Vitamina B3 y Sus Beneficios

La vitamina B3, niacina, ácido nicotínico o vitamina PP;  fue la tercera que se identificó a mediados de los años 30. Hay dos sustancias que tienen las propiedades de la vitamina B3: El Ácido nicotínico y la Nicotinamina. Ambas se convierten en coenzimas o en nicotinamido-adenin-dinucleótidos (NDA), que es la coenzima que actúa contra la pelagra. Con frecuencia, el ácido nicotínico, se le conoce también como niacina, y a la nicotinamida como niacinamida. Es considerada uno de los componentes más importantes para reducir los niveles de colesterol. Se sospecha que la niacina funciona también, porque es el mejor antagonista que se conoce del adrenocromo, que se produce en el músculo del corazón por la oxidación de la adrenalina. Es por ello por lo que la adrenalina es tóxica para los tejidos del corazón. Los descubrimientos más recientes han demostrado que tiene amplias propiedades anticancerígenas. Además, refuerza la eficacia de los tratamientos anticancerígenos. En otra serie de estudios realizados con ratones la niacina aumentó el poder tóxico de las radiaciones sobre los tumores, ya que favoreció el flujo de sangre al tumor y potenció el efecto quimioterapia. En forma de nicotinamida no produce sofocos ni acidez de estómago y es alcalina. Sin embargo la ingestión de ciertas dosis puede producir náuseas y vómitos, cuando se sobrepasa la dosis óptima. Es una sustancia muy importante en el tratamiento de enfermedades mentales, gracias a sus efectos sobre las interacciones químicas complejas que afectan al funcionamiento del sistema nervioso. Ha sido definida también como la vitamina antirreumática y el sofoco que desencadena le ácido nicotínico conforta a los que  padecen artritis. Nuestro organismo es capaz de sintetizarla a partir del aminoácido triptófano, salvo cuando la persona tiene deficiencias de vitaminas B1, B2 y B6.

Funciones que desempeña:

La vitamina B3 desempeña una serie de funciones en el organismo, estas son algunas de ellas:

• Coadyuvante para disminuir los niveles de colesterol y triglicéridos.
• Alteraciones cardiacas.
• Coadyuvante en los tratamientos de cáncer.
• Previene y alivia las migrañas.
• Favorece la circulación ya que permite el perfecto fluido sanguíneo, ya que relaja los vasos sanguíneos otorgándoles elasticidad a los mismos.
• Ayuda a reducir la presión arterial.
• Indispensable por su papel en la producción de energía. Interviene junto a otras vitaminas del complejo B en la obtención de energía a partir de los hidratos de carbono.
• Mantiene en buen estado los tejidos y mucosas del aparato digestivo.
• Es indispensable para la síntesis de las hormonas sexuales.
• Está implicada en la elaboración de la cortisona, insulina y tirosina.
• Coadyuvante en los tratamientos de insomnio ya que está implicada en la síntesis de algunos neurotransmisores del sueño.
• Ayuda a reducir los síntomas del vértigo en la Enfermedad de Menière.
• Coadyuvante en los tratamientos de artritis y  reumatismo.
• Coadyuvante en el tratamiento de alteraciones psíquicas. Mantiene el buen estado del sistema nervioso junto a otras vitaminas del mismo complejo, las vitaminas B6 y B2
• Mantiene la piel sana, junto con otras vitaminas del complejo B
• Mejora el tono muscular.
• Estabiliza la glucosa en sangre.

Su déficit puede provocar:

La deficiencia de niacina afecta a todas las células del cuerpo.

Aparato digestivo: Trastornos digestivos. Diarreas. Náuseas. Vómitos.

Estomatología: Alteraciones en la mucosa bucal. Úlceras bucales. Trastornos en encías o lengua, etc.

Dermatología: Dermatitis, psoriasis, eccemas, erupciones cutáneas, pelagra (piel rugosa), etc.

Sistema Nervioso/Neurología: Ansiedad, demencia, depresión, desequilibrios psíquicos, insomnio, etc.

OTROS:

• Astenia.
• Debilidad muscular.
• Fatigas.
• Sofocos.

