How We Are Making Our Children Sick

by Sean Manning, DC – ICPA.org:sick

The purpose of the immune system is to allow us to live in harmony with our environment. In fact, most of the trillions of foreign cells present within our body coexist peacefully, and in some cases even contribute to our health and well-being. In spite of this, chronic diseases such as allergies, asthma, and eczema, which were rare several decades ago, have risen exponentially, especially in children, quadrupling during the last two decades.

The number of asthma sufferers in the United States is expected to double by the year 2020, affecting 1 in every 14 people and outnumbering the combined projected populations of New York and New Jersey. A growing number of scientists now believe that the routine measures taken to suppress and prevent infections actually weaken certain responses of a child’s immune system, allowing other less appropriate responses to operate without control. The reduction of childhood diseases has been heralded as one of medicine’s finest accomplishments, yet there are growing suspicions that infection intervention may be having an adverse effect; as childhood infections have decreased, chronic afflictions have increased.

The immune system has two different aspects: the cell-mediated immune system and the humoral immune system. The cell-mediated immune system involves white blood cells and specialized immune cells which “eat” antigens, or foreign particles in the body. This helps drive the antigens out of the body causing symptoms such as skin rashes and the discharge of pus and mucous from the throat and lungs. The cell-mediated response is associated with the beneficial acute inflammatory illnesses of children, and represents the externalization, or driving out of the infection.

The other aspect is called the humoral immune system whereby antibodies—special defense proteins—are produced to recognize and neutralize the antigen. It is a persistent humoral response that is associated with chronic allergic-type diseases.

In order to be healthy, a child must keep a balance between the cell-mediated system and the humoral system, with the cell-mediated system predominating. The cell-mediated response is activated by the natural exposure to bacteria and viruses, in the way children are exposed by interacting with their friends. Through repeated exposure to infectious organisms a child develops a diverse repertoire of immune response patterns. It is the cellmediated response that protects a child from future illness, and develops the type of immune response we commonly associate with life-long immunity. The cell-mediated system suppresses the activity of the humoral system. The more active the cell-mediated activity is, the less active the humoral system is.

However, if the cell-mediated system is not properly stimulated it does not fully develop, leading to an abnormally high production of humoral system antibodies. A humoral system that is continually engaged will overdevelop, creating a hypersensitive environment. When infants are exposed to germs early, their immune systems are pushed to go in an “infection-fighting direction.” Without this push, the immune system’s shift to infection fighting is delayed, and it becomes more likely to overreact to allergens—dust, mold, and other environmental factors that most people can tolerate.

Early life experiences are believed to play a crucial role in the formation and patterning of a child’s immune system. Sensitization begins in utero and the first few months of life are crucial, for once cell-mediated/humoral imbalance occurs it tends to persist until specific measures are taken to shift the immune system back to equilibrium. There are several ways that pattern the reaction of the immune system toward either the cell-mediated response or the humoral response based on their timing and frequency. The important thing for a parent to understand is that their child’s immune system will react based on the way it has been patterned and programmed to react. If your child’s current immune capacity is poor, then it is possible to improve it by making better choices in the future.

Hygiene

There are numerous reports that suggest the excessive cleanliness practiced in modern society may be partly responsible for the increased incidence of allergic diseases. Repeated exposure while young to various types of bacteria and spores found in dirt, dust, and animal dander may actually protect against the development of allergies. A molecule known as an endotoxin naturally occurs in the outer membrane of bacteria. When the bacteria die the endotoxin is released into the environment. Children are exposed to these endotoxins by breathing them in, or by ingesting them when they put their hands or other objects into their mouths. The exposure to bacteria, viruses, and endotoxins is essential for the maturation of the immune system; less exposure leads to imbalanced immune responses.

Children’s early exposure to allergens and infections prime their immune systems to resist them later on. Although children in daycare seem to get sick more often than other children do, this is not necessarily a bad thing. These colds and other infections may be giving their immature immune systems a health workout, resulting in a lower incidence of asthma. Children with the highest degree of personal hygiene are the most likely to develop eczema and wheezing between the ages of two and a half and three and a half years. In 2000, a study of 61 infants between the ages of 9–24 months found that the more house dust an infant was exposed to, the less likely that they would suffer allergies.

