Hsu En Chung BMedSc, MBBS

• Junior Medical Officer, Austin Health, Melbourne, Vic

This session focuses on identifying and managing the emotions that accompany triggers blood sugar of 50 buy micronase 2.5mg online. The intent is to decrease avoidant behaviours blood sugar 77 purchase micronase 2.5 mg free shipping, support the achievement of goals diabetes prevention university of pittsburgh buy genuine micronase line, and work towards a fulfilling existence diabetes 3 month test buy discount micronase 2.5 mg on line. Activity sheets the activity sheets support individual learning in regards to identifying triggers diabetes medications that start with g cheap 2.5 mg micronase visa, negative thoughts blood glucose diabetes diagnosis discount micronase online visa, emotional reactions, physical symptoms, and negative behaviours. The second sheet is meant to aid women in examining not only their responses to triggers but alternative coping skills. The session will consider both the reactions to and then create a step-by-step plan for managing triggers. Through this experience, individuals will gain understanding, skills, and confidence. Completing 48 either one or both sheets in groups of two or three will also strengthen communication skills, problem solving skills, and build trust. It can also aid in creating a stronger plan because the group can offer ideas or suggestions. The facilitator will need to actively participate in groups, offering suggestions and making sure all voices are being heard. Finally, the facilitator should be focused on making sure that plans reflect the strengths and needs of the individual. Homework the homework, like the activity sheets, is meant to bring together a number of skills taught in other sessions. Knowledge is enhanced when participants teach a skill that was been utilized in another session. It is also important that participants continue to focus on the balance between the mind, body, emotions, and spirit. Session 4 centers on connecting the participant with their thoughts, feelings, and physical reactions to triggers. To further increase balance between all four aspects of self, the homework also includes a spiritual connection to the experience by focusing on thankfulness. The brain and triggers the brain is affected when a person has undergone a single traumatic event and is significantly damaged when they have faced complex trauma. The amygdala is the part of the brain that perceives danger and reacts with emotions, such as anxiety, anger, and fear. The hippocampus focuses on your memories, what has happened in the past, is it safefi The medial prefrontal cortex gathers all the information and decides whether the environment is safe or whether a person needs to freeze, fight, or flight. An illustration: in the past you were abused by your partner and have not had contact with him for a while. Your amygdala interprets the scent as a sign of danger, since the last time you smelled this you were hurt. Your hippocampus remembers that someone who smells like that cologne hurt you in the past. Your medial prefrontal cortex receives this information and tries to figure out whether the danger is real. All this happens in a fraction of second and in that moment, your brain decides whether the environment is safe. A woman can become entrenched in a cycle of negative responses to triggering events. The cycle begins with the triggering event; sometimes it has a predictable cause and other times a seemingly minor stimulus eliciting an intense reaction. The survivor reacts instantaneously with negative self-talk, strong emotional responses, physical symptoms, and a behavioural response. An illustration: back to the situation in the park where you smell the cologne and your brain reacts to an unwanted memory. You emotionally react to the scent of cologne with intense feelings of fear, anger, or powerlessness. In response to the intense emotions and physical symptoms, behavioural reaction arises, which can include fighting, flight, or freeze. In the case of fight, you turn to your friend and yell at her for no apparent reason. If you are experiencing freeze reactions, you struggle to breathe, your heart beats fast, and you are immobilized. Or else the flight response drives you to move away from the trigger as quickly as possible and therefore you leave the park before you intended to . Consequently, a woman who experiences triggers can become scared to go out into the public, avoid relationships, or isolate herself from particular situations or environments. The process of working together to complete the sheets may aid in creating a comprehensive plan. Homework Teach someone a deep breathing exercise, safe place imagination or Metta meditation. Finally, challenge yourself to think of one thing you are thankful for everyday, even if it is a bad week! Behavioural response: 54 Activity sheet 2: Triggers Think back to coping skills you have learned in this group and things that have worked in the past. It is an energizing emotion that can be utilized in the face of a threat and a means of suppressing feelings of helplessness (Chemtob, Novaco, & Hamada, 1997). Anger can be utilized in the fight survival mode rather than flight, but becomes maladaptive when it is utilized in safe or harmless environments (Chemtob, Novaco, & Hamada, 1997). The purpose of session 5 is to educate women on the function of anger, identify reactions, and practice skills that can be utilized. Therefore, this session focuses on anger and how to manage this particular maladaptive emotional reaction. Survivors who struggle with anger often fear intense emotions, their own lack of emotional control, inability to appropriately express what they are feeling, or to understand why they are experiencing what they consider irrational behaviours (Chemtob, Novaco & Hamada, 1997). Once triggered the emotion impairs their ability to self-monitor and process complex information (Chemtob, Novaco, & Hamada, 1997). This session will focus on aiding participants in monitoring thoughts, acknowledging signs of arousal, and implementing strategies that can support healthier choices. Some women do not experience anger, either they have been taught that it is wrong or they fear the intensity of this particular emotion (Chemtob, Novaco, & Hamada, 1997). It can be helpful to discuss other emotions or reactions that they may experience instead of 56 anger, such as frustration, hopelessness, and sadness. Activity the activity will concentrate on how participants experience anger in their body, thoughts, and actions. The volcano is set up so that the participant will consider how their body and mind feel at different stages of emotional intensity. Start at 1, when an individual is the most calm; think about how body feels, be specific (breathing is deep and even, muscles relaxed, smiling, shoulders are down). Not everyone that has experienced trauma has ever experienced a stage 1 and that is okay. It is important to explain that an individual will most likely not be able change behaviours once they are experiencing emotions or behaviours at the intensity of a 10. They do not have the reasoning at this stage to implement a calming plan (McKay & Rogers, 2000). Ideally, the calming plan should be implemented when a participant is somewhere between 3 and 7. The participant will then create a plan to cope with the emotion using skills we have been utilizing over the last few sessions along with techniques they know work from past experience. Homework Homework will incorporate progressive relaxation training (Boon, Steele, & Van der Hart, 2011). This is a skill that can be utilized to reduce stress, which can be a trigger for anger. Learning opportunity Anger is an adaptive reaction to a dangerous situation; it tells us something is wrong. Anger aids in survival because it is an energizing or activating reaction, propelling us into action (Chemtob, Novaco, & Hamada, 1997). Anger also prevents individuals from feeling helpless, giving them the confidence to either fight or flight. If I feel only calm and relaxed I will not have the power necessary to either fight him off