Causas que favorecen su deficiencia:

Estos son algunos de los factores que pueden ser causa de déficit:

• Agua.
• Técnicas de procesamiento de alimentos.
• Abuso de sulfamidas.
• Abuso de estrógenos.
• Abuso de medicamentos para conciliar el sueño.
• Drogas alucinógenas.
• Abuso de alcohol.

Requerimientos:

La ingesta recomendada para niños es de 2-12 mg/día. Para mujeres adultas es de 14 mg/día. Para mujeres embarazadas y lactantes es de 18 mg/día. Para hombres adultos es de 16 mg/día. 

Precauciones y Datos a tener en cuenta:

Es importante tener en cuenta las siguientes situaciones:

1. Debe tomarse con el estómago lleno, de lo contrario pueden aparecer nauseas y espasmos.
2. Puede producir daño hepático a partir de 3 gramos diarios.
3. No debe suministrarse a animales, sobre manera a los perros.
4. No debe consumirse en los casos en que se esté tomando medicación para la hipertensión. Puede provocar una caída súbita de la misma.
5. No debe suministrarse a personas que padezcan úlcera gastroduodenal.
6. No debe suministrarse a personas que padezcan glaucoma.
7. La ingesta continuada de una vitamina del grupo B, como es el caso de la B3 o niacina, puede provocar la deficiencia de otra vitamina del mismo grupo.

Toxicidad:

Los suplementos de niacina siempre deben administrarse bajo prescripción y control médico, ya que su exceso puede provocar severos daños estomacales y hepáticos, como así también enrojecimientos en la piel (ocasionados por la acción de componentes hormonales llamados prostaglandinas que producen dilatación de los vasos sanguíneos). Los signos de intoxicación son:

• Aumento de los niveles de glucemia.
• Arritmias cardíacas.
• Defectos de nacimiento.
• Picores generales.
• Desarrollo de úlceras.
• Enrojecimiento facial.
• Piel seca.
• Piel con erupciones.
• Dispepsia o malas digestiones.
• Fallo hepático fulminante.

NOTA: La hipertensión arterial, la gota y la diabetes pueden agravarse como consecuencia del uso de suplementos de niacina.

Nutrientes sinérgicos:

Las siguientes vitaminas combinan y potencian el efecto de la vitamina B3:

• Vitaminas del grupo B.
• Vitamina C.

Alimentos ricos en vitamina B3:

Estos son algunos de los alimentos más ricos en la Niacina:

Orígen animal: Carnes magras. Hígado. Corazón. Riñón. Carnes blancas. Pollo. Atún. Salmón. Huevos. Leche.

Orígen vegetal: Germen de trigo. Levadura de cerveza. Higos. Aguacate. vegetales de hoja. Brócoli. Tomates. Zanahoria. Patata. Espárragos. Setas. Plátano.

Otros: Arroz. Pan integral. Dátiles. Melocotones. Almendras.  Mantequilla de cacahuete. Café torrefacto. Ciruelas pasas. Nueces. Grano. Productos integrales. Legumbre.

Enfermedades en las cuales su uso puede hacerse aconsejable:

Las situaciones donde la suplementación con niacina resulta necesaria son:

Aparato digestivo: Dispepsia (malas digestiones). Trastornos del aparato digestivo.

Dermatología: Acné. Eccemas. Psoriasis. Pruito.

Estomatología: Aftas.

Sistema circulatorio/Vascular: Trastornos circulatorios en las extremidades, manos y piernas, la niacina relaja los vasos sanguíneos, por lo tanto resulta útil para que la sangre fluya óptimamente.

Sistema Nervioso/Neurología: Ansiedad. Depresión. Estrés. Insomnio.

Trastornos del metabolismo Exceso de colesterol y/o triglicéridos.

Traumatología/Reumatología: Artritis. Reuma. Debilidad muscular. Espondiloartritis anquilosante. Sinovitis tóxica. 

OTROS:

• Alteraciones en las hormonas sexuales.
• Cáncer.
• Cansancio.
• Hemodiálisis y diálisis peritoneal
• Migrañas.
• Síndrome de mala absorción.
• Sofocos.
• Sonidos acúferos: zumbidos en los oídos.
• Trastornos cardiacos.
• Vértigo.
• Vómitos.

