More than a century ago Alois Alzheimer published a case study that later evolved into the Amyloid Cascade hypothesis—which assumes that increasing proliferation of plaques and tangles in the brain cause dementia. However, studies involving the removal of plaques—amyloid-—in patients’ brains resulted in worse cognitive performance, suggesting that plaques cannot solely be the disease. The search then focused on tau misfolded protein. But the evidence is uncertain. This paper suggests a critical history approach to understanding this confusion in Alzheimer’s disease research. Confusion is related to variability in expression of the disease, inaccuracy of clinical diagnostic tools, the relationship to other diseases, and the increasing neurological variance among older adults. The final verdict is that there is an unclear relationship between the biology and the expression of the disease. Alzheimer’s disease may in fact be the expression of another, yet unknown, disease. An often overlooked component in Alzheimer’s disease is white matter in the brain. Although found to be negatively related to dementia and positively related to learning, white matter remains unexamined in most current research. Historical evidence suggests that this was not the case a century ago. This paper is grounded in historical observations that Alois Alzheimer and his contemporaries identified these criticisms a hundred years ago. By ignoring these criticisms today, we have ended in a research cul de sac . This paper argues for greater specificity of the definition of Alzheimer’s disease and a broadening of the research focus to include the possible role of epigenetic changes, variance within older ages and brain plasticity. Only by broadening the scope of research and addressing this confusion directly can we move out of this research cul de sac and move closer to a cure.

/pdf/a-century-of-confusion-in-researching-alzheimer-s-disease-1zbsg1ibfr.pdf

A century of confusion in researching Alzheimer’s disease

When Alois Alzheimer identified plaques and tangles in the brain of 45-year-old Auguste Deter as the possible cause of her dementia this observation quickly became enshrined as a new disease: Alzheimer’s disease. Today Alzheimer’s disease attracts the third most funded research in the National Institutes of Health (NIH) [1]. while in contrast Auguste Deter died a painful death from infection from bedsores, an easily preventable disease. Still today, while investing in research on Alzheimer’s disease we are overlooking the need for palliative care and enhancing the wellbeing of the individual living with dementia. In an 18-month study [2] where half of the 323 nursing home patients living with dementia died, most died of eating problems (86%), followed by high fever (53%) and pneumonia (41%). While dying they expressed shortness of breath (46%) and pain (39%). In their last 3 months of life nearly half (41%) of these patients underwent an invasive intervention (hospitalization, emergency room visit, parenteral therapy, or tube feeding) [2]. Caregivers still rarely link palliative care to dementia [3]. While concentrating on finding a cure we are ignoring the person living with dementia. Understanding the dominance of this intervention/cure approach in contrast to a more palliative/ wellbeing approach requires a broader investigation of Alzheimer’s disease history and how the disease has become a political as well as an economic commodity.