or run away. The emotion of fear and anger will give me the energy I need to kick him away or run for some place safe. The difficulty occurs when the anger starts affecting your life, keeping you from reaching your goals, participating in relationships, or maintaining safety. Anger can sometimes be expressed with aggression, fighting, swearing, and explosivity. However, anger and stress will return because the individual has not resolved the issue. Short-term gain, release of feelings, with long term damage to relationships, self-esteem, jobs, health. In the long-term, those feelings can become overwhelming because they are not acknowledged, expressed, or resolved. Challenge yourself to think of one thing you are thankful for everyday, even if it is a bad week. Facilitator will be here for a while after group if you need to talk or have questions. Move your focus to your bum, tighten your muscles; hold for a few seconds and then relax, tighten and then relax. Therefore, this session will discuss anxiety and panic attacks and how to manage symptoms. It will examine particular techniques that will support managing symptoms rather than avoiding situations or circumstances that trigger unpleasant feelings. There tends to be a decrease in the intensity and regularity of anxiety and panic attacks through acceptance and skill building techniques that can be used to manage symptoms (Courtois, 2004). Rationale for the session this is the final session focusing on emotional regulation; previous conversations have been on identifying emotions, triggers, and anger. There are a number of concepts that connect the four sessions: firstly, the importance of identifying emotions, thoughts, and reactions to experiences. Secondly, Learning how to be mindful of how emotions, thoughts, and the body can affect behaviours and reactions to circumstances. Thirdly, the sessions also focused on the importance of creating a step-by-step plan for managing emotions, which could include meditation and deep breathing. Finally, in practicing skills when calm, the individual will gain confidence and ability to utilize them when needed. The difference in this session is that women will return to discussing how emotion regulation can support healthy lives and the completion of goals. This session will focus on how anxiety and panic attacks interfere with ordinary life. It will begin by examining the symptoms of anxiety and panic attacks and how some individuals will utilize avoidance to manage unwanted emotions. The group will then return to a past discussion on goals and explore how fear influences ability to 65 successfully achieve them. Finally, the group will discuss the importance of accepting emotions, including fear and anxiety, and building confidence to manage them. Metaphors this session will use metaphors to discuss how women many chose to fight emotions rather than accept them. The intensity of certain emotions can be overwhelming for many women, therefore they avoid them. By fighting their emotions, individuals can sink into isolation and experience a lesser existence (Orsillo & Batten, 2005).

It also does not cover services for activities of daily living (personal hygiene control diabetes during pregnancy purchase micronase 2.5 mg without a prescription, cleaning medical definition diabetes type 2 purchase micronase australia, cooking diabetes type 2 test results purchase line micronase, etc diabetes symptoms signs feet purchase micronase. A home health care visit is considered an intermittent skilled nursing visit of not more than two hours duration that may be ordered multiple times per day or week at a specified interval diabetes symptoms 18 month old buy 2.5mg micronase visa. The monitoring center analyzes the transmitted data diabetes type 2 early warning signs generic micronase 5mg with visa, assesses the need for additional medical intervention and provides this data to the attending obstetrician. A daily nursing contact as well as availability of nursing consultation on a 24-hour basis is an essential component of this service. Home uterine activity monitoring services have become a component of many pre term labor treatment regimes. The American College of Obstetricians and Gynecologists in May of 1996, after review of all available studies concluded that it does not recommend the use of this system of care. The physician must document both life expectancy estimate and appropriateness of hospice care. Interpretation: Hospice care is a coordinated program of palliative and supportive services. It provides physical, psychological, social and spiritual care for dying persons and their families. For hospice services to be in benefit, the following conditions should be documented: fi the physician certifies that the member has a terminal illness and a life expectancy of less than one year. While these traditional services are not eligible under this Hospice Care Program section, they may be Covered Services under other sections of the medical coverage. Benefits are subject to the same provisions and day limitations as specified in the Benefit Matrix, depending upon the particular Provider involved (Hospital, Skilled Nursing Facility, Coordinated Home Care Program or Physician). Interpretation: Hospital beds must be medically necessary as determined by the physician. The severity and frequency of symptoms pertinent to use of a hospital bed for positioning must be described. Special attachments must be medically necessary, and documentation of this necessity should be as specific as possible. Electric powered hospital beds are covered only when frequent or immediate changes in body position are necessary, and when no delay in such repositioning is tolerable. Hyaluronan contributes to the viscosity of the synovial fluid and lubricates the joint. Osteoarthritis is a common disease in which synovial fluid is less abundant or less viscous. These and other disease factors result in pain, deformity and stiffness of the arthritic joint. The preparation is injected directly into the knee joint in a series of weekly treatments. Note: Autologous Cultured Chondrocytes, implant (J7330) has been classified as a drug, not a device. Interpretation: Hyperthermia can be administered using local and whole body techniques. Local hyperthermia involves elevating the temperature of superficial or subcutaneous tumors while sparing surrounding normal tissue, using either external or interstitial modalities. Local hyperthermia is usually used (but is not limited to) in combination with radiation or chemotherapy, for the treatment of members with primary or metastatic cutaneous or subcutaneous superficial malignancies who have not responded to previous therapy or are not candidates for conventional therapy. Whole body hyperthermia requires the member to be placed under either general anesthesia or deep sedation. The elevated body temperature is maintained for a period of four hours while the essential body functions are closely monitored. Additional information can be found in the Section 225 Illinois Compiled Statues 15/3 (h). These include all childhood and adult immunizations, and those vaccines recommended or required for travel. Interpretation: Childhood immunizations are defined as those recommended by the American Academy of Pediatrics, the American Academy of Family Practice, and the Advisory Committee on Immunization Practices of the Centers for Disease Control according to the designated schedule and dosages. Infertility providers will also verbally notify the Member of the exhaustion of benefits if applicable. Oocyte (egg) Retrievals: A member is allowed four completed oocyte (egg) retrievals per calendar year except that if a live birth follows a completed oocyte retrieval, then two more completed oocyte retrievals shall be covered (per calendar year). The Winfertility Reproductive Endocrinologist determines medical necessity for oocyte retrievals. Donor Benefits: Benefits will also be provided for medical expenses of an oocyte or sperm donor for procedures utilized to retrieve oocytes or sperm, and the subsequent procedure used to transfer the oocytes or sperm to