Fuente: http://www.rdnattural.es/plantas-y-nutrientes-para-el-organismo/vitaminas/vitamina-b3/

Referencias y Bibliografía:

Chapman M, Assmann G, Fruchart J, Sheperd J, Sirtori C. 2004. Raising high-density lipoprotein cholesterol with reduction of cardiovascular risk: the role of nicotinic acid – a position paper developed by the European Consensus Panel on HDL-C. Cur Med Res Opin., 20(8): 1253-68.  

Northwestern University Nutrition

Hardman, J.G. et al., eds., Goodman and Gilman’s Pharmacological Basis of Therapeutics, 10th ed.

Hazards: Niacin to Pass a Drug Test Can Have Dangerous Results, By Nagourney, E., New York Times, April 17, 2007

Mittal M.K., Florin T., Perrone J., Delgado J.H., Osterhoudt K.C. 2007. Toxicity From the Use of Niacin to Beat Urine Drug Screening. Ann Emerg Med. Apr 4.

Vitamin B3 University of Maryland Medical Center.

Higdon, J. “Niacin”, Micronutrient Information Center, Linus Pauling Institute.

Canner P.L., Berge K.G., Wenger N.K., et al. 1986. Fifteen year mortality in Coronary Drug Project patients: long-term benefit with niacin. J Am Coll Cardiol., 8(6): 1245-1255.

Niacin abuse in the attempt to alter urine drug tests. Pharmacist’s Letter/Prescriber’s Letter 2007;23(6):230606.

NIH Medline Plus: Niacin

Katzung, T. Basic and Clinical Pharmacology, 9th ed. p. 570.

Options for therapeutic intervention: How effective are the different agents? European Heart Journal Supplements, Vol. 8, Suppl. F, pp. F47-F53

Gass, J. D. 1973. Nictonic Acid Maculopathy. Am. J. Opthamology, 76: 500-10.

Obsessive-Compulsive Disorder (kidshealth.org)

All kids have worries and doubts. But kids with obsessive-compulsive disorder (OCD) often can't stop worrying, no matter how much they want to. And those worries frequently compel them to behave in certain ways over and over again.

About OCD

OCD is a type of anxiety disorder. Kids with OCD become preoccupied with whether something could be harmful, dangerous, wrong, or dirty — or with thoughts that bad stuff could happen.

With OCD, upsetting or scary thoughts or images, called obsessions, pop into a person's mind and are hard to shake. Kids with OCD also might worry about things not being "in order" or "just right." They may worry about losing things, sometimes feeling the need to collect these items, even though they may seem useless to other people.

Someone with OCD feels strong urges to do certain things repeatedly — called rituals or compulsions — in order to banish the scary thoughts, ward off something dreaded, or make extra sure that things are safe, clean, or right in some way.

Children may have a difficult time explaining a reason for their rituals and say they do them "just because." But in general, by doing a ritual, someone with OCD is trying to relieve anxiety. They may want to feel absolutely certain that something bad won't happen or to feel "just right."

Think of OCD as an "overactive alarm system." The rise in anxiety or worry is so strong that a child feels like he or she must perform the task or dwell on the thought, over and over again, to the point where it interferes with everyday life.

Most kids with OCD realize that they really don't have to repeat the behaviors over and over again, but the anxiety can be so great that they feel that repetition is "required" to neutralize the uncomfortable feeling. And often the behavior does decrease the anxiety — but only temporarily. In the long run, the rituals may worsen OCD severity and prompt the obsessions to return.

Causes

Doctors and scientists don't know exactly what causes OCD, although recent research has led to a better understanding of it and its potential causes. Experts believe OCD is related to levels of a neurotransmitter called serotonin. Neurotransmitters are chemicals that carry signals in the brain.

When the flow of serotonin is blocked, the brain's "alarm system" overreacts and misinterprets information. These "false alarms" mistakenly trigger danger messages. Instead of the brain filtering out these messages, the mind dwells on them — and the person experiences unrealistic fear and doubt.