https://irispublishers.com/ann/pdf/ANN.MS.ID.000580.pdf

Developing a Modern Mythology for Alzheimer’s Disease

With the growing acts of incivility and violence on today's K-12 school campuses, the need for prevention violence has never been more important. Major problems listed by schools in the United States are fighting violence and gangs (Algozzine & McGee, 2011). School violence continues to be a major problem, with numerous contributing factors which need attention from many different angles. As an example, the lack of close relationships with parents has been linked with an increase in violence in boys such as physical fighting and violence with a weapon during early adolescent years (Stoddard, et. al., 2011). This is an indication that violence prevention efforts need to address family issues as well. Often children learn behaviors at home and then exhibit those behaviors in other places such as school, which typically can reflect the dynamics that play out in the home. Literature Review The impact of school violence is multifaceted. When violence occurs at school it can lead to victims feeling depressed and isolated. Researchers have indicated that some students who are victims of school violence skip school occasionally due to not feeling safe (Johnson, Burke, & Gielen, 2011). Furthermore, Blosnich and Bossarte (2011) indicated that even low-level violence can result in negative emotional and psychological consequences for the victims. While the focus is often on violence against students, it is important to note that violence in schools occurs within social contexts and can also include violence against teachers, principals, counselors and other school-based personnel who have perceived or real experience with a level of violence in the school (Algozzine and McGee, 2011). In some school districts, teachers and other personnel have left the schools due to not feeling safe and believed violence within the community had impacted the atmosphere within the school (Algozzine & McGee, 2011). Violent events in school are often reported in the news bringing attention to the issue (Espelage, et. al., 2013) Often people think of extreme physical violence, shootings and rapes when it comes to school violence. However, there are numerous forms of school violence including bullying, intimidation and gang activity. Social and environmental factors can impact whether or not students participate in violent activities. Participation in violent activities increases significantly during adolescence (Stoddard et. al, 2011). For some students, peer pressure may be a factor in getting involved in violent activities. Kerbs and Jolley (2007) indicated that more than 50 percent of students may believe that the victims brought the violence upon themselves and that there is nothing wrong with teasing others who are different. Addressing these issues is a complex task yet too often the focus is merely on changing behaviors. Nadal and Griffin (2011) pointed out that hate crimes begin through language, harassment and incivility toward different youth, are examples of the microagressions we see in schools and family settings. Many schools have focused on the changing behaviors and mandating punishment for behaviors using a no tolerance policy. They may combine this approach with conflict resolution skills but for some schools these efforts have not been enough (Johnson, Burke & Gielen, 2012). School environment is an important factor in academic success and violence in schools is negatively impacting the development of students both academically and emotionally (Johnson, Burke & Gielen, 2011). More than half of middle schools use some type of security or surveillance methods but these measures are costly and the research has not supported an increase in school safer or a reduction of fear of violence on the part of students (Gottfredson & DiPietro, 2011). It is also interesting to note that violence may not always be reported. In fact, Algozzine and McGee (2011) found in their study that students were more likely to report school crime and violence than teachers or administrators. …

/pdf/violence-prevention-in-middle-school-a-preliminary-study-295rdklwv5.pdf

Violence Prevention in Middle School: A Preliminary Study

Simplifying the cause of Alzheimer’s disease has lulled the public into believing that the search for a cure is within reach. The disease has captured the attention of researchers worldwide, catapulting the disease as the third most funded research interest (after cancer and HIV). But after a century of pharmacological failures in stopping or slowing the disease, there is a need to examine how the simplified cause evolved and to explore alternate approaches to understanding Alzheimer’s disease. Going beyond the narrow definition established by the U.S. National Institute of Aging’s Framework alternate understandings of dementia are emerging. New opportunities exist for cures for specific types of Alzheimer’s disease. We are also gaining a better definition of aging. Although we remain ignorant of what aging is we are learning that attempting a piecemeal approach to curing one disease—Alzheimer’s disease—however significant, does not promote our understanding of aging. Because Alzheimer’s disease is very rare in isolation to other neurological diseases all evidence points to aging as biologically engineered obsolescence. A simplified view of Alzheimer’s disease restricts this neuropathological reality. Hiding under the catchall Alzheimer’s disease and holding clinicians back from exploring these specific disease and their curative measures that await.

/pdf/curing-alzheimer-s-disease-myriad-causes-and-myriad-cures-2utpcmlb22.pdf

Curing Alzheimer’s Disease: Myriad Causes and Myriad Cures Await

Play Therapy and Asperger's Syndrome: Help Children and Adolescents Connect, Grow, and Heal through the Art of Play

A sixty-three year old woman with a recent diagnosis of dementia sought biofeedback treatment for depression, anxiety, and cognitive impairment. Quantitative electroencephalography (QEEG) revealed brainwave patterns that could be associated with anxiety as well as possible dementia. The context of her forgetfulness and disorientation was explored and discovered to coincide with anxiety-related hyperarousal. Following a combination of heart rate variability (HRV) and neurofeedback (EEG biofeedback), she reported significant reductions in depression, anxiety, and cognitive impairment.

