If you go to the hospital you may lose your mind!

If you go to the hospital you may lose your mind!

Have you ever seen anyone you love lose his or her mind within a matter of hours? Even if they recover from the dark side you don’t ever want to see it happen again. And, that dark side can reappear at any time. Trust me.

I just learned about hospital delirium. When a patient is in the hospital they can develop a cluster of serious psychiatric symptoms that represent acute brain failure. It happened to my mother this week. The hospital is very aware of it, although they actually do little to prevent it.

An estimated 7 million Americans experience delirium at the hospital every year. It is estimated that a weeklong stay at the hospital can cause hospital delirium in 30% of patents. Over 70 years of age it can be up to 60 -80% of patients.

The chance of a patient’s death 30 days after the hospital stay doubles if this occurs. Acute brain failure!   Your chance of developing full blown Alzheimer’s disease over the next 5 years goes up as well. Until recently, hospital-acquired delirium was chalked up to old age and not considered a condition to be prevented or treated.

Delirium also is one of the most costly complications of a trip to the hospital. It leads to longer stays — up to 10 days longer. This can cost each elderly patient an extra $60,000 to $64,000 per hospital stay.

My mother thought she was losing her mind. She couldn’t understand why she was having the thoughts she was having. It was so debilitating, she just wanted to die.

The doctors told me this was probably happening but they never said what to do. Then I changed what little I had control over. I brought in pictures of her life and plastered the walls with it. I brought in the books she had written and her favorite movies. Unfortunately, the constant change in personnel, lack of pain control, dehydration and over monitoring trumps everything.

The patient can become paranoid, confused, depressed, lose their memory, become highly resistant, have hallucinations, be disoriented, decide they will not get better, or decide to die.

While this can be brought on by infections, dehydration, and medication, environmental and treatment routines are the main stressors.

Major contributors:
Sensory deprivation: A patient being put in a room that often has no windows, and is away from family, friends, and all that is familiar and comforting.

Sleep disturbance and deprivation: The constant disturbance and noise with the hospital staff coming at all hours to check vital signs, give medications, taking blood, and turning the patient every two hours. The constant change in nursing or medical staff can be disorienting.

Continuous light levels: Continuous disruption of the normal biorhythms with lights on continually (no reference to day or night).

Stress: Patients feel total loss of control over their life. Many times the medical personnel do not ask permission and get angry when the patient is not agreeable. In teaching hospitals in particular, medical tests can be excessive and unnecessary.

Lack of orientation: A patient’s loss of time and date.

Pain: When pain is not controlled, people physically heal slower and can cause great mental anxiety.

What you can do:

  • Get the patient moving at least three times a day. Sit up, and then walk to the bathroom or down the hall.
  • Bring what the patient needs to see, hear, eat and stay oriented: glasses, hearing aids, dentures and favorite foods from home, movies, books, and photos. Remind patients of who they are in normal times, bring along familiar objects from home.
  • Stay close by, and take notes, to be able to explain to the patient in simple terms what’s going on. Hospitals are confusing places.
  • Engage in cognitive training: Brain-stimulating activities, like video games, Scrabble, cards or crosswords, for 60 minutes a day improve the ability to handle everyday tasks, like balancing a checkbook or organizing a family reunion.

I am learning the hard way. You need to be informed before stepping into a hospital or you may be unhappily surprised what comes out.

Dr. Lori Todd

Relationship Feedback Technique Larry Burk

Relationship Feedback Technique Larry Burk

The major teaching tool of our evolution has been the continuing experience of challenging relationships to which we have been drawn in spite of repeated failures in the past. The most important seven words in that process are not, “I love you,” “I love you, too,” but, “May I give you some feedback?” “Yes.” I learned the Relationship Feedback Technique during The WorldLegacy Leadership Program described in the November 2014 Let Magic Happen newsletter. The approach is demonstrated in a video on his site.