Evidence is strong that OCD tends to run in families. Many people with OCD have one or more family members who also have it or other anxiety disorders influenced by the brain's serotonin levels. Because of this, scientists have come to believe that the tendency (or predisposition) for someone to develop a serotonin imbalance that causes OCD can be inherited.

Having the genetic tendency for OCD doesn't mean that someone will develop OCD, but it does mean there's a stronger chance that he or she might. Sometimes an illness or some other stress-causing event may trigger the symptoms of OCD in a person who is genetically prone to develop it.

It's important to understand that the obsessive-compulsive behavior is not something that a child can stop by trying harder. OCD is a disorder, just like any physical disorder such as diabetes or asthma, and is not something kids can control or have caused themselves.

OCD is also not something that parents have caused, although life events (such as starting school or the death of a loved one) might worsen or trigger the onset of OCD in kids who are prone to develop it.

Common OCD Behaviors in Kids

OCD can make daily life difficult for the kids that it affects and their families. The behaviors often take up a great deal of time and energy, making it more difficult to complete tasks, such as homework or chores, or to enjoy life.

In addition to feeling frustrated or guilty for not being able to control their own thoughts or actions, kids with OCD also may suffer from low self-esteem or from shame or embarrassment about what they're thinking or feeling (since they often realize that their fears are unrealistic, or that their rituals are not realistically going to prevent their feared events).

They also may feel pressured because they don't have enough time to do everything. A child might become irritable because he or she feels compelled to stay awake late into the night or miss an activity or outing to complete the compulsive rituals. Kids might have difficulties with attention or concentration because of the intrusive thoughts.

Among kids and teens with OCD, the most common obsessions include:

• fear of dirt or germs
• fear of contamination
• a need for symmetry, order, and precision
• religious obsessions
• preoccupation with body wastes
• lucky and unlucky numbers
• sexual or aggressive thoughts
• fear of illness or harm coming to oneself or relatives
• preoccupation with household items
• intrusive sounds or words

These compulsions are the most common among kids and teens:

• grooming rituals, including hand washing, showering, and teeth brushing
• repeating rituals, including going in and out of doorways, needing to move through spaces in a special way, or rereading, erasing, and rewriting
• checking rituals to make sure that an appliance is off or a door is locked, and repeatedly checking homework
• rituals to undo contact with a "contaminated" person or object
• touching rituals
• rituals to prevent harming self or others
• ordering or arranging objects
• counting rituals
• hoarding and collecting things of no apparent value
• cleaning rituals related to the house or other items

Signs and Symptoms of OCD

Recognizing OCD is often difficult because kids can become adept at hiding the behaviors. It's not uncommon for a child to engage in ritualistic behavior for months, or even years, before parents know about it. Also, a child may not engage in the ritual at school, so parents might think it's just a phase.

When a child with OCD tries to contain these thoughts or behaviors, this creates anxiety. Kids who feel embarrassed or as if they're "going crazy" may try to blend the OCD into the normal daily routine until they can't control it anymore.

It's common for kids to ask a parent to join in the ritualistic behavior: First the child has to do something and then the parent has to do something else. If a child says, "I didn't touch something with germs, did I?" the parent might have to respond, "No, you're OK," and the ritual will begin again for a certain number of times. Initially, the parent might not notice what is happening.

Tantrums, overt signs of worry, and difficult behaviors are common when parents fail to participate in their child's rituals. It is often this behavior, as much as the OCD itself, which brings families into treatment.

Parents can look for the following possible signs of OCD:

• raw, chapped hands from constant washing
• unusually high rate of soap or paper towel usage
• high, unexplained utility bills
• a sudden drop in test grades
• unproductive hours spent doing homework
• holes erased through test papers and homework
• requests for family members to repeat strange phrases or keep answering the same question
• a persistent fear of illness
• a dramatic increase in laundry
• an exceptionally long amount of time spent getting ready for bed
• a continual fear that something terrible will happen to someone
• constant checks of the health of family members
• reluctance to leave the house at the same time as other family members

Diagnosing OCD

OCD is more common than many other childhood disorders or illnesses, but it often remains undiagnosed. Kids might keep the symptoms hidden from their families, friends, and teachers because they're embarrassed.

