Håkon Rian Ueland 2012, hueland@gmail.com.

Mye er sagt om problemer med barnevernet.

Jeg vil starte med noen tanker rundt rutiner på et barnevernskontor; hvordan man kan legge opp en sak slik at både barn og foresatte blir ivaretatt. Dette vil innebære endringer i systemene internt på kontoret, men også på et overordnet, systemisk plan.

En ideell sak

Når en bekymringsmelding blir mottatt av barnevernet sender BV innkalling til møte til foreldrene. På møtet får foreldrene informasjon om deres rettigheter, de blir enige om hvor BV kan innhente informasjon, og foreldrene får en liste over uavhengige bisittere som kan bistå foreldrene – uten at det koster dem noe. Disse bisitterne er fagpersoner, primært barnevernspedagoger og sosionomer. De skal følge saken helt frem til en konklusjon blir trukket, og deres mandat er til enhver tid å sørge for at foreldrene forstår sine rettigheter og plikter, å sørge for at BV følger lover og regler, og å være med på alle møter som foreldrene ønsker de skal være med på. I tillegg kan de hjelpe til med å skaffe foreldrene behandling de selv ønsker ved å ta kontakt med rustjenesten, NAV, helsetjenesten osv.

Barnevernet bruker – etter aksept fra foreldrene - diktafon for å ta opp møtet. Referatet blir skrevet ut av BV-ets merkantilavdeling, og foreldrene får referatet for å godkjenne det, samtidig som de kan komme med utfyllende bemerkninger der det trengs. Dette skjer ved alle møter, og vil både trygge rettssikkerheten og minske belastningen på BV-ets saksbehandlere, som slipper å skrive referat.

BV innhenter informasjon. All info de får tilbake blir kopiert og sendt foreldrene. ”Interne arbeidsdokumenter” og notater blir ikke unntatt – foreldrene får også disse – en praksis lik den som eksisterer i helsevesenet.

BV holder en løpende dialog med melder (særlig hvis dette er en instans som barnehage/skole/helsesøster) for å følge med på utviklingen i løpet av undersøkelsesfasen.

BV møter barnet sammen med foreldrene – på et passende, gjerne nøytralt sted (hverken hjemme eller på kontoret) for å høre barnets sak. Dette skal skje uavhengig av barnets alder og utvikling, og er et krav. I følge Berit Skauges masteroppgave  fra 2010 snakker ikke BV med barnet i 70 % av sakene. Avhengig av barnets alder og utvikling vil det bli tildelt en talsperson. Alle barn skal ha advokat.

BV innkaller til et samarbeidsmøte med foreldrene, og med andre relevante etater (i atferdssaker: PPT/BUP/skole; ellers NAV, BV-ets egen tiltaksavdeling osv.). I de tilfeller hvor familien har dårlig økonomi, skal barnevernet samarbeide med NAV for å finne løsninger.

BV, foreldrene og barnet (evt. talspersonen) blir sammen enige om en strategi fremover.

BV forplikter seg til å følge opp at tiltaket fungerer, og innkaller jevnlig til samarbeidsmøter.

Hvis det viser seg at omsorgsforholdene til barnet ikke er bekymringsverdig, avsluttes saken med et oppsummeringsmøte.

I saker som ender med omsorgsovertakelse følger en ekstern instans, for eksempel Familievernet, opp foreldrene for å kunne vurdere om tilbakeføring er mulig og ønskelig, og for å gi dem den hjelpen de trenger. Vi har kriseteam som hjelper foreldre ved ulykker og dødsfall; noe tilsvarende bør finnes for de som mister sine barn ved omsorgsovertakelse.

For å bedre mulighetene for tilbakeføring bør Fylkesnemnda instrueres om at den skal vurdere eksisterende praksis for samvær. Slik det er i dag, hvor det er utstrakt bruk av svært sjeldent samvær, kan det vanskelig sies at det bidrar til å øke sjansene for vellykkede tilbakeføringer. Bruk av slektsplassering bør også skje i større grad enn i dag.

Tilsyn

Fra 2000 og frem til i dag vet vi at 52 fosterbarn har blitt utsatt for overgrep. Hvor mange som vi ikke kjenner til, er usikkert. I Trondheim fant kommunerevisjonen at 14 av 16 fosterhjem manglet politiattest. Ikke alle enslige mindreårige asylsøkere har tilsynsførere, heller ikke alle fosterbarn.

Vi må få på plass et system som trygger denne sårbare gruppen! Det må kreves at kommunene har innhentet vandelsattest før noen kan bli fosterforeldre, at PRIDE-kurs har blitt gjennomført, og at barna jevnlig blir fulgt opp av kompetente tilsynsførere.

Foreldreskolen

Jeg foreslår at alle foreldre får tilbud om å ta foreldreskolen rett etter fødsel. Denne tilbys på foreldrenes morsmål, og dekker alle aspekter ved å ha omsorg for barn. Ernæring, psykologi, oppdragelse, grensesetting, rettigheter i det offentlige osv. Opplæringen skal ta høyde for kulturelle forskjeller blant forskjellige etniske grupper.

Det skal ikke være noe straff for å la være å ta skolen, men god markedsføring som viser fordelene ved å ta den. Brosjyrer, videoer og lignende som deles ut på svangerskapskontroller og hos legen, og som forteller hvorfor det er lurt.

Selve kurset kan tenkes å være en kombinasjon av PRIDE og de evidensbaserte systemene som finnes (PMTO, MST, De Utrolige Årene) tilpasset til målgruppen. Meningen er ikke å tre en spesiell oppdragerstil ned over hodet på foreldre, men å gi dem kunnskap om hva vi per i dag vet om funksjonell oppdragelse.

Autorisasjon

FO, fagforeningen for barnevernspedagoger, sosionomer og vernepleiere har i lang tid kjempet for en autorisasjonsordning for sine medlemmer. Dette må på plass.

Sakkyndige

Barnesakkyndig kommisjon, opprettet i 2010, skal gjennomføre en kvalitetskontroll av sakkyndige rapporter. Men er dette nok? En rekke sakkyndige har sin eneste inntekt fra barnevernet, andre har aldri hatt andre oppdragsgivere. Er det mulig for en sakkyndig å holde seg helt uavhengig når levebrødet hennes/hans avhenger av fortsatt oppdrag fra barnevernet? Jeg skulle ønske at vi kunne fått en pool med sakkyndige, hvor barnevernet kunne få en tilfeldig utvalgt person, og hvor barnevernet ikke hadde noe med avlønning å gjøre.

I tillegg trenger vi en reell klagemulighet som, i motsetning til Barnesakkyndig kommisjon, kan vurdere sannhetsgehalten i omstridte uttalelser.

Segregering av saker

Det er stor forskjell på barnevernssaker. De deles ofte inn i trumfkort- og gråsonesaker.