Relationship Feedback Technique

The steps are as follows:
1) Always ask permission to give feedback
2) Speak authentically from the heart
3) Share what wasn’t working
4) Acknowledge any breakdowns
5) Look for potential breakthroughs
6) Share what was working
7) Set intentions together for the future

See Larry Burk, Let Magic Happen Newsletter

Larry Burk Relationship Feedback WorldLegacy

WorldLegacy Graduate Rice Diet Renewal Book

WorldLegacy Graduate Rice Diet Renewal Book

Author of the New York Times bestselling book, The Rice Diet Solution, Kitty Gurkin Rosati, graduate of WorldLegacy’s NC73 Leadership Program has just published a new book called The Rice Diet Renewal.  While many diets can help you lose a significant amount of weight in a short period, the Rice Diet can document that 43 percent of its participants have maintained or increased their weight loss over six years. Now, in The Rice Diet Renewal, Kitty Gurkin Rosati, presents the essentials of the four-step Rice Diet program.  Rosati explains how it helps you heal your underlying food and health issues and replace negative, powerless thinking with an awakened awareness of your passion and purpose. Then she introduces a new generation of powerful exercises and tools based on the latest research including energetic healing methods, music, art, quantum physics, aromatherapy, and more.

Bio
Kitty Gurkin Rosati, M.S., R.D., L.D.N., has worked in the field of weight-related disease prevention and reversal for two and a half decades.  She is the nutrition director of the Rice Diet Program and has been a clinical instructor at the University of North Carolina at Chapel Hill. Kitty is a graduate of WorldLegacy’s NC73B Leadership Program.  Purchase the Rice Diet Renewal.

Healing PTSD after Car Accidents Larry Burk

Healing PTSD after Car Accidents Larry Burk

Do you have stress-related symptoms after a car accident or does anyone you know?

Over 2 million serious accidents happen in the
United States each year with up to one half resulting in
post-traumatic stress disorder (PTSD)

Survivors of crashes may suffer for many months with debilitating symptoms such as anxiety, flashbacks, insomnia and fear of driving which can be successfully treated with Emotional Freedom Techniques (EFT) and other mind-body spirit approaches.

My first clinical use of EFT was with a Duke student in my stress management class who had acute stress disorder and hives after
surviving a serious car accident. That first opportunity to test EFT came in 2002 just after downloading a free manual from the Internet,
so if it worked for me that easily, you can learn it just as quickly. The full story is published in the attached article from the May 2010
Energy Psychology Journal.
Let magic happen,
Larry Burk

Bio
Dr. Burk’s academic career in radiology focused on MRI of the knee and shoulder from 1987 to 2004 including faculty positions at Jefferson Medical College, Eastern Virginia Medical School and Duke University School of Medicine.  He took his first course in hypnosis in 1990 and completed the UCLA Acupuncture Course for Physicians in 1998. That same year, he co-founded the Duke Center for Integrative Medicine and acted as Education Director until his departure from Duke in 2004 to set up his consulting business, Healing Imager, Inc.

Dr. Burk learned EFT in 2002 and had multiple breakthroughs in 2003 at The WorldLegacy during his NC59 Leadership program.
He has experienced many magical synchronicities in his career and life that have guided him along his journey.

WorldLegacy:  Osteoarthritis

WorldLegacy: Osteoarthritis

Osteoarthritis is a type of arthritis that is caused by the breakdown and eventual loss of the cartilage of one or more joints. Cartilage is a protein substance that serves as a “cushion” between the bones of the joints. Osteoarthritis is also known as degenerative arthritis. Among the over 100 different types of arthritis conditions, osteoarthritis is the most common, affecting over 20 million people in the United States. Osteoarthritis occurs more frequently as we age. Before age 45, osteoarthritis occurs more frequently in males. After 55 years of age, it occurs more frequently in females. In the United States, all races appear equally affected. A higher incidence of osteoarthritis exists in the Japanese population, while South-African blacks, East Indians, and Southern Chinese have lower rates.