Even when symptoms are present, a parent or health care provider might not recognize that they are part of a mental health disorder and may attribute them to a child's quirkiness or even bad behavior.

Doctors consider OCD to be a pattern of obsessive thinking and rituals that does one or more of the following:

• takes up more than an hour each day
• causes distress
• interferes with daily activities

OCD in kids is usually diagnosed between the ages of 7 and 12. Since these are the years when kids naturally feel concerned about fitting in with their friends, the discomfort and stress brought on by OCD can make them feel scared, out of control, and alone.

If your child shows signs of OCD, talk to your doctor. In screening for OCD, the doctor or a mental health professional will ask your child about obsessions and compulsions in language that kids will understand, such as:

• Do you have worries, thoughts, images, feelings, or ideas that bother you?
• Do you have to check things over and over again?
• Do you have to wash your hands a lot, more than most kids?
• Do you count to a certain number or do things a certain number of times?
• Do you collect things that others might throw away (like hair or fingernail clippings)?
• Do things have to be "just so"?
• Are there things you have to do before you go to bed?

Because it might be normal for a child who doesn't have OCD to answer yes to any of these questions, the doctor also will ask about how often and how severe the behaviors are, about your family's history of OCD, Tourette syndrome and other motor or vocal tic disorders, or other problems that sometimes occur with OCD. OCD is common in people with Tourette syndrome.

Other disorders that often occur with OCD include other anxiety disorders, depression, disruptive behavior disorders, attention deficit hyperactivity disorder (ADHD), learning disorders, and trichotillomania (compulsive hair pulling). PANS, a rare condition that stands for Pediatric Acute-onset Neuropsychiatric Syndrome, also has been associated with having OCD. 

Treating OCD

The most successful treatments for kids with OCD are behavioral therapy and medication. Behavioral therapy, also known as cognitive-behavioral psychotherapy (CBT), helps kids learn to change thoughts and feelings by first changing behavior.

Behavioral therapy involves gradually exposing kids to their fears, with the agreement that they will not perform rituals, to help them recognize that their anxiety will eventually decrease and that no disastrous outcome will occur. For example, kids who are afraid of dirt might be exposed to something dirty, starting with something mildly bothersome and ending with something that might be really dirty.

For exposure to be successful, it must be combined with response prevention, in which the child's rituals or avoidance behaviors are blocked. For example, a child who fears dirt must not only stay in contact with the dirty object, but also must not be allowed to wash repeatedly.

Some treatment plans involve having the child "bossing back" the OCD, giving it a nasty nickname, and visualizing it as something he or she can control. Over time, the anxiety provoked by dirt and the urge to perform washing rituals gradually disappear. The child also gains confidence that he or she can "fight" OCD.

OCD can sometimes worsen if it's not treated in a consistent, logical, and supportive manner. So it's important to find a therapist who has training and experience in treating OCD.

Just talking about the rituals and fears have not been shown to help OCD, and may actually make it worse by reinforcing the fears and prompting extra rituals. Family support and cooperation also go a long way toward helping a child cope with OCD.

Many kids can do well with behavioral therapy alone while others will need a combination of behavioral therapy and medication. Therapy can help your child and family learn strategies to manage the ebb and flow of OCD symptoms, while medication, such as selective serotonin reuptake inhibitors (SSRIs), often can reduce the impulse to perform rituals.

Helping Kids With OCD

It's important to understand that OCD is never a child's fault. Once a child is in treatment, it's important for parents to participate, to learn more about OCD, and to modify expectations and be supportive.

Kids with OCD get better at different rates, so try to avoid any day-to-day comparisons and recognize and praise any small improvements. Keep in mind that it's the OCD that is causing the problem, not the child. The more that personal criticism can be avoided, the better.

It can be helpful to keep family routines as normal as possible, and for all family members to learn strategies to help the child with OCD. It's also important to not let OCD be the "boss" of the house and regular family activities. Giving in to OCD worries does not make them go away.