I trumfkortsaker foreligger det ofte straffbare forhold, så som misbruk, mishandling el. lignende. I gråsonesakene er det omsorgssvikt grunnet foreldrenes manglende evne til å gi adekvat omsorg som vanligvis er årsaken, og det er ikke lett å finne en enkel årsak; sakene blir dermed et puslespill hvor foreldrenes psykiske helse, økonomi, boforhold og manglende omsorgsevne trekkes inn.

Jeg foreslår at alle trumfkortsakene flyttes inn under politiet, hvor en avdeling som består av barnevernsfolk og politifolk jobber sammen. Da kan barnevernspedagogene trekke veksler på politiets etterforskningskompetanse, og omvendt kan politiet benytte seg av barnevernets kunnskap om barn.

Ettersom trumfkortsakene vanligvis involverer straffbare forhold, vil dette være en mer naturlig fordeling, samtidig som det vil gi bedre resultater for barna.

Gråsonesakene bør forbli hos barnevernstjenesten.

Akuttovertakelser

I følge Mons Oppedal ved HiOA brukes akuttovertakelser i stadig større grad. I disse sakene er det tilstrekkelig med signatur fra Fylkesnemndas leder for å hente barna, etterfulgt av senere full Fylkesnemndsbehandling.

Vi trenger akuttovertakelser. Men det tar tid fra barnet blir overtatt til nemndsbehandling, og dette er et problem. Det kan være traumatisk for barn å bli hentet av barnevern, ofte i samarbeid med politiet, og kjørt til fremmede.

Det bør stilles krav om prioritert nemndsbehandling av slike saker for å minske traumet. Der hvor barnevernet finner at det ikke er grunn til bekymring, skal barnet tilbakeføres like fort som det ble hentet – det mest effektive vil nok være om det er Fylkesnemdas leder som tar denne avgjørelsen, akkurat som det er ved selve akuttovertakelsen.

Det kunne kanskje vært på sin plass med en vurdering av Fylkesnemndas rolle i samfunnet vårt. Er det til barnas beste, eller ville de ha vært tjent med å gå inn i det ordinære rettssystemet? Kanskje heller en egen familiedomstol?

Fylkesnemnda

I vårt demokratiske samfunn er det vanlig at vi dømmes av våre likemenn. Slik er det ikke i Fylkesnemnda. Lederen er jurist, fagkyndig medlem er oftest psykolog, og det er bare ett legmedlem.

Å utvide Fylkesnemnda med to legmedlemmer til vil gi en mer demokratisk behandling.

Bakgrunn

For å gi litt bakgrunn for det jeg skriver over, har jeg tatt med noen utdrag hentet fra ”Barn og unge i fosterhjem – en kunnskapsstatus” av Elisabeth Backe-Hansen, Tine Egelund, Det Nationale Forskningscenter for Velfærd og Toril Havik  (2010), som kan lastes ned fra http://www.nova.no/id/22972.0.

Min bekymring ligger i at det ikke går bedre med de plasserte barna, og vi vet lite om hva som får det til å gå bra. Vi vet også mye om at det er svært traumatisk å bli omsorgsovertatt, og at det er et stort traume for foreldrene og øvrig familie. Selvmordsraten blant barn tilknyttet tiltak var åtte ganger så stor som blant andre barn i følge Norsk Institutt for By og Regionsforskning (fra 1990-2002). 1391 foreldre i kontakt med BV tok sitt liv i samme periode.

Kunnskapsstatusen sier:

Tendensen er også klar for barn og unge som har vært plassert. Som unge voksne utgjør de en gruppe som er uforholdsmessig dårlig stilt sosialt, uansett hvilket ”utfallsmål” som studeres. De har oppnådd dårligere skoleprestasjoner og et lavere utdanningsnivå, de er oftere arbeidsløse, har dårligere økonomi og helse (både somatisk og psykiatrisk), flere sosiale problemer (misbruk, kriminalitet osv.), og de risikerer oftere å dø i ung alder.

Som nevnt over, omhandlet de metodologisk akseptable studiene som ble inkludert i forskningsoversikten fra 2003, ofte langvarige plasseringer. I disse i realiteten nesten permanente plasseringene må man forvente at barna og ungdommene har vært utsatt for langvarige belastninger på forhånd. Man må også konstatere at det over lang tid har vært mulig å skape bedre utviklingsmuligheter for dem via samfunnets innsats. Langtidsplasseringer av barna og ungdommene makter imidlertid ikke å bringe dem opp på samme nivå som deres jevnaldrende. Samtidig kommer langtidsplasserte barn og unge på linje med de få prosentene av barnebefolkningen som er dårligst stilt. Dette er ikke et tilfredsstillende resultat av en samfunnsinnsats som både er inngripende i forhold til barna og deres familier, og som samtidig er svært ressurskrevende samfunnsmessig. Omvendt er fraværet av klare og målbare resultater naturligvis ikke i seg selv et argument for at plasseringer utenfor hjemmet bare helt unntaksvis bør finne sted. De begrensede, positive effektene kan også tolkes som et uttrykk for at ordinære plasseringstiltak ikke i tilstrekkelig grad imøtekommer de ekstra behovene barna og ungdommene har når de plasseres.

…

Resultatene fra forskningsoversikten fra 2009 var:

• Undersøkelsene som var metodisk akseptable, beskjeftiget seg med en lang rekke utviklingsutfall for de plasserte barna. Det gjaldt arbeid, inntekt, utdanning, avhengighet av offentlige ytelser, sykelighet, kriminalitet, tenåringsgraviditet, for tidlig død, psykiske lidelser og risiko for selvmordsforsøk.

• Det generelle bildet som disse studiene fra 2003 til 2009 tegner, stemmer meget godt overens med resultatene som ble rapportert i forskningsoversikten fra 2003. Plasserte barn og unge klarte seg dårligere i forhold til alle de ovennevnte utfallsvariablene når de ble sammenliknet med befolkningen som helhet, men også når de ble sammenliknet med barn som hadde vokst opp under liknende livsvilkår uten å bli plassert.

• Unge som opprinnelig ble plassert på grunn av antisosial atferd klarte seg spesielt dårlig sammenliknet med unge som ble plassert av andre årsaker.

• Samlet peker studiene på at effektene av de plasseringstiltakene som tilbys barn og unge i både Norden og Storbritannia, ikke i tilstrekkelig grad kompenserer for problemene de har når de plasseres.

…

3.3.3 Hva innebærer resultatene?

Andersson (2009) har tidligere publisert mer omfattende resultater om sitt utvalg, for eksempel når det gjelder familiedannelse, utdanningsnivå og fungering. Det viktigste resultatet i artikkelen fra 2009 var imidlertid at 11 av de 20 tidligere fosterbarna hadde fått vokse opp med en slik relasjon til fosterforeldrene at disse senere representerte trygge tilknytningspersoner for dem. Dette hadde igjen sammenheng med at fosterforeldrene hadde gitt barna rom til å forsone seg med sine biologiske foreldre. Dette er ikke et vanlig utfallsmål i fosterhjemsforskningen, hvor man ofte er mer opptatt av fordelinger knyttet til utdanningsnivå, tilknytning til arbeidsmarkedet, avhengighet av offentlige overføringer, kriminalitet mv.