Antibiotics

Antibiotics given in the first year of life quadruple a child’s risk of developing asthma. Children given antibiotics after age one year are still one and a half times more likely to develop asthma than children not given antibiotics. What is particularly concerning is that every course of antibiotic treatments a child increases the occurrence of allergies and that treatment with broad spectrum antibiotics, such as streptomycin, tetracycline, and Cipro®, appear to be more likely to be associated with allergy development than is ordinary penicillin.

Antibiotics enhance allergic reactions by sidestepping the normal immune system response. Whenever the immune system successfully deals with an infection it emerges from the experience stronger and better able to confront similar threats in the future. Through the process of developing and then conquering infection, the child gets rid of acquired toxins and poisons from the body and receives a boost to the immune system. If you always jump in with antibiotics at the first sign of infection you do not give the immune system a chance to grow stronger.

Antibiotics also act nonspecifically, killing infectious bacteria as well as upsetting the normal gut flora. Substances that are introduced through the mouth are normally ignored by the humoral system. But, in order for this to occur, the normal bacteria in the intestines need to be present. Alterations in the normal intestinal bacteria levels, especially in infancy, allow food proteins and other particles to pass into the blood stream before they are broken down, where the body identifies them as a threat, contributing to a persistent humoral response and the development of allergic diseases.

Vaccination

Most childhood infections are caused by viruses, and thus do not respond to antibiotics, hence the development of our current vaccine program. Infections contracted naturally are ordinarily filtered through a series of immune system defenses. Naturally-contracted viral diseases stimulate a cell-mediated response, and it appears that because of this, early viral infections are protective against allergic diseases. When a vaccine is injected directly into the blood stream, it gains access to all of the major tissues and organs of the body without the body’s normal advantage of a total immune response. This results in only partial immunity, consequently the need for “booster” shots. Vaccines stimulate a humoral response so their contents are never discharged from the body, the way they would be if the disease were naturally contracted, leaving the body in a chronic state of sensitization. In a study of 448 children, 243 had been vaccinated against whooping cough. Of these, 10% had asthma compared to less than 2% of the 205 children in the non-vaccinated group, suggesting that the pertussis vaccination can increase the risk of developing asthma by more than five times.

Dietary Fat Consumption

Chicken nuggets, potato chips, and other fried foods, while convenient for parents, are relegating their children’s immune systems to behave badly. Another factor that has been identified as a contributor to the rise in allergic diseases is the increased consumption of omega-6 fatty acids and the decreased consumption of omega-3 fatty acids. It has been known for many years that individuals with allergic conditions have disproportionately high levels of omega- 6 fatty acids in their blood. Omega-6 fatty acids actually suppress the immune system and promote inflammation, and allergic responses are, by their very nature, inflammatory. Sources of omega-6 fatty acids are corn, cotton, soybean, peanut, safflower, and sunflower. Omega-6 fatty acids are also present in most animal products.

Inversely, omega-3 fatty acids are known to enhance immunity, reduce inflammation, and protect the nervous system. Dietary omega-3 fatty acids have well documented immunological effects. Sources are flax, hemp, walnut, and cold water fatty fish, especially salmon. It is important to note though that the plant sources of omega-3 fatty acids are inadequate for infants and thus offer minimal benefit early in life. One study showed that children who regularly consumed oily fish were 74% less likely to develop asthma. Other studies show that fish oil supplementation is associated with improved asthma symptoms and reduced medication usage. The immune benefits of omega-3 fatty acids are likely greater during the critical stages of early immune development before the allergic responses are established, so it is recommended that women monitor their fatty acid intake during pregnancy and continue to do while nursing. Once the child is old enough there are omega-3 products designed specifically for children.

Subluxation

The focus of science has shifted from separate entities of the immune system and nervous system to an interactive immunology model. It is now understood that there is an intimate connection between the nervous system and the immune system, and that neurotransmitters can influence the activities of the immune system. In fact, nerve fibers physically link the nervous system and the immune system and there is a constant traffic of information that goes back and forth between the brain and the immune system.

The sympathetic division of the nervous system is the part of the nervous system that reacts to stress. It is the “fight or flight” control center. The sympathetic division of the nervous system also regulates all aspects of immune function, and abnormal activity of the sympathetic nervous system contributes to the cause of conditions where a selection of humoral versus the cell-mediated response plays a role, including allergic reactions.