member. Associated donor medical expenses are also covered, including but not limited to , physical examinations, laboratory screenings, psychological screenings and prescription drugs. The evaluation and treatment of infertility is in benefit to the extent described below. There are some employer groups with limited infertility benefits included at the bottom of the scope. Note: the exclusions listed at the end of this scope also apply to donor services. Interpretation: In accordance with applicable law, coverage is provided for the treatment of infertility. The law does not apply to self-insured employers or to trusts or insurance policies written outside of Illinois. To receive infertility coverage, the member must meet the definition of infertility and not be sterile as a result of a voluntary sterilization procedure. If the initial history and exam suggest any underlying medical condition, this condition should be ruled out or treated before the member is referred for primary infertility treatment. Diagnosis: A diagnosis of infertility is established when a male or female meets any one of the four definitions described below. Unprotected sexual intercourse means sexual union between a male and female, without the use of any process, device, or method that prevents conception, including but not limited to oral contraceptives, chemicals, physical or barrier contraceptives, natural abstinence, or voluntary permanent surgical procedures. Such union should include appropriate measures to ensure the health and safety of sexual partners. The inability to sustain a successful pregnancy is present after the third spontaneous miscarriage occurring before 12 weeks of gestational age or after the first spontaneous pregnancy loss occurring after 12 weeks of gestational age. Either the man or woman has been diagnosed by a physician as having a medical condition that renders conception impossible through unprotected sexual intercourse. The woman has undergone one year of medically based and medically supervised methods of conception, including artificial insemination, which a physician has determined to have failed and if continued, would not be likely to lead to a successful pregnancy. It should be open ended, and should not limit the services that are being recommended. To facilitate the transition, the member should obtain their medical records from their current provider prior to seeking services with a new provider. Non-medical services of an egg, sperm, or embryo-donor including but not limited to transportation fees, shipping and handling fees and donation fees. Procedures which violate the religious and moral teachings or beliefs of the employer group. Below is a list of the groups who are exempt from Infertility the infertility legislation. Benefits Benefits: should be verified prior to referring a member for infertility services. Francis Hospital 1 only H59060 Presence Behavioral Health 1 only H59075 Presence Home Health 1 only H59076 Presence Ambulatory 1 only H59081 Presence Resurrection System 1 only Service H59082 Presence Holy Family 1 only H59083 Presence St. Mary and Elizabeth 1 only Hospital H59085 Presence Ambulatory 1 only H59316 Presence Our Lady of 1 only Resurrection H59999 Presence Senior Services 1 only Resurrection Nursing Home H64536 St. Joseph Hospital 1 only B02650 Presence Geneva Care 1 only B02651 Presence Pineview Care 1 only B06245 St. Mary and Elizabeth 1 only Hospital B59085 Presence Ambulatory 1 only B59316 Presence Our Lady of the 1 only Resurrection B59999 Presence Senior Services 1 only B64528 Wheaton Franciscan Service 1,2,3,4, 5 (standard) B64536 St. James Hospital 1 only B64593 Presence Resurrection Medical 1 only Center B64594 Presence Fox Knoll 1 only B64596 Presence Health Corporate 1 only B64597 Presence Service Corp 1 only B64598 Presence Villa Franciscan 1 only B64599 Presence St. Routes of administration include intravenous, intra-arterial, subcutaneous, intraperitoneal, intrathecal, epidural, and intraventricular. Bacteriostatic water or physiological saline is often used to dilute therapeutic drugs. A heparinized saline solution may also be used during an interruption of drug therapy to maintain catheter patency. Interpretation: A portable infusion pump is a small portable battery-driven pump which provides continuous infusion of medications. The rental or purchase of the device is covered under the Durable Medical Equipment benefit. See the instructions located on the Introduction page of this section of the Provider Manual. Mechanisms of action vary from simple replacement, such as in primary hypogammaglobulinemia to complex antibody-antigen interactions, such as in idiopathic thrombocytopenic purpura. Interpretation: A procedures, drug, device, service and/or supply (referred to as a service in the following document) are defined as investigational if it meets the following criteria: 1. It is provided or performed in special settings for research purposes or under a controlled environment and which are being studied for safety, efficiency and effectiveness, and/or 2. It is awaiting endorsement by the appropriate National Medical Specialty College or federal government agency for general use by the medical community at the time they are rendered to the member, and 3. Specifically with respect to drugs, combination of drugs and/or devices, are not finally approved by the Food and Drug Administration at the time used or administered to the member. Applied behavior analysis used for the treatment of Autism Spectrum Disorder(s) 2. Services provided within the context of a clinical trial Clinical trial services are in benefit if all of the following are met: 1. It is a qualified clinical trial determined by meeting at least one of the following criteria: a. A cooperative group or center of any of the entities described in clauses (i) through (iv) above or the Department of Defense or the Department of Veterans Affairs vi. A qualified non-governmental research entity identified in the guidelines issued by the National Institutes of Health for center support grants vii. Coverage of routine care for members in a qualified clinical trial is subject to the same requirements, such as authorization and utilization management. Interpretation: Electroshock wave lithotripsy focuses acoustic shock waves on renal calculi to pulverize them into small particles without damaging the surrounding tissue. The percutaneous method involves making a percutaneous nephrostomy and inserting a catheter either into the renal pelvis or down the ureter into the bladder. The extracorporeal method involves the use of sound waves transmitted through water. This method is used for stones in the renal calyx, renal pelvis, and upper third of the ureter when stones are at least 3 millimeters in diameter. When used as a self-injectable in the home setting, Lupron is provided through the prescription drug benefit. Interpretation: Lupron is used for palliative treatment of advanced prostate cancer and as an infertility treatment. Lupron Depot is administered intramuscularly once a month to treat endometriosis or uterine fibroids. Interpretation: Mammography is a roentgenologic procedure performed to evaluate breast disease. Images are created by one of two methods: screen film mammography and xeromammography. Diagnostic mammography is indicated in the evaluation of breast abnormalities found on physical examination, or when signs or symptoms suggest possible malignancy. Note: the Illinois Insurance Code requires all health insurers to provide coverage for mammography, including: one baseline study age 35-39, and an annual mammogram for women 40 and older. Interpretation: Inpatient facility service is covered for the care of maternal conditions related directly to intra-uterine pregnancy and/or abnormal conditions and complications of pregnancy. Covered physician services include outpatient prenatal and post-partum care as well as delivery. If a fee is charged, a physician may recommend these services and any associated supplies, but should make it clear to the member that these services and supplies are her responsibility and not in benefit.