Skrevet av Håkon Rian Ueland, mars 2012. hueland@gmail.com/99 567 564

While prescription medication for ADHD is widely available, many people with ADHD are finding caffeine may work as an alternative to traditional treatment.
Adults and children diagnosed with Attention Deficit Hyperactivity Disorder have to work harder than the average person to be successful in life. Many take prescription medication for this obstacle, but others prefer to look for alternatives. Caffeine may be a viable solution in replacing traditional medications or work in conjunction with medicine to help people diagnosed with ADHD to find success in their everyday lives.

Why Use Caffeine To Treat ADHD or ADD?

Caffeine is a widely available product, found in everything from beverages to chewing gum. It is inexpensive and has little side effects for low dosages. There is no prescription involved, so even those not officially diagnosed with ADHD, but suspect they struggle in this area, can try this treatment.

Caffeine is similar to traditional ADHD medications in that it is a stimulant. Just like Ritalin, this stimulant effects dopamine levels, and enlarges vessels to increase blood flow in the brain. It also has cognitive advantages of increasing attention and processing time.

Read more at Suite101: Caffeine as an Alternative ADHD Treatment?: How Caffeine Affects a Child or Adult with ADHD suite101.com

Mange bruker energidrikker for å få i seg koffein, men mange energidrikker er usunne. Nå finnes et sunt alternativ – besøk DrinkACT og les mer!

Children with bipolar disorder are often misdiagnosed as having ADHD, and ADHD medication won’t help. Sometimes, children suffer from both.

WebMD Feature

Reviewed By Brunilda Nazario

When Alex Raeburn was in the fourth grade, he started having discipline problems and occasional outbursts in school. Toward the end of his fifth grade year, he stormed out of the classroom, broke the glass face of a hall clock, then left the school building entirely. The incident landed him in the psychiatric ward of a hospital where he underwent testing, but he left without a diagnosis.

Alex’s problems continued, so his parents took him to see a psychiatrist who had been recommended by his school’s psychologist. «This doctor talked to my wife and I for 15 minutes, then to Alex for 15 minutes, diagnosed him with ADHD (attention deficit hyperactivity disorder) and put him on Ritalin,» says Paul Raeburn, who wrote a book about his son’s experiences entitled Acquainted with the Night. When there was no improvement after a few weeks on the medication, the doctor suggested increasing Alex’s dose.

«After we increased the dose, Alex became completely out of control, very volatile and angry,» Raeburn tells WebMD. «He threatened to run out of the house and not come back, so we had to hospitalize him again.»

It was during this hospital stay that bipolar disorder was first suggested as a possible diagnosis instead of ADHD. Eventually, it was confirmed that Alex indeed suffered from bipolar disorder and that the Ritalin had most likely triggered his violent episode.

Because ADHD and bipolar disorder do share some symptoms and sometimes coexist, children like Alex are commonly misdiagnosed. ADHD is a more common condition in children and often the first thing a doctor thinks of.

«One problem is that there are not many child psychiatrists in this country, so parents take their child to a pediatrician, who just isn’t equipped to do a comprehensive assessment, says J. Kim Penberthy, PhD, a professor in the department of psychiatric medicine at the University of Virginia. «Instead, a quick and dirty job of diagnosing is done.»

According to the National Institute of Mental Health, bipolar disorder is difficult to recognize and diagnose in youths because it does not fit typical symptoms seen for adults.

Research done by Joseph Biederman, MD, a child psychiatrist and expert in bipolar disorder in children, estimates the frequency of ADHD in school-aged kids at 3%-5%. The frequency of bipolar disorder in the same group is estimated to be less than half of 1%. Most of the children diagnosed with bipolar disorder also meet the criteria for ADHD, while only about one in five with ADHD meet bipolar disorder criteria.

Some experts believe that ADHD is overdiagnosed, and while bipolar disorder is relatively rare in children, it tends to be underdiagnosed. This could be because bipolar disorder typically surfaces in adolescence or early adulthood, and it is much less black-and-white in terms of how it manifests in children.

Current research suggests that there may in fact be a third, separate disorder that is somewhere in between the two.

Symptoms present in both ADHD and bipolar disorder include impulsivity, inattention, and hyperactivity, and both disorders seem to be inheritable.

But there are many differences, the biggest being that bipolar disorder is primarily a mood disorder, while ADHD affects attention and behavior. For example, while irritability and aggressiveness can indicate bipolar disorder, they also can be symptoms of ADHD, conduct disorder, oppositional defiant disorder, or other types of mental disorders.

A few other key ways in which they differ include:

How anger manifests itself. Though both ADHD and bipolar disorder have an anger component, the tantrums of a kid with ADHD are usually born out of frustration or overstimulation; any destructiveness is also unintentional and a result of carelessness.

With a bipolar child, anger is explosive and extreme and usually triggered when a parent or other authority figure attempts to set limits; destructiveness is often intentional. A kid with bipolar disorder can sustain his rage for as long as two hours, whereas one with ADHD can usually be calmed down within 20-30 minutes.

Whether or not psychosis is present. «With bipolar disorder, a large number of kids have psychosis, meaning thoughts and behaviors not based in reality,» says Stephanie Hamarman, MD. «For example, a child might really believe he has superpowers and can fly. ADHD kids do not exhibit psychosis.» Hamarman is chief of psychiatry at the Stanley Lamm Institute of Long Island College Hospital in Brooklyn, N.Y.

How consistent the behaviors are. ADHD symptoms tend to be chronic, while bipolar disorder is generally more episodic. ADHD tends to improve over time; bipolar disorder often gets worse, especially if proper treatment is delayed.

Treating these illnesses routinely starts with mood-stabilizing medications. Studies are looking into the effectiveness of other forms of therapy like psychotherapy. In ADHD, treatment may require stimulant or newer nonstimulant medications. When both disorders are present, the mood component is treated first. Studies are looking into the effectiveness of other forms of therapy like psychotherapy for these conditions.

«The most important thing is for parents to get their child a thorough diagnostic evaluation,» Penberthy tells WebMD. «That means the doctor doesn’t just talk to the person who brings the child in, but gets info from multiple sources, including teachers, Little League coaches, peers, and daycare providers.»

With either disorder, the earlier you catch it, the better. Proper diagnosis and treatment not only reduces the impairment in functioning due to symptoms, but it hopefully prevents the long-term effects that may occur if the disorder is untreated.

«Research shows that having ADHD symptoms in childhood can have negative effects in adolescence and adulthood, such as substance abuse, low academic achievement, interpersonal conflicts, low self-esteem, and high physical injury rates,» says Penberthy.