Few alternative medicine therapies have been extensively studied in clinical trials so it is difficult to assess whether these treatments are helpful for osteoarthritis pain

Common alternative treatments that have shown some promise for osteoarthritis include: Acupuncture, ginger, glucosamine and chondroitin, avocado-soybean unsaponifiables (ASUs), Tai chi and yoga.

More about osteoarthritis.

WorldLegacy Therapy as Mind Yoga

Ownership and Empowerment

As a licensed clinical social worker, I provide counseling to adolescents, adults, families, and couples. My work is focused on meeting an individual wherever he or she may be in life and assisting them through periods of change and growth in respect to his or her life experiences.  I believe in a collaborative approach to healing. My relationally focused psychodynamic style supports the idea that healing occurs through our connection with others. By providing a safe and solid therapeutic relationship to a person, that person begins to experience a greater range of perspective regarding their own life and the lives around them.

I believe that increased self-awareness enables individuals to recognize that they have more choices in their lives. Self-awareness also allows a person to gain ownership and empowerment in making these choices. As a result, a person can discover a new freedom in which to live life. I sometimes refer to therapy as mind yoga; the ability to have increased flexibility in how to think, perceive, and interpret the meaning of the events that take place in our lives. I believe our minds need exercise just like the body in order to stay fit and healthy.

Wikipedia defines psychotherapy as an intentional interpersonal relationship used by trained psychotherapists to aid a client or patient in problems of living. As a practitioner, I accept that problems, struggles, and even trauma are intrinsically connected to living. Because I see struggle as a given, I appreciate that problems provide opportunities to delve more deeply into who we are as human beings and find constructive meaning in our past and present day lives. In turn, we can gain greater power in writing the script for our future.

I participated in the WorldLegacy Trainings beginning in January of 2000.  I had recently finished my graduate  school program and was working at my first clinical social work job.  My supervisor, Miki Jaeger, recommended I take part in this “workshop” which I readily enrolled.  All I really knew at the time was that I was embarking on some kind of leadership program. Four months later, I could not easily articulate the profound impact the experience of these trainings had on my life, both personally and professionally.  I noticed that I had gained a sense of self-esteem that gave me courage to believe more fully in myself and my capacity to make a difference in the world.  I started my private practice a year later at the age of 27 years old.  I also noticed an enhanced ability to connect and create relationship with others.  This made a noticeable difference in my personal life with family and friends as well as a much more meaningful connection with the many people I would treat as a psychotherapist.  One of the greatest gifts I received from volunteering as a coach and now working as a facilitator is going beyond creating tangible positive change in my own life, but being a person that supports and inspires others to do so as well.   Over ten years later, I am still practicing and grateful for the context of leadership in my life and the many possibilities it creates.

BIO
Ellen Pizer, LCSW
Ellen received her BA in French from Washington University in St. Louis and Master’s degree in Clinical Social Work from Smith College.  She has been in private practice since November of 2001.  Ellen completed WorldLegacy’s NC30 Leadership Program in May of 2000.  She has worked as a consultant, co-facilitating experiential leadership trainings for teenagers and their parents for the WorldLegacy Foundation since 2003 (Teen Leadership).

“The sooner you decide that it is alright to believe the opposite of what the masses do, and that it is alright to trust the universe, and you choose to be happy rather than be right, the sooner you will be happy.” ― Malti Bhojwani

Read more
Metaphysical Approach to Wellness

Metaphysical Approach to Wellness

I have been a massage therapist since 2005 and a Reiki Master since 2006. I am located in Montreal, Quebec, Canada.

My approach to wellness for my clients is meta-physical.  All aspects of the person must be included.  We are creators and therefore not only manifest of our experiences but most importantly what we think (especially sub-consciously).  All of this has a direct affect on our health.