Anxiety Misdiagnosed as Dementia? A Complex Case Successfully Treated Using a Multimodal Biofeedback Approach

Eating disorders (EDs) are complex and often life threatening conditions. According to the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) (American Psychiatric Association, 2013), EDs are generally characterized by disturbances in eating behavior. EDs are classified into one of several specific categories: anorexia nervosa, bulimia nervosa, binge eating disorder, and feeding or eating disorder not elsewhere classified. Anorexia nervosa (AN) is characterized by restriction of food intake, refusal to maintain minimally appropriate body weight, intense and irrational fear of weight-gain, and distorted body image. Bulimia nervosa (BN) is marked by the consumption of a large amount of food in a short period of time; individuals with bulimia often report feeling out of control during consumption and appear to possess a selfimage that is disproportionately influenced by body image. Binge eating disorder (BED) is defined as frequent episodes of eating significantly more food in a short period of time than the average person would eat under similar circumstances. Individuals with BED often experience feeling out of control and may eat too quickly, even when not hungry. Episodes may be accompanied by feelings of guilt or shame, thus individuals with BED may hide binge-eating behavior. BED is associated with marked distress and typically occurs at least once a week over at least three months. The category feeding and eating disorders not elsewhere classified includes eating disorders that do not meet the diagnostic criteria for AN, BN, or BED, including, atypical AN, sub-threshold BN, subthreshold BED, and purging disorder. The subtypes of EDs share commonalities such as fear of weight gain, body image dissatisfaction, and preoccupation with food. EDs have a significant personal, familial, societal, and health impact. Individuals with eating disorders often develop medical complications. As reported by Stice, Marti, and Rohde (2013), the lifetime prevalence of AN in American women is approximately 0.8%, for BN, it is 2.6%, for BED it is 3.0%, and for FEDEC, it is 11.5%. The total lifetime prevalence for all EDs is 13.1%. College-age women are at a greater risk for eating disorders than the general population (Schoen et al., 2012). EDs have the highest mortality rate of any mental disorder and are more lethal for women aged 15-24 than any other condition (Sullivan, 2002). Crow et al. (2009) reported the approximate mortality rates for individuals with EDs as 4% for those with AN, 3.9% for those with BN, and 5.2% for those with other eating disorders, including BED. Additionally, individuals with EDs also have an elevated risk of suicide (Apter et al., 1995; Bulik, Sullivan & Joyce, 1999; Pompili et al., 2004; Preti, Rocchi, Sisti, Camboni, & Miotto, 2011), and co-morbid mental health disorders including various types of mood, anxiety, personality, and substance use disorders (American Psychological Association, 2009). Many individuals with eating disorders die of starvation related illnesses and, for individuals with AN, the rate of suicide is up to fifty-seven times higher than that of the general population. The lifetime frequency of suicide attempts in individuals with BN has been estimated to be between 15% and 40% (Bulik et al., 1999; Corcos et al., 2002; Favaro & Santonastaso, 1997; Preti et al., 2011) and in individuals with AN to be between 5% and 22.9% (Favaro et al., 1997; Preti et al., 2011, Pryor et al., 1995). Sullivan (1995) noted that the second most common cause of death in AN sufferers was completed suicide, which accounted for 27% of fatalities. Clearly, EDs are potentially lethal disorders that may require intensive intervention by counselors. In many cases, individuals with EDs have no intention of changing their behavior and are often either unaware of or unwilling to accept the physical dangers of their conditions. The purpose of this article is to describe ways in which people with EDs may experience cognitive and decision -making impairments, to highlight the ethical dilemmas that may arise with clients who are unwilling to seek additional treatment, and to provide a case example demonstrating the application of Welfel's (2010) ethical decision-making model as a way to manage and balance ethical issues that may arise during counseling with eating disordered clients. …

/pdf/promoting-client-welfare-and-preserving-autonomy-ethical-2clnh6orjf.pdf

Promoting Client Welfare and Preserving Autonomy: Ethical Treatment of Eating Disorders

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Anxiety Misdiagnosed as Dementia? A Complex Case Successfully Treated Using a Multimodal Biofeedback Approach

Promoting Client Welfare and Preserving Autonomy: Ethical Treatment of Eating Disorders

The Extraordinary 12-Year-Old