Reviewed by: Elana Pearl Ben-Joseph, MD
Date reviewed: May 2012

Source:  http://kidshealth.org/parent/emotions/behavior/OCD.html?tracking=P_RelatedArticle#

Childhood Stress (kidshealth.org)

As providers and caretakers, adults tend to view the world of children as happy and carefree. After all, kids don't have jobs to keep or bills to pay, so what could they possibly have to worry about?

Plenty! Even very young children have worries and feel stress to some degree.

Sources of Stress

Stress is a function of the demands placed on us and our ability to meet them. These demands often come from outside sources, such as family, jobs, friends, or school. But it also can come from within, often related to what we think we should be doing versus what we're actually able to do.

So stress can affect anyone who feels overwhelmed — even kids. In preschoolers, separation from parents can cause anxiety. As kids get older, academic and social pressures (especially from trying to fit in) create stress.

Many kids are too busy to have time to play creatively or relax after school. Kids who complain about all their activities or who refuse to go to them might be overscheduled. Talk with your kids about how they feel about extracurricular activities. If they complain, discuss the pros and cons of stopping one activity. If stopping isn't an option, explore ways to help manage your child's time and responsibilities to lessen the anxiety.

Kids' stress may be intensified by more than just what's happening in their own lives. Do your kids hear you talking about troubles at work, worrying about a relative's illness, or arguing with your spouse about financial matters? Parents should watch how they discuss such issues when their kids are near because children will pick up on their parents' anxieties and start to worry themselves.

World news can cause stress. Kids who see disturbing images on TV or hear talk of natural disasters, war, and terrorism may worry about their own safety and that of the people they love. Talk to your kids about what they see and hear, and monitor what they watch on TV so that you can help them understand what's going on.

Also, be aware of complicating factors, such as an illness, death of a loved one, or a divorce. When these are added to the everyday pressures kids face, the stress is magnified. Even the most amicable divorce can be a difficult experience for kids because their basic security system — their family — is undergoing a tough change. Separated or divorced parents should never put kids in a position of having to choose sides or expose them to negative comments about the other spouse.

Also realize that some things that aren't a big deal to adults can cause significant stress for kids. Let your kids know that you understand they're stressed and don't dismiss their feelings as inappropriate.

Signs and Symptoms

While it's not always easy to recognize when kids are stressed out, short-term behavioral changes — such as mood swings, acting out, changes in sleep patterns, or bedwetting — can be indications. Some kids experience physical effects, including stomachaches and headaches. Others have trouble concentrating or completing schoolwork. Still others become withdrawn or spend a lot of time alone.

Younger children may pick up new habits like thumb sucking, hair twirling, or nose picking; older kids may begin to lie, bully, or defy authority. A child who is stressed may also have nightmares, difficulty leaving you, overreactions to minor problems, and drastic changes in academic performance.

Reducing Stress

How can you help kids cope with stress? Proper rest and good nutrition can boost coping skills, as can good parenting. Make time for your kids each day. Whether they need to talk or just be in the same room with you, make yourself available. Don't try to make them talk, even if you know what they're worried about. Sometimes kids just feel better when you spend time with them on fun activities.

Even as kids get older, quality time is important. It's really hard for some people to come home after work, get down on the floor, and play with their kids or just talk to them about their day — especially if they've had a stressful day themselves. But expressing interest shows that they're important to you.

Help your child cope with stress by talking about what may be causing it. Together, you can come up with a few solutions like cutting back on after-school activities, spending more time talking with parents or teachers, developing an exercise regimen, or keeping a journal.

You can also help by anticipating potentially stressful situations and preparing kids for them. For example, let your son or daughter know ahead of time that a doctor's appointment is coming up and talk about what will happen there. Tailor the information to your child's age — younger kids won't need as much advance preparation or details as older kids or teens.

Remember that some level of stress is normal; let your kids know that it's OK to feel angry, scared, lonely, or anxious and that other people share those feelings. Reassurance is important, so remind them that you're confident that they can handle the situation.

Helping Your Child Cope

When kids can't or won't discuss their stressful issues, try talking about your own. This shows that you're willing to tackle tough topics and are available to talk with when they're ready. If a child shows symptoms that concern you and is unwilling to talk, consult a counselor or other mental health specialist.