Keynote Translations There will be simultaneous translation of the keynote addresses into Spanish available in the Grand Ballroom Final Program 46 Registration Desk Open Satellite Registration diabetes prevention webmd order cheap micronase on-line, Mezzanine Wednesday diabetes test in toddlers micronase 5 mg with visa, November 5 7:30 a diabetes insipidus brain injury buy 5mg micronase with visa. Special Workshop for Early Career Academics: Paper in a Day Escorial diabetes prevention recognition program order micronase 2.5mg with visa, Mezzanine 10:30 a diabetes test online buy micronase australia. Health diabetes mellitus diagnosis order micronase 2.5 mg without prescription, Chopin Cambiar Corazones y Mentalidades: fiPodemos Prevent, Social Mezz Usar los Medios de Comunicacion para Prevenir o Curar el Traumafi Child Track Two Childhood Trauma and Delinquency: Predictors, Correlates, and Consequences for M Youth in the Juvenile Justice System Symposium Chair (Kerig, Patricia, PhD) Bayfront B Lobby Poly-Victimization among Juvenile Justice-Involved Clin Res Chronic, Clin Child/Adol Industrialized Youth: A Latent Class Analysis Replication and Res, Complex, Extension to Youths in Community-Based Programs Pub Health (Ford, Julian, PhD; Grasso, Damion, PhD; Cruise, Keith, PhD) Toward Validation of the Dissociative Clin Res Aggress, Child/Adol Industrialized Subtype among Traumatized Youth: Mixture Assess Dx, Modeling Classifcations Related to Over vs. A Multilevel Prospective Analysis Cul Div, (Nikulina, Valentina, PhD; Widom, Cathy, PhD) Neglect All authors are listed in italics. Ethical Considerations Ethics Assess Dx Child/Adol Industrialized When Assessing for Trauma and Trauma Symptoms in Child and Adolescent Mental Health Clinics (Ormhaug, Silje, Doctoral Student; Jensen, Tine, PsyD; Holt, Tonje, PhD) Participation in Trauma Research: Ethics Assess Dx, Adult Industrialized Is there Evidence of Harmfi Death, (Johnsen, Iren, PhD Candidate; Kristensen, Pal, Terror, PhD; Dyregrov, Atle, PhD; Dyregrov, Kari, PhD) Grief Final Program 64 Child Track One Addressing Violence in Community-Based and Clinical Interventions for Children and Families: M To what Degree Does a Trauma-Focus Add to Understanding and Changing Child Outcomesfi Internship & Post-Doctoral Program Networking Fair Trianon Mezz Friday, November 7, 3:00 p. Marx, Brian, PhD; Keane, Terence, PhD; Rosen, Guides to Keyword Abbreviations located on page 45. Concurrent Session 10 Master Introduction to Dyadic Data Analysis Res Meth Res Meth N/A Global I Methodologist (Laurenceau, Jean-Philippe, PhD) Versailles Mezz All authors are listed in italics. Severity of Maltreatment and Personality Pathology in Adolescents of Jammu, India: Posters are organized in the conference program by poster A Latent Class Approach number on each day. Negative Affect Instability among Individuals Poster Dismantle with Comorbid Borderline Personality Disorder Immediately following your scheduled poster session, and Post-Traumatic Stress Disorder display materials must be taken down and removed. Cross-disorder Effects of Childhood Trauma on Brain Function and Functional Connectivity during Presentation levels and descriptions can be found on Cognitive Control in Schizophrenia and Bipolar page 46. I Industrialized Poster Dismantle Childhood Maltreatment and Developmental Immediately following your scheduled poster session, Delay: the Effects of Abuse and Neglect on Young display materials must be taken down and removed. A foor map Veterans showing the layout of posters is available in the poster hall and on page 146. Mental Health Care: Which Veterans Utilize this Presentation levels and descriptions can be found on Free Carefi Megan 123 Ake, George 54 Ashton, Scot 138 Bartone, Anne 159 Best, Sasha 113 Akiba, Christopher 138 Asselbergs, Joost 156 Barton, Sarah 122, 154 Best, Suzanne 130 Akinrinade, Grace 168, 169 Astin, Millie 130 Bartoszek, Greg 120 Bhakta, Jagruti 104 Alegria, Margarita 148 Atkinson, Dean 124, 162 Basmenji, Maryam 120, 159 Bhalla, Arjun 138, 166 Alers Rojas, Francheska 137 Atkinson, Leslie 118 Bass, Deanna 137 Biehn, Tracey 122 Alexander, Bruce 137, 138, Au, Teresa 150 Batt, Kaitlyn 169 152 Bieliauskaite, Rasa 167 Avancine, Carolina 166 Bauer, Brian 130 Alexander, Kristi 129 Bierer, Linda 82 Averill, Lynnette 154 Bayona, Paloma 55 Alfano, Candice 79 Bierut, Laura 50 Aversa, Laura 125 Beaudouin, Elisabeth 165 Alfaro-Bordon, Silvana 91 Biggs, Quinn 113 Beaulieu-Prevost, Dominic Aliferis, Constantin 88 123, 155 Bigras, Noemie 99 B Alink, Lenneke 61 Becher, Emily 92 Bills, Lyndra 131 Alipanga, Benjamin 97 Babchishin, Lyzon 108 Beck, Aaron 160 Bilsky, Sarah 142 Alisic, Eva 76, 125 Babcock, Rebecca 163 Beck, Danielle 121 Binder, Elisabeth 50, 72 Allard, Carolyn 130, 150 Babl, Franz 76 Bedard-Gilligan, Michele 143 Bira, Lindsay 100, 129 Allbaugh, Lucy 90, 91, 149 Babson, Kimberly 133 Beech, Erin 79 Birman, Dina 80 Allen, Christy 125, 131 Baca, Brandon 89 Beegle, Christopher 66 Bisson Desrochers, Alexandra Baca-Garcia, Enrique 127 126, 128 Allsup, Kelly, 133 Belcher, Harolyn 65 Back, Sudie 107 Bisson, Jonathan 87, 107, Allwood, Maureen 85 Belding, Wendy 120 143 Almahmoud, Shaima 155 Baddeley, Jenna 52 Belknap, Joanne 86 Bistricky, Steven 135 Almli, Lynn 72, 82 Badour, Christal 81, 84, 122 Bell, Kathryn 125 Bixby, Colleen 80 Al-Tabaa, Nadia 166 Bagrow, James 123 Bell, Tessa 108 Bjarnadottir, Ragnheidur 144 Altaee, Duaa 67 Bahraini, Nazanin 89 Bellamy, Nikki 109 Blackburn, Meredith 126, Alvarez, Indira 126, 128 Bahrman, Jennifer 162 Belleville, Genevieve 123, 135 Amador, Christy 124 Bair, Matthew 153 155 Black-Pond, Constance 112 Amariglio, Nelly 129, 145 Belon, Katherine 166 Blais, Rebecca 130, 148 Amatya, Kaushalendra 143, Belsher, Bradley 64 Blanchet, Alain 100 165 Beltramino, Laura 119 Blankenship, Abby 53, 85 Final Program 170 Meredith 101 Doyle, Carol 130 Cuccurullo, Lisa-Ann 122, 98 Elklit, Ask 65, 112, 125, 166 Drennen, Curt 103 160 Degenhardt, Louisa 136 Ellis-Griffth, Gregory 128 Drescher, Kent 154 Cuellar, Raven 122 de Haan, Anke 94 Ellis, Heidi 80 Drevo, Susan 152 Cukor, Judith 100, 136, 168 De Haene, Lucia 89 Elmore, Diane 34, 62 Duan, Naihua 136 Cunningham, Katherine 85 DeHart, Dana 86 El-Tahch, Maria 156 Duax, Jeanne 144 Currei, Andrew 68 de Jong, Joop 96, 104, 109 Elwy, A. Rani 121 Dubois, Russell 130, 160 Currier, Joseph 66, 90, 135, Dekel, Rachel 75 Ely, Timothy 102 154 Dubow, Eric 105, 125 Delahanty, Douglas 69, 93, Elzinga, Bernet 61, 97, 141 Curry, Justin 64 Dubowitz, Howard 164 120 Emery, Erin 148 Duncan, Laramie 50 De La Rosa, Gabriel 160 Emmons, Erik 127 Duncan, Richard 82 Delcour, Rachel 