Untreated bipolar disorder can result in a phenomenon known as «kindling,» where each episode has the effect of setting the stage for future episodes, which may worsen over time. In the case of bipolar disorder and ADHD together, there is an even greater need for careful and accurate diagnosis, since the stimulant medications that can successfully treat ADHD may actually worsen manic symptoms of bipolar disorder.

Parents also play a big role and need to be persistent in finding knowledgeable doctors and challenging them if they think their child is misdiagnosed. Even under ideal circumstances, finding the right combination of medications, especially with bipolar disorder, requires some trial and error.

Joyce (who asked that her last name not be used) went through years of misdiagnoses and incorrect treatments with her son, Shane, starting when he was 7 years old. Shane is bipolar and experienced several episodes involving mania, depression, and violence before getting his illness under control.

«He’s almost 12 now, and it’s taken us until this year to get the correct combination and dosage of medication,» she says. «He’ll never be ‘normal’ and will always need medication, but to anyone who doesn’t know him, they now see a typical boy full of life, charm, and a kind heart.»

Brain Training to Treat ADHD Symptoms

Learn how to treat ADHD symptoms with neurofeedback, working memory training, and meditation — alternatives to ADD medication for children and adults.

by

Pamela Michaels
,

Maggie Jackson
,

Carl Sherman, Ph.D.

For many adults and children with attention deficit disorder (ADHD), the biggest daily challenge is paying attention – at work, in class, in the middle of conversations… Even the non-ADDers among us could benefit from some attention training from time to time. And now new evidence suggests that alternative ADHD treatments. like meditation and working-memory training can improve attention and focus across the board.

One study found that, after just five days of computer-based training, the brains of six-year-olds begin to act like those of adults on one crucial measure of attention. Another study suggested that boosting short-term memory seems to improve children’s ability to stay on task.

We do not yet know how long these gains may last, or the best methods for developing attention. But the demand is clear: Dozens of schools nationwide are already incorporating some kind of attention training into their curricula. And as this new arena of research helps overturn long-standing assumptions about attention and memory, it offers intriguing possibilities. Find out about the specific brain training practices here:

Next: Neurofeedback…

Neurofeedback

Neurofeedback

What it is:
Neurofeedback is an alternative ADHD treatment that uses brain exercises to reduce impulsivity and increase attentiveness.

How it works:
Neurofeedback is based on a simple principle: training the brain to emit brain-wave patterns associated with focus (as opposed to those waves associated with day dreaming. The result: Some ADHD symptoms — impulsivity, distractibility, and acting out — are less detectable.

Treatment:
First, a practitioner takes a detailed history of the patient and then maps the patient’s brain by having him wear an electrode-lined cap while performing a complex cognitive task, such as reading aloud. The brain activity is fed to a computer, which then maps the areas of the brain where there is too much or too little brain-wave activity — the sources, theoretically, of the patient’s ADHD symptoms.

The patient then trains those areas of the brain that are under-aroused by controlling a computer or video game by producing short bursts of sustained brain-wave activity in the target areas. The games only run when the patient exercises that portion of the brain that is deficient in focus.

Cost:
While sessions are brief (approximately 30 minutes) and painless, they are expensive. The average course of treatment can range from $2,000 to $5,000.

Next: Benefits and Considerations of Neurofeedback…

Considerations and Benefits of Neurofeedback

Considerations and Benefits of Neurofeedback

Things to keep in mind:

– Unlike ADHD medication, this therapy hasn’t been rigorously tested in large, double-blind studies so some experts warn that it shouldn’t replace medication (which has been extensively studied), but instead should be used in combination. Also, some experts believe it isn’t clear whether improvements in children are due to the therapy or to one-on-one time with a therapist.

– Another criticism is that, while neurofeedback may sharpen attention in some children, it doesnt always improve the other problems associated with ADHD.

Benefits:

– The positive benefits of the treatment seem to remain after the sessions end. Additionally, some experts have found that after a year of therapy, patients may be able to reduce their medication dosage—some by about 50 percent.

Next: Working Memory Training…

Working Memory Training

Working Memory Training

What it is:
Training that aims to build up those areas of the brain that hold onto information long enough to accomplish a specific goal. For example, you hold a phone number in your mind as you dial it, or you hold the task at hand in your mind—organizing your room, say—as you work on it.

How it works:
When you improve working memory, you improve fluid IQ—the ability to solve problems or adapt to situations as they occur.

Treatment:
The patient logs on to the working-memory program, such as the software developed by Cogmed, which is downloaded on his home computer. He completes eight exercises that vary from shooting down floating asteroids to recalling numbers in the reverse order in which they are given. The program stays a step ahead of the patient’s ability, making exercises increasingly harder. A trainer calls once a week to talk with the parents, troubleshoot, and encourage the patient.

Cost:
The training runs five weeks, five days a week, an hour a day. It ranges in price from $1,500 to $2,000, and it is not covered by most medical insurance plans.

Next: Considerations and Benefits of Working Memory Training…

Considerations and Benefits of Working Memory Training

Considerations and Benefits of Working Memory Training

Things to keep in mind:

– The training is rigorous, so few children under seven can stick with it. Children recently diagnosed with ADHD should have their medication adjusted before beginning training.

– The program does not claim to replace medication. While many kids get good results on meds, drugs don’t usually manage all ADHD symptoms. Improving working memory can address those problems.

Benefits:

– About 75 to 80 percent of kids show improvement in inattention and hyperactivity. Kids also become more alert to their surroundings. They are also more aware of social cues. Learn about the age-by-age working-memory ‘milestones’ here.

– Parents often report that their kids become more «mature.» They take charge of their hygiene and do chores without being nagged. They remember to bring books and materials to and from school.

– Studies have found that at six-month and one-year follow-ups, about 80 percent of subjects maintained their working-memory gains or improved on them.

Next: Meditation…

Meditation

Meditation

What it is:
Mindful awareness, or mindfulness involves paying close attention to your thoughts, feelings, and bodily sensations; in other words, developing a greater awareness of what’s going on with you from moment to moment. It can be used as a tool to foster wellness, especially psychological well-being. Similar techniques have been used to lower blood pressure and to manage chronic pain, anxiety, and depression.

How it works:
Meditation improves your ability to control your attention. In other words, it teaches you to pay attention to paying attention. Mindful awareness can also make people more aware of their emotional state, so people with ADHD won’t react impulsively as often.

Treatment:

The basic practice is very simple: sit in a comfortable place and spend five minutes focusing on the sensation of breathing in and breathing out—pay attention to how it feels when your stomach rises and falls. If your mind wanders to something else—your job or some noise you just heard, label these thoughts as «thinking,» and refocus your attention on your breath.

This practice should be done daily, and every couple of weeks patients should increase the length of time spent on the exercise—up to 20 or more if they feel they can.