Books can help young kids identify with characters in stressful situations and learn how they cope. Check out Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst; Tear Soup by Pat Schweibert, Chuck DeKlyen, and Taylor Bills; and Dinosaurs Divorce by Marc Brown and Laurene Krasny Brown.

Most parents have the skills to deal with their child's stress. The time to seek professional attention is when any change in behavior persists, when stress is causing serious anxiety, or when the behavior is causing significant problems in functioning at school or at home.

If you need help finding resources for your child, consult your doctor or the counselors and teachers at school.

Reviewed by: Jennifer Shroff Pendley, PhD
Date reviewed: August 2011

Source:  http://kidshealth.org/parent/emotions/feelings/stress.html#

Body Image and Self-Esteem (kidshealth.org)

Does any of this sound familiar? "I'm too tall." "I'm too short." "I'm too skinny." "If only I were shorter/taller/had curly hair/straight hair/a smaller nose/longer legs, I'd be happy."

Are you putting yourself down? If so, you're not alone. As a teen, you're going through lots of changes in your body. And, as your body changes, so does your image of yourself. It's not always easy to like every part of your looks, but when you get stuck on the negatives it can really bring down your self-esteem.

Why Are Self-Esteem and Body Image Important?

Self-esteem is all about how much you feel you are worth — and how much you feel other people value you. Self-esteem is important because feeling good about yourself can affect your mental health and how you behave.

People with high self-esteem know themselves well. They're realistic and find friends that like and appreciate them for who they are. People with high self-esteem usually feel more in control of their lives and know their own strengths and weaknesses.

Body image is how you view your physical self — including whether you feel you are attractive and whether others like your looks. For many people, especially people in their early teens, body image can be closely linked to self-esteem.

What Influences a Person's Self-Esteem?

Puberty and Development

Some people struggle with their self-esteem and body image when they begin puberty because it's a time when the body goes through many changes. These changes, combined with wanting to feel accepted by our friends, means it can be tempting to compare ourselves with others. The trouble with that is, not everyone grows or develops at the same time or in the same way.

Media Images and Other Outside Influences

Our tweens and early teens are a time when we become more aware of celebrities and media images — as well as how other kids look and how we fit in. We might start to compare ourselves with other people or media images ("ideals" that are frequently airbrushed). All of this can affect how we feel about ourselves and our bodies even as we grow into our teens.

Families and School

Family life can sometimes influence our body image. Some parents or coaches might be too focused on looking a certain way or "making weight" for a sports team. Family members might struggle with their own body image or criticize their kids' looks ("why do you wear your hair so long?" or "how come you can't wear pants that fit you?"). This can all influence a person's self-esteem, especially if they're sensitive to others peoples' comments.

People also may experience negative comments and hurtful teasing about the way they look from classmates and peers. Although these often come from ignorance, sometimes they can affect body image and self-esteem.

Healthy Self-Esteem

If you have a positive body image, you probably like and accept yourself the way you are, even if you don't fit some media "ideal." This healthy attitude allows you to explore other aspects of growing up, such as developing good friendships, becoming more independent from your parents, and challenging yourself physically and mentally. Developing these parts of yourself can help boost your self-esteem.

A positive, optimistic attitude can help people develop strong self-esteem. For example, if you make a mistake, you might want to say, "Hey, I'm human" instead of "Wow, I'm such a loser" or not blame others when things don't go as expected.

Knowing what makes you happy and how to meet your goals can help you feel capable, strong, and in control of your life. A positive attitude and a healthy lifestyle (such as exercising and eating right) are a great combination for building good self-esteem.

Tips for Improving Body Image

Some people think they need to change how they look to feel good about themselves. But all you need to do is change the way you see your body and how you think about yourself. Here are some tips on doing that:

Recognize that your body is your own, no matter what shape or size it comes in. Try to focus on how strong and healthy your body is and the things it can do, not what's wrong with it or what you feel you want to change about it. If you're worried about your weight or size, check with your doctor to verify that things are OK. But it's no one's business but your own what your body is like — ultimately, you have to be happy with yourself.