152 Engdahl, Brian 111, 163, Dunckel, Gina 161 Delgado, Rebecca 117 165 Dunn, Christopher 78 Demarble, Julie 148 Engel, Charles 64, 94 Dunn, Jerry 54, 87 Engel-Rebitzer, Eden 84 Final Program 172 Alison 59 Green, Melissa 97, 141 Hamberger, Kevin 169 Henn-Haase, Clare 61, 87, Holmes, Allison 79 Greenbaum, Virginia 54 Hamblen, Jessica 107, 168 106 Holmes, Samantha 160 Greenblatt, Samuel 131, Hamilton, Lindsay 102 Henning, Janna 157 Holowka, Darren 84 168, 169 Hamlin, Ed 107 Henson, Brandy 122 Holt, Melissa 101, 111 Greeson, Johanna 65 Hammel, John 107 Heppner, Pia 121, 122 Holt, Samantha 105, 125 Greg, Beehler 149 Hannan, Susan 74, 80, 120, Herman, Judith 87 Holt, Tonje 62, 94 Gregor, Kristin 126, 159 155, 159 Herman, Lara 127 Hoover, Ronald 96 Grein, Katherine 60 Hanneman, Scott 166 Hermann, Barbara 168 Horesh, Danny 69, 134 Griffn, Jessica 47, 112 Hansdottir, Ingunn 65 Hermenau, Katharin 50 Hourani, Laurel 156 Griffn, Michael 35, 62, 117, Hansel, Joe 138 Hernandez-Florez, Luis 129 Houry, Debra 78, 142 135, 163 Hansen, Allison 135 Herrera, Sofa 90 Grillon, Christian 169 Houston, J. Brian 48 Hanson, Rochelle 51, 54 Hershkowitz, Michal 75 Grinband, Jack 169 Hovens, Jacqueline 66 Harada, Nahoko 59 Hertzberg, Michael 122 Grogan-Kaylor, Andrew 136 Hovey, Joseph 109 Haravuori, Henna 142 Hertz, Noa 164 Gros, Daniel 84, 118, 151 Howard, Ian 153, 159 Harb, Gerlinde 48, 120, 124 Herz, Lawrence 121, 148 Grundke, Elena 95 Howard, Jamie 68, 72 Harbin, Shannon 118 Herzog, Sarah 135 Guay, Stephane 123, 133, Howell, Jennifer 129 Harley, Aikisha 158 Hess, Julia 89 134, 135, 148, 152, 155 Howell, Kathryn 60, 99, 118, Harlow, Bernard 144 Hetzel-Riggin, Melanie 132, 125 Gudmundsdottir, Berglind 65, 144 Harms, Louise 161 148, 158, 165 Hoysted, Claire 76 Gudmundsdottir, Ragnhilder Harpaz-Rotem, Ilan 164 Hien, Denise 125, 151, 169 Hruska, Bryce 93, 120 105 Harrington, Kelly 149 Higgins, Caroline 169 Hu, Emily 167 Gudmundsdottir, Ragnhildur Harrington-Lamorie, Jill 60, Higgs, Jay 53 Hughes, Michael 70, 151 65, 132 166 Hildenbrand, Aimee 117 Hughes, Tonda 57, 143 Guiney, Roxanne 83 Harris, Katherine 56, 91, 110 Hill, Stephanie 154 Hugo, Emily 73 Gulliver, Suzy 57 Hart, Roland 134 Himelhoch, Seth 157 Huh, David 57 Gurevich, Maria 133 Hassan, Sarah 105 Hirasawa, Katsumi 139 Hultman, Christina 65, 132 Gur, Ruben 124 Hasselle, Amanda 85 Hjemdal, Ole 132, 164 Hultmann, Ole 35, 62, 73 Gurtovenko, Kyrill 75 Hassija, Christina 155 Hunley, Holly 159 Final Program 174 Leili 131, 165 Reardon, Annemarie 74, 165 Rivers, Alison 134 Puro, Erin 56 Plener, Paul 131 Rebecca, Wirihana 167 Riviere, Lyndon 112 Purtle, Jonathan 169 Pless Kaiser, Anica 136 Reddy, Madhavi 104 Roberts, Andrea 114 Pury, Cindy 80 Plumb, Dorothy 121 Reed, Bruce 137 Roberts, Neil 107, 143 Pynoos, Robert 60, 74, 79 Poehacker, Stefanie 69, 91 Reed, Katherine 48 Roberts, Pamela 107 Pyszczynski, Tom 108 Pokela, Julie 101 Refsdal, Nils Olav 35, 76 Robinaugh, Don 136 Polcari, Ann 142 Reger, Greg 113, 159 Robinson, Gabriella 125 Q Polizzi, Craig 152 Reiber, Gayle 148 Robinson, Shannon 107, Reichborn-Kjennerud, Ted 131 127, 129 Polusny, Melissa 57, 119, Qian, Meng 106, 134 122, 148 Reider, Eve 96 Rochefort, Catherine 84 Quarantini, Lucas 130, 131, Polutnik, Chloe 89 137, 139, 164, 165 Reid, Gerald 111 Rockefeller, Richard 111 Ponnamperuma, Thyagi 166 Quide, Yann 97, 141 Reiland, Sarah 150 Rodgers, Carie 121, 142 Porter-Howard, LaTanya 125 Quinn, Katherine 93 Reilly, Patrick 69 Rodrigues, Helga 156 Porter, Katherine 151, 160 Reinert, Katia 128 Rodriguez, Paola 57 Possemato, Kyle 107, 149 Reinfeld, Courtney 153 Roelofsen, Ruth 168 Post, Lore 78 Reinhardt, Kristen 129 Roesch, Scott 162 Pothen, John 77 Reman, Rema 149 Roffman, Roger 127 Potthoff, Soledad 77, 165 Rensberger, Jared 128 Rogers, Arielle 135, 144 Potts, Amy 130 Renshaw, Keith 130, 155 Rogers, Karen 103 Potts, James 132 Rentz, Timothy 153 Roitman, Pablo 63 Poulain, Rachel 25 Repp, Andrea 121 Rojas, Elsa 135 Powell, Allison 148 Rojas-Flores, Lisseth 90 Alana 86, Sato, Yutaka 59 Simiola, Vanessa 141 129 Rouleau, Erica 110 Saumier, Daniel 126 Simon, Corrina 80 Sekiguchi, Atsushi 164 Rous, Dana 161 Saunders, Benjamin 35, 54, Simon, Naomi 98, 136 Self-Brown, Shannon 51 Roy, Michael 121 62, 87 Simon, Valerie 102, 125, Seligowski, Antonia 135, Rubin, David 143, 169 Sautter, Frederic 123 126, 154 144, 162 Rudat, Deirdre 152 Saxe, Glenn 47, 88, 99 Simpson, Tracy 57, 144 Selvig-Leiner, Amy 130 Ruderman, Lital 164 Sayer, Nina 57, 119, 148 Sinnott, Vikki 161 Senneseth, Mette 157 Ruff, Lindsey 169 Scaccia, Jaime 125 Skaardalsmo, Envor 92 Serafm, Paula 163, 166 Ruffn, Rachel 131 Scarafa, Marcela 119 Skarstein, Dag 168 Sexton, Minden 151, 160 Ruggiero, Kenneth 83 Schaer, Maire 96 Skeryte-Kazlauskiene, Monika Sezibera, Vincent 128, 129 Ruglass, Lesia 151 Schauer, Maggie 27, 50, 71 167 Sguigna, Tristan 164 Ruiz, Dalia 161 Schechter, Daniel 56 Skopp, Nancy 89 Shake, Mathew 128 Runtz, Marsha 99, 118, 130 Scheeringa, Michael 28, 56, Slade, Tim 136 Shalev, Arieh 63, 88, 90, Runyon, Melissa 103 78, 92 Sleijpen, Marieke 137 106 Russo, Joan 78, 83, 122, Scheiderer, Emily 117 Slone, Laurie 119, 148 Shapiro, Bruce 48 156 Schick, Matthis 86, 161 Smagur, Kathryn 154 Shapiro, Francine 34, 55 Ruzek, Josef 73, 83, 129, Schlenger, William 106 Smearman, Erica 77 Sharma, Shankari 123, 124 161 Schmahl, Christian 97 Smid, Geert 113 Shea, Amanda 120, 157 Ryabchenko, Karen 74 Schmid, Nuria 82 Smith, Alicia 72, 77 Shea, M. Tracie 104 Rynearson, Ted 52 Schmitt, Laurent 164 Smith, Amanda 131, 161 Shear, M. Katherine 136 Schmitz, Joy 124, 162 Smith, Andrew 70, 90, 133 Sheerin, Christina 96, 131 Schnurr, Paula 57, 68, 87, Smith, Annemarie 168 Shepherd, Amy 161 126, 141, 149 Smith, Brian 62, 74, 93, Sheridan, Margaret 82, 102, Schnyder, Ulrich 34, 55, 86, 120, 124 111 161 Smith, Carly 54 Shevlin, Mark 112 Schorr, Yonit 162 Smith, Cherryl 167 Final Program 180 And a special thank you to the residents of Potrero Terrace and Annex for their ongoing commitment to their community. Community development is a continuous process of identifying community needs and developing the assets to meet those needs (Green and Haines, 2007). It is well recognized that community development of public housing sites requires extensive community building, which is the active participation of residents in the process of strengthening community networks, programs and institutions (Naparstek, Dooley & Smith, 1997). This widely supported community building approach seeks to acknowledge and tap into community assets and to prioritize community member voices and engagement. However, there is a growing understanding that trauma experienced by many