Spinal movement influences the sympathetic nervous system. Changes to the relative position or movement in the spine interfere with the sympathetic nervous system causing the release of stress hormones and altering immune cell function. The result is suppression of the cell-mediated immune response, and in its absence an increase of the humoral response.

Early stress and trauma is believed to play a profound role in the development of spinal dysfunction, or subluxation, causing immune imbalance. In his research, Gottfried Guttman M.D., found that spinal injury was present in more than 80% of the infants he examined shortly after birth, causing interference in sympathetic function. Tissue injury to the spine and surrounding soft tissue results in scar tissue deposition in the muscles, tendons, ligaments, and joints. This leads to decreased motion in the joints and surrounding tissues. Neurologic changes accompany the spinal insult. This leads to chemical changes and a general shift in the body to the stress response or the “fight or flight” response. Subluxation in the infant and child has been associated with stress experienced at birth, particularly as the result of interventions, and early falls or other traumas.

Restoring proper function to the spine through chiropractic adjustments removes the interference in the nervous system shifting the body away from the sympathetic “alarm” response allowing the immune system to regain equilibrium and reducing hypersensitive reactions. In one study, 81 children under chiropractic care took part in a self-reported asthma impairment study. The children were assessed before and two months after chiropractic care using an asthma impairment questionnaire. Significantly lower impairment rating scores (improvement) was reported for 90.1% of subjects 60 days after chiropractic care in comparison to their pre-chiropractic scores. In addition, 30.9% of the children decreased their dosage of medication by an average of 66.5% while under chiropractic care. Twenty-four of the patients who reported asthma attacks 30-days prior to the study had significantly decreased attacks by an average of 44.9%.

Our children are born with an immune system that is capable of operating against anything that threatens it. Our role as parents should be to support the natural responses of their body in every way that we can; in some cases, that means giving the body a chance to overcome an infection on its own with out antibiotics. In another case, it means providing the proper nutrients to restore inner balance. Most importantly, it means realizing that when a child’s nervous system has interference, the body still knows what it is supposed to do, but is simply unable to do it. Let’s start by removing the interference from the body and then getting out of its way—appreciating that the fever and congestion and vomiting are all part of the miracle that is our child’s immune system working properly, not a sign that their body is failing. The less we focus on the eradication of germs and the more emphasis we place on creating a strong, balanced body, free of subluxation, the better off our children will be.

Article originally posted at ICPA.org.

Playing to Develop Healthy Minds and Bodies

by Kimberly Allen, DC, DACCP – ICPA.org:playing

Having fun with your child is important, but good play routines can last a lifetime.

It is a parent’s responsibility to stimulate their child’s developing nervous system with every motion and activity. These motions are helpful in developing neurological pathways. Parents also need to remember that although “educational” video games have been developed for babies up to young adults, they do not stimulate the same neural pathways in the brain as active play activities. Play activities should include stimulation of all five senses (sight, touch, sound, smell, and taste). The following are some different play activities you can use to incorporate neurological development techniques into your child’s daily routine.

Visual (sight): Tossing beanbags, blowing bubbles, taking photos with a camera, dancing with scarves or movement with different colored scarves for the infant, using both hands to draw shapes and letters or to hold objects, and tracing letters or numbers on a person’s back and having them traced upon own back.

Tactile (touch): Different textures (smooth, rough, uneven), splashing water in a bathtub, building blocks, examining natural objects such as feathers and pinecones, petting and feeding animals, eating snacks with different textures, hugging, and manipulating small objects such as Legos, puzzles, and lacing beads.

Auditory (sound): Dancing or moving to music, humming, musical chairs, beating rhythm on instruments, singing sounds where words need to be added (“Old McDonald had a …” Or “B-I-N-G-O”), and jumping rope while chanting or singing.

Smells and Tastes: Introduce the child to different smells and tastes and look for appropriate reaction. For example, a sour face in response to a sour taste. Have the child name different smells such as coffee, fruits, and perfumes.

Vestibular (equilibrium/balance): Spinning in circles, balancing on a teeter-totter, jumping on a bed, climbing on jungle gyms, sliding down a slide, walking on uneven surfaces (sand, grass), crawling through small spaces, allowing child to reach with right hand across the body to any object on the left and vice versa, and also tummy time for infants.