Identify which aspects of your appearance you can realistically change and which you can't. Humans, by definition, are imperfect. It's what makes each of us unique and original! Everyone (even the most perfect-seeming celeb) has things that they can't change and need to accept — like their height, for example, or their shoe size. Remind yourself that "real people aren't perfect and perfect people aren't real (they're usually airbrushed!)".

If there are things about yourself that you want to change and can, do this by making goals for yourself. For example, if you want to get fit, make a plan to exercise every day and eat healthy. Then keep track of your progress until you reach your goal. Meeting a challenge you set for yourself is a great way to boost self-esteem!

When you hear negative comments coming from within, tell yourself to stop. Appreciate that each person is more than just how he or she looks on any given day. We're complex and constantly changing. Try to focus on what's unique and interesting about yourself.

Try building your self-esteem by giving yourself three compliments every day. While you're at it, every evening list three things in your day that really gave you pleasure. It can be anything from the way the sun felt on your face, the sound of your favorite band, or the way someone laughed at your jokes. By focusing on the good things you do and the positive aspects of your life, you can change how you feel about yourself.

Some people with physical disabilities or differences may feel they are not seen for their true selves because of their bodies and what they can and can't do. Other people may have such serious body image issues that they need a bit more help. Working with a counselor or therapist can help some people gain perspective and learn to focus on their individual strengths as well as develop healthier thinking.

Where Can I Go if I Need Help?

Sometimes low self-esteem and body image problems are too much to handle alone. A few teens may become depressed, and lose interest in activities or friends. Some go on to develop eating or body image disorders, and can become depressed or use alcohol or drugs to escape feelings of low worth.

If you're feeling this way, it can help to talk to a parent, coach, religious leader, guidance counselor, therapist, or friend. A trusted adult — someone who supports you and doesn't bring you down — can help you put your body image in perspective and give you positive feedback about your body, your skills, and your abilities.

If you can't turn to anyone you know, call a teen crisis hotline (an online search can give you the information for national and local hotlines). The most important thing is to get help if you feel like your body image and self-esteem are affecting your life.

Reviewed by: Michelle J. New, PhD
Date reviewed: March 2012

Source:  http://kidshealth.org/teen/food_fitness/wellbeing/body_image.html#

El tiempo en el aprendizaje (laguia2000.com)

 

El tiempo en el aprendizaje es muy importante en muchos sentidos. Por un lado hay que respetar los tiempos de cada alumno. Tal vez alguno necesite más tiempo que otro para aprehender algún contenido o hacer una tarea. Por eso es importante dar varias fechas para cumplimentarlas. Lo importante es lograr que el alumno aprenda. Si lo hace unos días más tarde no es significativo, pero sí será un fracaso, si el alumno no logra el objetivo por fijar pautas temporales rígidas, y muchas veces esto puede desembocar en deserción del sistema escolar. Por supuesto, con límites, y estímulos para los que las efectúan en tiempo y forma, para aprender el sentido de la responsabilidad.

 

Por otro lado también es importante enseñar a manejar los tiempos. Por ejemplo en un examen es fundamental que el alumno sepa el tiempo del que dispone y programe las respuestas de acuerdo a ello. Si son muchas preguntas y el tiempo es escaso, deberá darse cuenta que debe sintetizar las respuestas para que el tiempo le alcance, o si tiene que estudiar una cantidad considerable de contenidos, y tiene para hacerlo una semana, lo mejor será que lo distribuya en cada día de la semana y no trate de estudiar todo junto a último momento. Planificar el tiempo debe ser parte de los contenidos a enseñar.

Los maestros también deben tomar en cuenta el tiempo para preparar sus clases, pues no pueden dar a sus alumnos tareas que no alcancen a terminar en la hora de clase, si al dar las consignas se dijo que debían concluirlas en ese lapso; ni tampoco que sobre demasiado tiempo, pues cuando los educandos se aburren sobreviene la indisciplina. Programar el tiempo brinda eficacia al aprendizaje, pues lo hace productivo.

Fuente: http://educacion.laguia2000.com/aprendizaje/el-tiempo-en-el-aprendizaje