low-income and public housing communi ties present a challenging context for these community building efforts. Low-income and public housing residents may experience cumulative trauma resulting from daily stressors of violence and concentrated poverty, as well as historic and structural conditions of racism and disenfranchisement (Collins, et al. While there is no singular defnition of community building, most emphasize resident-driven, asset-based approaches tailored to neighborhood scale and conditions (Kingsley, McNeely & Gibson, 1999). It is now widely accepted that community building efforts in low-income and public housing neighborhoods seek to counteract the deterioration of social structures and weakened formal and informal institutions that support the life of a community (Wilson, 1987). Engage residents in planning Engage residents in planning and Lack of stability, reliability and and vision setting. Leverage community capacity to Leverage community capacity to Disempowerment and lack of a sense of solve collective problems solve collective problems community ownership. This also results in internal fighting between community stakeholders over small amounts of money. High level of personal needs Residents face daily stresses in their lives that make it hard for them to focus beyond their immediate needs. Collaborate with systems and Collaborate with systems and Depth and breadth of community needs organizations to improve social and organizations to improve social and Due to historical disinvestment in the community, community outcomes. Partner with the needs of the community are extensive and the community building efforts, city agen community stakeholders to fund the ability of community based organizations to meet cies, local foundations and other insti implementation of a program that meets those needs is limited by resources and capacity. Moreover, trauma manifests at the family and community level by altering social networks and reducing community capacity to collectively identify and address its prob lems and plan for its future. Isolating behavior and an inability to empathize with others are common reactions (Cook, Blaustein, Spinazzola and Van Der Kolk, 2005). Chronic trauma deteriorates coping mechanisms and damages healthy and trusting relationships (Collins, et. In communities with high rates of violence, many residents will not open their doors for strangers doing community building outreach, or attend community building events with other residents. Their reasoning is often real or perceived safety concerns, or an apprehension to interact with neighbors because of negative relationships or past drama (Wolin, et al. Furthermore, the traumatic history of continual re-development and social resource cuts in distressed communities has created mistrust in government and service providers that could potentially play a central role in community building efforts. Instead, many residents view plans for revitalization or proposed programs and services with skepticism. Residents are more inclined to expect to lose their housing after the renovations, rather than believe that they will be able to move back into a renovated housing unit. A person who experiences trauma may feel the world is unstable and unreliable (Cook, et. Barriers to sustaining resident participation include trauma symptoms such as disturbances of attention, memory, cognition, 07 impaired problem-solving, and behaviors that can impair rationale decision making ability (Lerner & Kennedy, 2000). As experienced in Potrero motivating residents to show up consistently and actively participate in ongoing activities is problematic, and traditional outreach tactics prove ineffective. The experience of historical and chronic trauma, caused by concentrated poverty and systemic segregation, can result in disempowerment and decreased social capital and economic resources (Wilson, 1987). Disempowered communities experience limitations on their ability to access capital and resources through existing structures and networks, and lack control over their social and political environment (Wallerstein & Bernstein, 1994). As a result, a trauma affected, disempowered community may experience a loss of the sense of self sovereignty, and instead develop a spectrum of reactions to outside groups, from obedience to aggression (Wesley-Esquimaux & Smolewski, 2004). At Potrero, and in many other public housing developments, as is often the case in public housing developments, residents have had negative relationships and experiences with housing management or public agencies; they may harbor resentment or feel remiss to personally invest in their public housing community. The community response to inequitable, traumatizing relationships becomes a barrier to stakeholder collaboration for community building. Many public housing residents have faced persistent barriers to personal and economic growth. If they are also dealing with trauma, they may experience depression and related hopelessness as symptoms (Scher & Resick, 2005). On a practical level, new research shows that the everyday concerns of surviving in poverty create such a mental burden that there is little cognitive capacity available to plan and excel in other aspects of life (Mani, Mullainathan, Shafr & Zhao, 2013). Individuals and families with overwhelming life experiences may have trouble visioning the future, which inhibits them from taking action towards positive change and a better future (Bloom, 2007). In Potrero, as in many communities, maintaining resident engagement and investment in a long-term change process is an ongoing challenge. Many public housing residents deal with the instability and isolation of poverty in their daily lives. Their ability to schedule or be punctual is compromised by the obligation to meet daily needs for themselves and their families. Many adults in impoverished neighborhoods such as Potrero lack professional skills and the opportunities to acquire them, due to low educational attainment, poor overall health, substance abuse history or the variety of other access barriers related to poverty and institutionalized racism. Substance use issues are common in in Potrero and other trauma affected communities, further complicating issues of participation and engagement in activities. In addition, wariness of service settings and outsider professionals, as well as cultural and logistical barriers can deter families from accessing services and supports (de Arellano, Ko, Danielson & Sprague, 2008).

Syndromes

• Respiratory arrest
• Do not take cough medicines without first talking to your doctor. Cough medicines may make it harder for your body to cough up the extra sputum.