Apply the same thinking throughout each day, focusing on your breath for a few minutes as you walk from place to place, or when you’re stopped at a red light or sitting at the computer. The meditation sessions are important practice, but the key is to use mindfulness throughout your daily life, always being aware of where your attention is focused while you are engaged in routine activities. For example, you might notice while you drive that your attention wanders to an errand you must run later that day. Lots of people practice mindfulness while eating. Once you get used to checking in with yourself and your body, you can apply the technique anytime you start to feel overwhelmed.

Training centers can also help explain these basic concepts, and keep you on track.

Cost:
$0 if you do it on your own, but training programs and books are available for purchase.

Next: Benefits and Considerations of Meditation…

Benefits and Considerations of Meditation

Benefits and Considerations of Meditation

Things to keep in mind:

– It’s the nature of the mind to be distracted. Mindful awareness isn’t about staying with the breath, but about returning to the breath. That’s what enhances your ability to focus. And this emphasis on re-shifting your attention, of outwitting the mind’s natural tendency to wander, is what makes experts think this technique could be especially helpful to ADHD children and adults.

– With a long history but little scientific data on its effects, more research is still needed to confirm these early findings.

Benefits:

– Some studies show promising results with significant improvements in both inattention and hyperactivity for ADD and ADHD adults.

– In cognitive tests, the participants got better at staying focused, even when different things were competing for their attention. Many of them also felt less anxious and depressed by the end of study.

Next: Attention Training in School and Beyond…

Attention Training in School and Beyond

Attention Training in School and Beyond

If focus skills can be groomed, as research has begun to hint, the important next question is whether, and how, attention should be integrated into education. Will attention become a 21st-century ‘discipline’, a skill taught by parents, educators, even employers? Already some educators are showing interest in attention training, mostly through the practice of meditation.

But with the field of attention training still in its infancy, scientists don’t know whether any current teaching brings long-lasting gains—or, for that matter, which practices work best. Nonetheless, with global use of ADHD medications tripling since the early 1990s, and evidence mounting that attention can be strengthened, researchers are permitting themselves cautious excitement at the prospect that attention training could work.

Portions of this slideshow were adapted from an article that originally appeared in The Boston Globe.

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Brain Training

New evidence suggests that alternative ADHD treatments like meditation and sharpening working memory can improve attention and focus in both adults and children.

The ability to pay careful attention isn’t important only for students and air-traffic controllers. Researchers are finding that attention is crucial to a host of other, sometimes surprising, life skills: the ability to sort through conflicting evidence, to connect more deeply with other people, and even to develop a conscience.

But for all that, attention remains one of the most poorly understood human faculties. Neither a subject nor a skill, precisely, attention is often seen as a fixed, possibly inborn, faculty that cannot be taught. Now scientists are rapidly rewriting that notion. Fresh advances in neuro-imaging and genetics have powered decades of research, leading to a much clearer picture of attention. Many scientists have come to see attention as an organ system, like circulation or digestion, with its own anatomy, circuitry, and chemistry. Building upon this new understanding, researchers are discovering that skills of focus can be bolstered with practice in both children and adults, including those with attention-deficit disorders. In just five days of computer-based training, the brains of six-year-olds begin to act like those of adults on a crucial measure of attention, one study found. Another study suggested that boosting short-term memory seems to improve children’s ability to stay on task.

We do not yet know how long these gains last, or the best methods for developing attention. But the demand is clear: Dozens of schools nationwide are already incorporating some kind of attention training into their curricula. And as this new arena of research helps overturn long-standing assumptions about the malleability of this essential human faculty, it offers intriguing possibilities for a world of overload.

‘If you have good attentional control, you can do more than just pay attention to someone speaking at a lecture, you can control your cognitive processes, control your emotions, better articulate your actions,’ says Amir Raz, Ph.D., a cognitive neuroscientist at McGill University, who is a leading attention researcher. ‘You can enjoy and gain an edge in life.’

How We Pay Attention
Recently, scientists have used advances in genetics and imaging technologies to map brain activity to formulate more detailed theories of what, exactly, attention is. It has been compared to a filter, a mental spotlight, and a tool for allocating our cognitive resources. Increasingly, however, attention is viewed as a complex system comprising three networks, or types of attention: focus, awareness, and ‘executive’ attention, which governs planning and higher-order decision-making. According to this model, first proposed by University of Oregon neuroscientist Michael I. Posner, Ph.D., the three attentional networks are independent, yet work closely together.

Armed with an improved sense of how attention works, Posner and others have begun researching whether attention can be trained. And their findings are intriguing. After years of research into how attention networks develop, Posner and colleague Mary K. Rothbart, Ph.D., began experimenting a few years ago with training children’s attention. They targeted children six and under, since executive attention develops rapidly between ages four and seven. Inspired by computer-learning work with monkeys, Posner and Rothbart created a five-day computer-based program to strengthen executive-attention skills, such as working memory, self-control, planning, and observation.

After the training, Posner and Rothbart reported that six-year-olds showed a pattern of activity in the anterior cingulate – a banana-shaped brain region that is ground zero for executive attention – similar to that of adults, along with slightly higher scores on IQ tests and a marked gain in executive attention. The children who were the most inattentive gained the most from the program. The results were published in the Proceedings of the National Academy of Sciences, and have since been replicated in similar experiments by Spanish researchers. ‘We thought this was a long shot,’ says Posner. ‘Now I’ve changed my mind.’ Though small-scale, the results, from his lab and others, have been so remarkable that he and Rothbart are now calling on educators at conferences, and in their book, Educating the Human Brain, to consider teaching attention in preschool.

Improving Executive Attention
A parallel line of investigation is based on the close link between attention and memory. Working memory is the short-term cognitive storehouse that helps us recall a phone number or the image of a landscape; this type of memory is integral to executive attention. Tapping into this link, cognitive neuroscientist Torkel Klingberg, M.D., Ph.D., of Sweden’s Karolinska Institute, devised software to improve executive attention by training working memory in children and teens with attention-deficit hyperactivity disorder.

Using a training program he calls RoboMemo, Klingberg has helped children improve their working memory and complex reasoning skills, according to studies published in the Journal of the American Academy of Child and Adolescent Psychiatry, among other publications. This appears to pay off in attention, as well: The children were also reported to be less impulsive and inattentive by their parents, although their teachers largely did not report such improvements.

A different line of research investigates the attention-boosting potential of something very different: the 2,500-year-old tradition of meditation. With a long history but little scientific data on its effects, meditation has begun to intrigue neuroscientists in labs around the country, who are measuring the success of meditative practices that boost focus and awareness.

Lidia Zylowska, M.D., assistant clinical professor in psychiatry at UCLA, co-founded the university’s Mindful Awareness Research Center, and is a pioneer in the study of meditation’s impact on human focus and attention.

In one study, Zylowska and colleagues reported that eight weeks of mindfulness meditation – a technique designed to improve attention and well-being largely by focusing on breathing – boosted powers of focus and self-control in 24 adults and eight teens with ADHD. The work was published in May in the Journal of Attention Disorders.

