positive sayings. When you say or read these compliments, say them out loud with assertiveness!  
• Surround yourself with positive people: Enough said!

What if I need help? Dealing with a negative body image and low self-esteem are sometimes too much to handle alone. Remember, a negative body image and low self-esteem can lead to problems such as depression, anxiety, substance use, and eating disorders. 

If you are feeling this way, there are places to go for help. You can speak with a psychologist who specializes in body image issues. Talk to your doctor for a referral for someone in your community. 

Christie Sworen-Parise, Psy.D., is the Assistant Director at Allied Services Integrated Health Systems in Scranton, PA, and has a private practice in Kingston, PA. She provides services to children, families, and young adults including assessment, treatment and consultation for Autism Spectrum Disorders (ASD), parenting issues, and coping with defiance. She also specializes in sport and exercise psychology.

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4. Effective classroom management and disciplinary methods

Classroom management plays a big role in managing bully behavior. Naturally, a well-run classroom provides less opportunity for bullying; there is greater attention to learning tasks and less "open" time. Classroom discipline plays a part in the other direction as well. Overly harsh discipline creates an atmosphere in which "Might equals right." The assumption is created that one should use status and power to get what one wants. If the child feels powerless and disrespected in the learning situation, bullying among students is more likely to occur. Some children will be so used to being dominated by adults they will show helplessness among their peers, and become targets of bullying. Others will imitate the models they've been shown and imitate adults who abuse power by engaging in bullying behavior.

5. Improved supervision. Decrease in bullying was correlated with more supervision of children on playgrounds, in hallways, cafeterias and other school settings. This intuitive finding should encourage the use of volunteers and other adults in those places where bullying is likely to happen. 

6. The dose-response effect.  The greater the duration of the program(s) for teachers, children, and parents, and the more intense the training (the greater the number of hours involved), the more effective the prevention program (Farrington & Ttofi, 2009).  In addition, the Department of Justice website recommends that one-time or one-year programming is not sufficient. New students and faculty will need to be exposed to the expectations that have been set.

Less Effective Methods

1. Zero-tolerance policies. As the public has come to understand the great harm that bullying can cause, the cry has gone out for zero-tolerance policies. Research studies have indicated that zero-tolerance policies are NOT effective. They discourage reporting by both students and staff. If suspension is the required punishment, the offender experiences less supervision, becomes less tied to the school, loses academic opportunity, and will probably feel less included in the school setting.

Studies of program effectiveness suggest that firm discipline is crucial, but sanctions need to be proportional to the offense. If bullying is addressed promptly in minor instances with reasonable punishments given in classrooms, there is a greater likelihood of success.

2. Peer mediation and conflict resolution techniques. The evidence suggests that training students in peer mediation techniques is not an effective component of bully prevention programs. Such programs may actually increase victimization. Bullying, by definition, involves an imbalance of power. Peer mediation may be more appropriate for situations involving equal peers or ordinary peer-to-peer conflict.

In conclusion, research studies on bullying prevention suggest that the most effective are school-wide programs that develop commitment from adults and students, provide consistent and pervasive messages, involve reasonable sanctions, and provide effective classroom management training.

References

Farrington, D. P., & Ttofi, M. M. (2009). School-based programs to reduce bullying and victimization. Campbell Systematic Reviews, 6, 1 - 148.

http://www.cops.usdoj.gov/pdf/e12011405.pdf  (2002)

http://www.ehow.com/list_6147362_school-bullying-laws-pennsylvania.html

Gail Cabral, IHM, Ph.D., is a Professor of Psychology at Marywood University, in Scranton. She is a developmental psychologist with an interest in peer relations and friendship, spirituality and aging.