• March of Dimes - www.marchofdimes.com
• Wounds or fistulas in the perineum -- the area between the anus and vulva (women) or the anus and scrotum (men)
• Obsessive-compulsive personality disorder
• Verapamil (Calan, Isoptin, Verelan)
• Cryptococcus
• Mild microcephaly
• Possible nerve problems

I found out that she had diabetes diabetes prevention worksheet purchase on line micronase, high blood pressure diabetic diet for 7 days discount 5mg micronase with amex, high cholesterol diabetes mellitus levels cheap micronase 5mg amex, gout diabetes signs baby buy line micronase, and asthma diabet x order micronase 5mg otc. She grew up in a loving church family where every night they had soul food including: fried chicken diabetes medications chart 2014 order generic micronase canada, pork chops or steak, macaroni salad, potato salad, candied yams, collard greens, cakes, pies and Kool aid. She also ate three regular meals and two snacks daily and did no exercise, except for singing in the church choir. I asked her to bring me a chart of the life expectancy of the elders in her family. Once she realized that the people in her family were dying at an average age of fifty, compared to those with a healthy life expectancy of 100, Ms. The changes were moderate at first, replacing turkey for pork in collard greens, and then green salad in place of potato and macaroni salad, and so-on. As a people, Blacks have created an American culture in this food, and can still participate in this culture but must substitute certain excess ingredients that are detrimental to the body. During slavery, only the master and his children were taught the importance of increasing their finances. Blacks, as mentioned earlier, were not taught reading or math skills during and after slavery. Black families have been split in so many different ways, that our cultures and traditions are not imbedded in our families. Scholars have studied this phenomenon sharing that the Asian dollar circulates through the Asian community 21 times before it leaves; the Jewish dollar circulates through the Jewish community 18 times; the Caucasian dollar circulates through the Caucasian community 12 times and the Black dollar circulates in the Black community approximately 2 times. On the plantation, during Apartheid/Jim Crow, during the Civil Rights Movement, and in the public schools today, Blacks have not been 60 taught that it should be a top personal priority to raise their individual and collective financial literacy. Johnson a 47 seven year old Black computer engineer previously worked for a major semi-conductor company for 19 years. He was downsized and has been unable to find employment at the rate he has been accustomed. He has used all his severance pay and is now using the money from his 401 K plan to pay his living expenses. Johnson had not developed other sources of revenue to protect himself financially. In addition, he was feeling depressed not just fro m losing his only financial resource (his job) but also from not working to develop his own business or financial shelter. He stated if he does not find employment he will be forced to live in field slave status soon. At one time, during the industrial revolution when manufacturing was prominent in America, one could get a job at the bottom of the company ladder and work their way to a retirement, watch and a pension. Today, due to the economy, companies are folding and merging so quickly that employees are being laid off by the thousands. Blacks have not been able to participate in the low end of the information economy because as a people, our collective skills are too low. The corporate world is now doing business at the speed of thought and the Black community is just learning to read and do math we are leaving our collective selves out of the equation for quality of life. The curriculum is divided into a variety of lessons giving the therapist or facilitator a chance to integrate their experience and ideas into those lesson treatments. The material has been flexibly composed to allow a lesson to cover one session or several sessions. The main point is that the facilitator of the lessons understands how they want participants in the treatment to make progress toward recovery. This is done by getting the individual to abstain from nicotine, alcohol, excessive caffeine (more than three cups of coffee), drugs, excessive dead foods, processed food, simple carbohydrates, processed carbohydrates, and artificial fluids. Participants should pick up the health book by Rector-Page (1998) which will give them extensive suggestion on developing their brain health and dealing with other medical issues they may be experiencing. The book list should be given to the participants in order for them to get the books to begin the detoxification process. The next step involves the introduction and practice of meditation to help clear the mind of the daily stress and issues the individual may be experiencing during this time. The individual must on every meeting acknowledge ancestors through a moment of silence mentally tracing their existence back to the beginning of time on both sides of the family. Then the individual must be taught the history of which they are holistically; their story before slavery, during slavery, and during the current times. The final step is to develop new ways of existing in the world today utilizing ways of our ancestry before the period of slavery. It is through this process that we can begin to rebuild the genius of the pyramids in our minds again. To increase the participants awareness of the holistic self (mind, body, spirit) and Nubian history; 4. In the genogram, which will be a work in progress over several lessons, should include dates of birth, places of birth, where people grew up, why they moved, their talents, hobbies, and cause of death, as well as date of death. The facilitator/therapist must emphasize that it is difficult to move forward mentally, physically, and spiritually if you do not know where you came from. The next and most important step is to show how the individual is a collective self. The individual is the product of all ancestors that came before his or her existence. Above is an example genogram, the females are circles and the males are squares Therefore, to be selfish goes against our fundamentalist view of existence. Very few Blacks realize that our ancestors ruled whites in Spain and Southern Portugal for over 700 years. The years our ancestors were defeated was the same year that Christopher Columbus set sail for the Americas. The