Focus in the Classroom
If focus skills can be groomed, as research has begun to hint, the important next question is whether, and how, attention should be integrated into education. Will attention become a 21st-century ‘discipline,’ a skill taught by parents, educators, even employers? Already some educators are showing interest in attention training, mostly through the practice of meditation. Susan Kaiser Greenland, a former corporate lawyer who started the nonprofit InnerKids Foundation, in 2001, to teach meditation practices in schools, says demand outstrips her staffing. The Santa Monica-based firm works with children, ages four to 12. But with the field of attention training still in its infancy, scientists don’t know whether any current teaching brings long-lasting gains – or, for that matter, which practices work best. ‘Part of the problem in today’s society is that people are looking for extremely quick fixes. People are looking to lose 20 pounds before the wedding next week,’ says Raz. ‘But attention training is a slow process.’

Nonetheless, with global use of ADHD medicines tripling since the early 1990s, and evidence mounting that attention can be strengthened, researchers are permitting themselves cautious excitement at the prospect that attention training could work. ‘Attention is such a basic skill that children need, and to be able to impact that skill, to teach them how to redirect their attention and how to become more aware of themselves, their bodies, emotions, and thoughts – it’s an exciting thing,’ says Zylowska. ‘It’s also critical.’

Maggie Jackson (maggie-jackson.com) is the author of Distracted: The Erosion of Attention and the Coming Dark Age (Prometheus Books). The full version of this article originally appeared in The Boston Globe.

Diet Matters

The right foods and supplements can sharpen focus and regulate mood.

Doctors and ADD experts rarely talk with parents about managing their child’s ADD symptoms through diet. This is a mistake, says Ned Hallowell, M.D., author of Delivered from Distraction, because the quality of a child’s diet determines how effectively his brain operates. Poor nutrition can cause a child to become distracted, impulsive, and restless. ‘The treatment of ADD must include diet as an essential component of a proper regimen,’ says Hallowell. Here are tips on improving ADD symptoms by improving diet:

Beef Up Your Protein Levels
It is more difficult for a child to pay attention or regulate mood when he’s not getting enough protein, says Vincent J. Monastra, Ph.D., author of Parenting Children with adhd: 10 Lessons That Medicine Cannot Teach. Foods rich in protein are used to make neurotransmitters, the chemicals released by our brain cells to communicate with each other. Protein can also prevent surges in blood sugar, which increases hyperactivity. ‘Because the body makes brain-awakening neurotransmitters when you eat protein, it’s a good idea to start your day with a breakfast that includes it,’ says Monastra. Common protein sources include beef, pork, poultry, fish, eggs, beans, nuts, and dairy products.
Take Omega-3 Fatty Acids
Found in cold-water, fatty fish, such as sardines, tuna, and salmon, omega-3s are believed to be important in brain and nerve cell function. Omega-3s increase the level of dopamine in the brain. While omega-3 fatty acids seem to improve anyone’s mental focus, the compounds may be especially helpful to those with adhd. One study, done in 2003, showed that omega-3s tend to break down more readily in the bodies of patients with adhd than in those without the condition. Another study, from 2004, suggested that ADD children were more likely to have low blood levels of omega-3 fatty acids than those with no symptoms. Hallowell, founder of the Hallowell Centers for adhd, recommends that his patients take omega-3 supplements, and notes that ‘it seems to help with mental focus, not hyperactivity or impulsivity.’

Mind Your Minerals
Deficiencies of several minerals – zinc, iron, and magnesium – can worsen symptoms of inattention, impulsivity, and hyperactivity. Zinc is involved in the regulation of dopamine, a neurotransmitter that helps control mood. One study showed that zinc combined with ADD medication – methylphenidate, specifically – improved symptoms of hyperactivity and impulsivity. Zinc is found in beef, turkey, chicken, pork, lamb, oysters, and beans.

Magnesium is involved in hundreds of enzyme activities. ‘Among the substances that are developed from magnesium are the myelin sheath that surrounds the brain cells and the neurotransmitters involved in attention and concentration,’ says Monastra. Magnesium is found in meats, nuts, soybeans, and spinach.

The latest research suggests that low levels of iron can worsen adhd symptoms in children with the condition. A 2004 study found that 84 percent of children with adhd had significantly lower levels of iron, compared with 18 percent of kids without the condition. Iron plays an important role in the brain, affecting production of the key neurotransmitter, dopamine. If you suspect your child has low levels of iron, talk with your doctor about testing him. Diet, not supplements, is the safest way to increase your child’s iron levels.

Balance Your Diet
Hallowell encourages parents of ADD children to visualize their plates when preparing a meal. Half of the plate, he recommends, should be filled with fruits and vegetables, one-fourth with a protein, and one-fourth with carbohydrates. This combination will control swings in behavior caused by hunger or a shortfall of a particular nutrient. In addition to the balanced plate, Hallowell advocates eating several servings of whole grains each day, to prevent blood-sugar levels from spiking and later plummeting, and cutting back on foods that contain dyes and excess sugar. Several studies have suggested that artificial food coloring and sugar may increase hyperactivity in children with ADHD.

The Calming Benefits of Nature

A daily dose of greenery, from a walk in the woods or by playing in a room full of plants, may reduce ADHD symptoms in adults and children.

As many parents and teachers well know, children diagnosed with ADHD have trouble paying attention, listening, following directions, and focusing on tasks. They may also be aggressive, antisocial, and susceptible to academic failure. From looking at high-tech images of the brain, some scientists report that ADHD children show altered levels of some neurotransmitters and slight shrinking in the part of the cerebral cortex that governs attention and impulse control. But scientists are not clear whether those differences indicate a cause for the disorder, which could be due to a genetic defect, or simply a manifestation of another cause or causes.

In ongoing studies by the Human-Environment Research Laboratory at the University of Illinois, researchers have discovered tantalizing evidence for a new view of the syndrome. In a 2004 study published in the American Journal of Public Health, the laboratory found that children as young as five showed a significant reduction in ADHD symptoms when they engaged with nature.

Parents and guardians were asked to identify after-school or weekend activities that left their children functioning particularly well or poorly. The study measured responses to two types of activities: those in green landscapes – such as grassy backyards, parks, and farmland – and those in indoor or paved recreation areas. The researchers designed the study to account for any effects of physical exercise, so they could measure only the influence of green settings. They also factored out age, gender, family income, geographic region, size of community, and the severity of diagnosis.

In 54 of 56 cases, outdoor activities in more natural settings led to a greater reduction in ADHD symptoms than activities in less natural areas. The only instances when symptoms worsened occurred in the artificial environments. In a related experiment, the laboratory found that children could focus on specific tasks better in green settings.

Going Green
Other researchers have found that engagement with nature buffers life stresses, which otherwise could aggravate ADHD. Although most of their studies focus on adults, an increasing number gauge the impact of green settings on children. A 2003 Cornell University study reported that the more nature a child encountered at home – including exposure to indoor plants and window views of natural settings – the less he or she was affected by negative stresses.