I have a client-friend who is in the process of healing Huntington’s Chorea. We worked together for approximately one year, doing Reiki, Massage, Energy Work and Journeying. During her healing process, she came to understand that hopelessness was the major emotional state affecting her life. She enrolled in the WorldLegacy trainings, as I believed that this would be the technology that would give her the ability to breakthrough the hopelessness and have the life that has been waiting for her.

At her last doctor’s appointment, she was showing negligible signs of Huntington’s, whereas one year earlier, she was told that she was declining at a rapid rate and that she should set up a DNR and could no longer live alone.

Namaste
Jeannine Vautrin WorldLegacy NC 96 Leadership Program

Children and Autism

Children and Autism

In 2011, the Centers for Disease Control and Prevention’s Autism and Developmental Disabilities Monitoring Network reported that approximately 1 in 110 children in the United States has an Autism Spectrum Disorder. This represents an increase in the prevalence of autism disorders compared to earlier in the decade when prevalence was cited as 1 in 166 and 1 in 250. In the nineties, prevalence was 1 in 2500. It is difficult to compare autism rates over the last three decades, as the diagnostic criteria for autism have changed over the years, No matter what, this has become a problem we get to deal with in powerful and effective ways.

Stephanie Ray, a WorldLegacy  graduate, NC129 Leadership, has written an article about autism and parents.

What parents should expect from school professionals

As you are reading this, another woman is giving birth to a child with autism. He won’t be diagnosed for a few years, but when he is, his mother will probably search frantically for treatment options; options that range from shock therapy to alternative schooling to intensive home programs. Most parents don’t even question the scientific validity of treatments. The majority of parents, especially new ones, tend to take ideas heard on television talk shows, printed in magazines, or blogged on the internet as fact and scientifically relevant when there is NO evidence to attest to the treatment’s validity. While it is excusable, to an extent, for parents to get caught in the whirlwind of autism treatments presented in pop psychology today, it is NOT acceptable for school professionals to do the same. What should parents of children with autism expect from their school administration and professionals?

Schools have nothing to learn from pseudoscientific treatments, but they have plenty to learn from marketing strategies. Responsible professionals find these treatments hard to accept and consider it unprofessional to let their students and parents cling to unrealistic hopes. However, while school professionals need not nurture false hopes, neither should they ignore the power of hope and the parents’ emotional needs. Parents need to feel positive about their children’s educational environment and the ability of that environment to meet their child’s needs. This applies to the parental population as a whole, but especially for parents of children with special needs. Parents need to feel useful; they need to feel like they can make things better for their child and it’s the school’s job to nurture that feeling.

How should school professionals respond when parents request for services a district is unable—or unwilling—to provide? It is the responsibility of the professional to investigate it. Families should be encouraged to discuss what they’ve heard. To understand the concept, professionals should watch the program or read the article that inspired the parents. They should search for value in the teachings, for they want to appear as credible as talk show hosts, right? If they feel the information presented in the program or article about a “miracle” treatment is not valid, they should explain why and what would make it more valuable. School professionals are dealing with a fragile entity, parental hope. They want to direct the parent’s energy away from an unreasonable program and toward something constructive they can do for the child—together.

The best defense against an unreasonable demand is a good assessment. This can reassure parents that someone understands their child as well as, or better than, the family. However, it is important that school professionals don’t try to bluff the parents. It’s better to go into IEP meetings with questions that with pat answers. If school staff have incomplete information, they need to be honest about it. Most parents will respect professionals who say they need more time to evaluate the child or want the parents’ opinions on issues as well as solutions.

Ideally, a starting point would be established by parents and school staff as a team. Once this is done, setting appropriate goals can be a difficult task for both professionals and parents alike. A main reason for this could be that our society hasn’t done a satisfactory job of articulating goals of regular education, let alone special education. Parents generally have a fuzzy recollection of their own school experience—recalling nine months a year divided between academics and recreation. Perhaps they think the only educational objective was graduation and preparation for college.