facilitator/therapist should ask the participant who was the Moor that the famous character Othello was based onfi What part of Africa has the most important architectural structures such as Pyramidsfi For homework, give the Willie Lynch article to all participants to read and encourage them to read it before the next session. Part 2 this second half should focus on the slave trade and the making of the slave. After viewing the films have a discussion of what people though, felt, and what thoughts have stayed with them after viewing the movie. For homework ask participants to bring in a list of how physical slavery exists today in the Sudan and what other forms of slavery exist: mental, subtle, subversive, subliminal; in other countries even though some of us are physically free. Emphasis should be on showing how capitalism is the driving force behind our dysfunction. Compare the conditions of Blacks during slavery with those who are illiterate, divided, and emotionally broken today. The key here is to show them how they can better themselves, their family, and their community. Explain how capitalism is the driving force behind Black peoples dysfunction (Anderson, Sargent, & Scott (1984). Ask participants their reactions to the books Lies My Teacher Told Me (Loewen, 1996) and Mis education of the Negro (Woodson, 1933). Have participants explain what they thought about the movie as to being typical of many urban schools in predominantly Black communities. Discuss how we are not only miseducated learners, but we are miseducated about our dress, health and diet. Have clients discuss why there is or is not a dress code in the public schools in the urban areas anymore. Have them bring in packages or containers of the items they consumed and read the labels as a group. Getting the Mind in shape: Developing advanced meditation skills to introduce participants to Natural foods and build basic awareness of overall health. To introduce participants to herbs, Homeopathy, meditation, acupuncture, and the benefits from exercise, rest, and developing a connection with the environment. The purpose is to help them benefit from the biological and mental transformation which occur during the next lessons. Have participants list what they had for breakfast, lunch, and dinner over the last few days. Put fruit, 100% fruit juice, water, veggies, fish (non-fried), nuts, and whole grains under living foods. Ask them about what foods they find in Black neighborhoods they can never find in a wealthy White neighborhoodfi Ask the question, "Why do Blacks have a higher proportion of deaths due to heart disease, diabetes, colon and prostate cancer compared to other ethnic groupsfi Show the video "Is Your Food Safe" part 1 by 48 hours (see addendum on how to order). Get the reaction from participants as to what they have learned about food and how it is processed. In addition, create new examples such as figuring out the amount of money that sugar and white flour manufacturers would loose if everybody ate healthy. Discuss setting a schedule for exercise, rest, and getting in touch with the environment (earth). Get feedback from participants on how and why they have been misinformed about the health issues mentioned. Encourage participants to use the food additives dictionary by Ruth Winters (1994) to even look at dyes and artificial ingredients. However, you must discuss the socialization process that gets most Black men caught up in the criminal justice system (Akil, 1996, Wilson, 1993). Discuss the cost to incarcerate an individual in your local prison system (information can be received from local state and federal penal system). Therefore, that person is almost forced back to a life of crime and further incarceration. Discuss how the criminal justice system is not a house of correction but a house of mis-education. Begin quiet strategies on how to recover by first taking steps to put him or her in a calm space through the meditation. Discuss how to bring balance in their life from the stressors of home life, family, and community. Introduce participants to time-management, and the making of quiet time and exercise a must in their daily life -contemporary jazz; nature sounds, and guided imagery should be used. Have participants close their eyes and practice leaving the room they are in and traveling to a peaceful place in their mind. To introduce participants to short term strategies of raising their income potential. The main theme is that participants must set up an economic center for themselves by first beginning the basic financial step of paying themselves first and making their money work for them. The facilitator should compile a list of short-term job training programs ranging from one weekend to one year that will give participants the skills to get paid well above minimal wage. The emphasis should be on obtaining paper (Education/skills) because without it the individual is doomed to field status as a slave. Have participants view the movie Disappearing Acts and discuss what were the issues in the movie. Rationale: Self-employment strategies should be introduced to participants ranging from canteen trucks and transportation, to home repair. Also, have local self-employed folk come in and speak to the group about their business. Discuss the use of property managers and investing in other states like Japan and other foreign countries. Rationale: this lesson is to encourage support for developing the skills necessary to be in a relationship with our partners and with our children. Talk about how Black people lived in separate quarters on the plantation and how the breeding process caused a numbing effect emotionally for Black men. Discuss how Black men developed an inability to emotionally connect to our children and women. Through the genograms show how an inability to connect with a family life may have trickled down from generation to and may have been reintroduced or reinforced through their socialization process today. Have participants discuss whether the relationships they havehad with their mother and father are/were close or distant. Have the men give account of the last time their father or stepfather hugged and kissed them. Assess the level of positive touch of the men by their fathers or stepfathers, was it for support or for discipline only. This is important because men have to be taught how to love because for many years love resulted in retaliation and death on the plantation. Discuss relationship practices and discipline practices during and after slavery and compare them with those experiences before slavery.

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