A 2003 study by researchers at the New York State College of Human Ecology reached similar conclusions. Nancy Wells, Ph.D., the lead researcher, said that exposure to nature resulted in ‘profound differences’ in children’s attention capacities and that ‘green spaces may enable children to think more clearly and cope more effectively with life stress.’ That, in turn, could strengthen a child’s attention and potentially decrease the symptoms of ADHD.

It’s not clear why exposure to nature would have such an apparently powerful influence on brain functions related to attention. One theory is that the experience simply engages a child mentally and physically in a ‘natural’ way, consistent with how humans have evolved. In an earlier hunting and gathering or agricultural society – which is to say, during most of humankind’s history – young people were more likely to engage in physically demanding, mentally relaxing activities that immersed most of their sensory receptors: climbing, hunting small animals, baling hay, splashing in the swimming hole.

As recently as the 1950s, most U.S. youngsters still had some kind of agricultural connection. Even in towns or cities, kids played ball in sandlots or spent hours building forts in tangled and wild ‘vacant’ lots. Their unregimented play was steeped in nature. That kind of exposure to nature has faded dramatically in recent decades, but our need for nature – possibly physiological – has not. ‘Neurologically, human beings haven’t caught up with today’s over-stimulating environment,’ says Michael Gurian, a family therapist and author of The Wonder of Boys. ‘The brain is strong and flexible, so 70 to 80 percent of kids adapt fairly well. But the rest don’t.’

Rethinking Attention
If ADHD has something to do with a lack of nature, the neurological mechanics could be explained by the attention-restoration theory developed by Stephen and Rachel Kaplan, husband-and-wife environmental psychologists at the University of Michigan.

In the early 1970s, the Kaplans studied the impact of a range of activities and found that too much directed attention (this could include computer tasks, homework, studying for a test) leads to what they call ‘directed-attention fatigue,’ marked by impulsive behavior, agitation, irritation, and inability to concentrate. Directed-attention fatigue occurs because neural inhibitory mechanisms become overstressed by blocking competing stimuli. Subsequent research, including more than 100 studies linking exposure to nature to stress reduction, has supported the Kaplans’ theory – and the salutary influence of what they called ‘the restorative environment.’

The University of Illinois team, while not questioning the effectiveness of current ADHD treatment methods, has suggested that nature therapy could be a third option, in conjunction with prescription medications and behavioral therapy. They recount how one parent began taking her son to the local park for 30 minutes each morning before school, which she had indicated reduced his ADHD symptoms. ‘Come to think of it,’ she told the researchers, ‘I have noticed his attitude toward going to school has been better, and his schoolwork has been better this past week.’ Another parent of a boy with attention-deficit symptoms began engaging him regularly in outdoor activities, with similar results.

Nature Deficit: The Cause of ADD?
If a greener environment can play a role in managing ADHD, few, if any, studies have explicitly examined whether the converse is also true: that ADHD may be a set of symptoms initiated or aggravated by lack of exposure to nature. By this line of thinking, many children may benefit from medications, but the real disorder lies in the society that has disengaged children from nature and imposed on them an artificial environment for which they have not evolved. Viewed from this angle, children and adults alike would suffer from what might be called nature-deficit disorder, not in a clinical sense, but as a condition caused by the cumulative human costs of alienation from nature, including diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses.

If that’s the real ailment, a walk in the woods would be the ideal treatment: It’s not stigmatizing, has no serious side effects, and it’s free. But such reliance on greenery would underscore the need to scale back industrialism, redesign cities, and expand access to nature – which can’t be encapsulated in a pill, but could be equally powerful medicine.

Richard Louv has written for The New York Times and the Christian Science Monitor, and is a longtime columnist for the San Diego Union-Tribune. He is the author of seven books, including Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder (Algonquin Books), from which this piece was adapted with permission. For more information about the book, go to thefuturesedge.com.

Saken gjaldt en kvinne som hadde fått påvist forhøyet nivå av antistoff mot gluten i 1995. Hun inntok deretter glutenfri kost og unngikk melkeprodukter. Hun søkte om grunnstønad til dekning av ekstrautgifter til diett, jf. folketrygdloven § 6-3.

Når hun gikk over til vanlig kost, fikk hun tilbakefall med smerter, luftplager og borborygmi. Det var vanskelig å diagnostisere tilstanden som ble antatt å være glutenintoleranse uten cøliaki, men det var klart at hennes glutenintoleranse bedret seg overbevisende ved diett.

Fylkestrygdekontoret som ankemotpart anførte at det stilles strenge krav til diagnosen cøliaki, som ikke var oppfylt i dette tilfellet. Det er ingen anerkjent diett som er godkjent for den ankende parts sykdom. Trygderetten hadde forelagt saken for Rikstrygdeverket som frarådet grunnstønad. Retten la til grunn at den ankende part hadde en varig sykdom og at den var diagnostisert som glutenintoleranse uten cøliaki og ikke som cøliaki. Retten vurderte deretter om hun hadde nødvendige «ekstrautgifterâ» som kunne gi rett til grunnstønad. For særskilte diagnoser som cøliaki har Rikstrygdeverket gitt retningslinjer for rett til grunnstønad ved fordyret kosthold.

Andre diagnoser må følge de generelle retningslinjene og vurderes konkret i det enkelte tilfelle. Etter retningslinjene stilles det krav om at diagnosen skal være stilt av relevant spesialist og at dietten skal være vitenskapelig anerkjent og fastsatt av kompetent avdeling ved sykehus. Retten uttalte at Rikstrygdeverket stilte meget strenge krav til den diagnostiske utredning og utprøvning og til godkjenning av diett. Retten var ikke uten videre bundet av ordlyden i retningslinjene. De gav et godt utgangspunkt for rettens vurdering. Retten fremhevet at det ved den konkrete vurdering av om utgiftene var nødvendige, måtte det tas hensyn til alvorlighetsgrad og risiko for komplikasjoner som svekker ernæringen, sammen med sannsynligheten for at dietten lindrer den ankende parts plager. Etter omstendighetene kan det ytes grunnstønad til diett som ikke er vitenskapelig anerkjent.

Retten viste til flere kjennelser hvor denne oppfatning var lagt til grunn, bl.a. 98/04081, 00/03422 og 00/04067. Retten tilføyde at det i saker som gjelder grunnstønad ved diett, var viktig å få klarlagt hvilke ekstrautgifter som faktisk må ansees nødvendige, både med hensyn til diettens sammensetning og kostnadene ved de enkelte komponenter. Retten kom til at kravet om nødvendig ekstrautgifter var oppfylt i denne saken.

På bakgrunn av uttalelse fra spesialist ved Rikshospitalet, oppfattet retten det slik at utgiftene til en glutenfri diett i denne saken var den samme som for cøliaki, og grunnstønad ble derfor innvilget etter samme sats, nemlig sats 4.