Parents assume special education will be different from regular education, but they don’t really know what to expect. They may ask “What exactly will my child be learning?”, “How will I know if they are making progress?”, “How will the teacher reach all the children when they all have different disabilities?” and possibly most importantly “What is the ultimate goal of my child being in a special education classroom?” The uncertainty can add to their uneasiness. They already have a child who can’t fully understand; now they have to deal with an educational system that hasn’t been clearly defined!  Some parents hope special education will help their child catch up with other students. They may hope for a total recovery by graduation. However, most parents recognize that their child’s disability won’t fade with age. Rather, the child with a disability will become an adult with a disability. Eventually, even the most hopeful parents face their compromise with destiny.

As a school professional, it is our job to join forces with parents in service to the child. This may mean being open to new ideas, facing being questioned about our own beliefs, and willing to make sacrifices for the success of the child. Parents rely on school professionals to provide top notch services to their child with autism and expect nothing less than our very best. It is the job of the school professional to create an educational environment that is both nurturing for the student and satisfying for the parents.

Stephanie Ray
Stephanie has worked for the past four and a half years as a behavior tutor for children with autism. Her passion lies with adolescents with autism and transitioning into adulthood. She graduated from UNC-Chapel Hill with a degree in developmental psychology with a specialization in autism.  She is currently working on an effective treatment for individuals with autism.
Stephanie is also a graduate of NC129  Leadership Program.

Energy Psychology and EFT

Energy Psychology and EFT

Energy Psychology is a relatively new field that uses physical and cognitive methods to support people in permanently and quickly shifting unwanted emotional and behavioral states. The technique combine Eastern approaches to the mind and body with Western psychology and psychotherapy ideas. Many people refer to these methods as “acupuncture without needles” and there are many variations of techniques and practices used for this.

Emotional Freedom Technique (EFT) is one of the well-known variations that use techniques derived from acupuncture and acupressure. EFT was developed in the 1990s by Stanford engineer Gary Craig. EFT is derived from Thought Field Therapy (TFT), developed in the 1980s by psychologist Roger Callahan. A quick explanation of the method is that there is manual stimulation of certain acupuncture points that send signals to the amygdala and other brain structures that reduce the hyper-arousal associated with a traumatic memory or threatening situation. When the brain “re-integrates” the traumatic memory, then there is reduced arousal or no arousal of this emotion in the future. Despite growing acceptance of acupuncture by the Western medical establishment in recent years, related techniques such as EFT have yet to be embraced to the same extent by mainstream practitioners. Implicit in EFT’s procedures and protocols is the assumption that the original cause of most limiting beliefs and psychological/physiological distress is life trauma, particularly in early childhood. The negative effects of life trauma are very simply referred to in EFT as a ‘disruption’ in the mind/body’s energy system.

This technique has been used to successfully deal with Post Traumatic Stress Disorder (PTSD), anxiety, phobias, stress management, wide range of physical challenges, pain management, and a wide variety of conditions. EFT has been recently used for enhancing the performance of individuals in personal, business, sales and sports domains. This technique is attractive not only because of the potential for quick and lasting results, but because it can be taught to people to use themselves. Almost anyone can use EFT to good effect as a self healing tool. Recently a study was performed that claimed 86-90% success rates in only six EFT sessions for war veterans suffering from PTSD.
The EFT method: See the future post

Lori Todd, PhD
Dr. Lori Todd is the senior coach at WorldLegacy  and a Leadership and Advanced Trainer.  Lori has been coaching and leading transformational workshops since 1996, and leads trainings across the United States and Mexico.  She received a BS from Antioch College, MS from Cornell University, and a PhD in Environmental Sciences from the University of North Carolina at Chapel Hill.  In 1990, she became an Assistant Professor at UNC and, in 1994, President Clinton awarded her a Presidential Faculty Fellow award for her teaching and research.  Lori is Certified in Emotional Freedom Techniques (EFT).  See DrLoriTodd.com

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