 Generelt er jeg overbevist om at de aller fleste plager vi får, har sin rot i dårlig, utilstrekkelig eller uheldig ernæring. Spesielt plager som kommer snikende, autoimmune sykdommr, degenerative sykdommer, og selvfølgelig også allergier. Og sentralt i dette står mage-tarmsystemet og fordøyelsen, Majoriteten av den vestlige verden har et fordøyelsessystem som IKKE fungerer optimalt. I såkalte primitive samfunn er det MOTSATT, det er et tankekors….

Uansett, her skal du få noen råd..

Kortversjonen er:

PÅ ET GENERELT GRUNNLAG VIL JEG SI – TEST DEG FØR DU GÅR I GANG MED DIETTREGIMER!

Om du da på diett og gjerne føler deg bedre, risikerer du å maskere de viktige indikatorene for å kunne avdekke en mulig allergi/intoleranse, pluss at du kan i verste fall få for lite av viktige næringsstoffer.

Aller først, les disse sidene;

npif.no og neurozym.com.

Søk kunnskap og innsikt på dise hjemmesidene, reflekter og deretter ressoner deg frem til hva som er relevant for deg. For å stille gode spørsmål om et tema, må man jo ha litt kunnskaper om det.

DERETTER, dette er hva JEG vil råde deg til og som fungerte for MEG, det vil jeg understreke. . Jeg sier ikke at det er det beste for DEG, men du kan ikke gjøre mye feil om du i hovedsak følger denne fremgangsmåten:

1. Du skal ha spist «normalt» , altså «dårlig» i minst 3-4 uker før du testr deg.

2. Bestill test-kit fra neurozym, se hjemmesiden, dette består av et reagensglass med kork, en isoporboks og en pose tørris. Ta morgenurin etter anvisning og frys ned UMIDDELBART, da har du gjort det og kan begynne på det tidkrevende.

2. Gå til fastlegen din og be om å få deg testet på allergi/intoleranse mot gluten (kormprotein) og kasein (melkeprotein), kvikksølv og andre allergier. Generelt , det han har mulighet og faktisk plikt til å gi deg, husk at du er hans kunde:) DA vil han tilby stort sett blodprøver, urin på kvikksølv, og disse kan avdekke en del, men SANNSYNLIGVIS ikke alt.

DERFOR

3. OM din egen lege ikke kan være din såkalte rekvirent overfor neurozym, se på listen over godkjente rekvirenter inne på neurozym sin hjemmeside.

Da er du klar for å sende urinprøven til Neurozym for analyse. Anbefaler å sende innen tirsdag/onsdag, så laboratoriet kan håndtere prøven forskriftsmessig FØR helgenø Da blir  den ikke blri unødvending oppvarmet og står i uheldige omgivelser. Dette kan nemlig sette igang prosesser i urinen og maskere peptidnivået.

4. Dra gjerne til Oslo etter forhåndsavtale med Balder-klinikken (se balder-klinikken.no). Det er først på slike steder man får en GRUNDIG test, der min hveteallergi ble avdekket. I tillegg tester de kroppens grunnfunksjoner, om du har cøliaki, lever, nyre, etc, pluss vitamin og mineral-tilstanden. La oss kalle den primærtesten , kostet  meg ca.1200,- pluss reisen frem og tilbake.

Ønsker du å ta en UTVIDET matintoleransetest (ca.115 matvarer!) hos Balder, koster det deg nye 2500-4000 kroner, avhengig av dollarkurs. Jeg tok den et halvt år etter den FØRSTE testen hos Balder (primærtesten), og parallelt med min ANDRE primærtest hos Balder. Jeg anbefaler at du like gjerne gjør det med en gang.

4. Når resultatene kommer fra Neurozym og Balder,  diskuter da med henholdsvis rekvirenten og fagpersonen hos Balder

5. SÅ kan du gå igang med diett, og gjerne probiotika for å assistere tarmbakteriene, og kutte ut en og en matvare (eliminasjonsmetoden). Evt gjøre som meg, etter noen måneder med noe jeg TRODDE var en glutenfri diett, men med fortsatte plager (pga at jeg fortsatt spiste litt gluten, drak øl med peptider i og ølgjær som jeg SENERE fikk vite at jeg ikke tålte) velge MOTSATT strategi, til det basiske, og BARE spise garantert ren mat og deretter INTRODUSERE mistenksomme matvarer en etter en. Men -  alt dette er litt lengre frem i løypa. ’

Jeg har masse tips og råd og oppskrifter i så henseende.

MINE ANBEFALTE DIETTPRINSIPP

1. Tenk i utgangspunktet at maten skal være så ren og ubehandlet som praktisk mulig. Spesielt på det jeg kaller volum-mat, altså det du spiser mye av og ofte. Man trenger ikke pulvermat. Må du ha posesaus/supper, velg alternativ uten hvete.

2. Kutt ut helst ALLE melkeprodukt, du kan eventuelt innta syrnede melkeprodukt og oster med sopp/penicillin.

3. Kutt ut all gluten OG hvete og gjær (bake/ølgjær). Jeg har spist riskaker til å ha UNDER pålegg. Ellers fins det glutenfri alternativ, basert på mel av ymse slag (potet, mais, dinkel, tapioka, amaranth, ris etc,,) har ikke selv utforsket dette ennå, vil prøve etter hvert.

4. Spis mye salater, gjerne med bønner, sardiner , reker, etc. Bruk gode oljer, f.eks oliven, raps og soya.

5. Kok opp mye når du først koker op. Jeg har alltid flere poser med frossen ris, belgfrukter (bønner, linser, kikerter og erter),  kjøtt, fisk, fugl etc, . Da er det lett å tine i mikro og lage en pannerett.

6. Jeg lager mye fisk på grønnsakseng, i ovn eller i gryte. Spar på kraften

7. Lag gjerne shaker og smoothies, men begrens eller KUTT UT melken, det fins alternativ, Soyamelk rismelk, etc. Bruk gjerne egg,  mandler, nøtter og kjerner i, da blir den ekstra næringsrik. Shaker og smoothies kan fryses

8. Nøtter, solsikkekjerne/gresskarkjerne og mandler. Surna grønnsaker kan kjøpes i digre plastflasker med skrukork på innvandrerbutikker. Det er godt til mye, som pickles til maten og snack. I tillegg er det bra for fordøyelsen

9. Smaksforsterker jeg bruker mye av er chilisaus , chutneyer, karripastaer på glass  med diverse smaker, soltørkede tomater, tomatpure, fishsauce, lime, sennep, rømme, matfløte. Ellers er det jo et utall av produkter på glass og i boks i markedet som kan anvendes. Men jeg anbefaler at du velger enkle og rene produkter (se varedeklarasjon), selv om smaksforsterkere aldri vil bli volum-mat, se pkt 1.

10.  Begrens sukkerinntaket til et minimum, benytt eventuelt fruktose. Spis heller tørket frukt, svisker eller rosiner

Lykke til!

Mvh

Bjarte