Proprioceptive (sense stimuli): Pushing and pulling toys or wagon; tumbling to the ground; pillow fights; playing catch with a ball; kneading dough; getting in or out of seatbelts, jackets, boots, shoes, and socks; playing horsy; stretching up to the sky; obstacle courses; and pouring water or sand from one container to the next.

These activities are excellent sources of play techniques that will stimulate the development of your child’s neural pathways. Please remember that even though play is important, safety is more important. Some activities may cause injuries similar to that of Shaken Baby Syndrome.

Shaken Baby Syndrome was originally referred to as a “whiplash” injury. Shaken Baby Syndrome occurs when a child is shaken violently in a to-andfro fashion. Such violence can cause hematomas (bruising) in the area between the skull and the brain, retinal hemorrhaging (bleeding in the eyes), and, less commonly, fractures to the skull.

Though most people feel that Shaken Baby Syndrome occurs only as an act of violence, it can also occur during play activities that were never meant to harm. These activities include:

• Repeated and vigorous tossing of a child into the air. This allows a “whipping” motion of the head and neck.
• Jogging with infant on back or shoulders. Just because the infant is in a carrying restraint does not mean that head is supported in a neutral position.
• Bouncing the child on knee or swaying the leg back and forth, creating a to-and-fro motion and a “whipping” motion of the head and neck.
• Swinging child around by ankles. The child will attempt to move head against force of motion. This can cause “whipping” of the head and neck.
• Spinning child around in circles. The child’s head will feel very heavy and will often fall backwards, causing the “whipping” motion.

Signs and/or symptoms of brain stem swelling (e.g. Shaken Baby Syndrome) include: constant crying, stiffness, inability to wake up or sleeping more than usual, and vomiting. If you see any of these symptoms in your infant or child after any play or injury, take them to their doctor immediately. Please use caution at all times in order to best protect your infant or child from such injuries.

Just remember, having fun is important, but good play routines can last a lifetime.

Article originally posted at Joe WithrowPosted on Categories WellnessTags , , , Leave a comment on Playing to Develop Healthy Minds and Bodies

Movement and Infants

by Rae Pica – ICPA.org:movement

Besides the fact that they were built to do so, there are a great many reasons why infants need to move. The truth is, even though their movement capabilities are extremely limited when compared with even those of a toddler, movement experiences may be more important for infants than for children of any other age group. And it’s not all about motor development either.

Thanks to new insights in brain research, we now know that early movement experiences are considered essential to the neural stimulation (the “use-itor- lose-it” principle involved in the keeping or pruning of brain cells) needed for healthy brain development.

Not long ago, neuroscientists believed that the structure of a human brain was genetically determined at birth. They now realize that although the main “circuits” are “prewired” (for such functions as breathing and the heartbeat), the experiences that fill each child’s days are what actually determine the brain’s ultimate design and the nature and extent of that child’s adult capabilities.

An infant’s brain, it turns out, is chock-full of brain cells (neurons) at birth. (In fact, a one-pound fetus already has 100 billion of them!) Over time, each of these brain cells can form as many as 15,000 connections (synapses) with other brain cells. And it is during the first three years of life that most of these connections are made. Synapses not used often enough are eliminated. On the other hand, those synapses that have been activated by repeated early experiences tend to become permanent. And it appears that physical activity and play during early childhood have a vital role in the sensory and physiological stimulation that results in more synapses.

Neurophysiologist Carla Hannaford, in her excellent book, Smart Moves: Why Learning Is Not All in Your Head, states: “Physical movement, from earliest infancy and throughout our lives, plays an important role in the creation of nerve cell networks which are actually the essence of learning.”

She then goes on to relate how movement, because it activates the neural wiring throughout the body, makes the entire body—not just the brain—the instrument of learning.

Gross and fine motor skills are learned through repetition as well—both by virtue of being practiced and because repetition lays down patterns in the brain. Although it hasn’t been clearly determined that such early movements as kicking, waving the arms, and rocking on hands and knees are “practice” for later, more advanced motor skills, it’s believed that they are indeed part of a process of neurological maturation needed for the control of motor skills. In other words, these spontaneous actions prepare the child—physically and neurologically—to later perform more complex, voluntary actions.

Then, once the child is performing voluntary actions (for example, rolling over, creeping, and walking), the circle completes itself, as these skills provide both glucose (the brain’s primary source of energy) and blood flow (“food”) to the brain, in all likelihood increasing neuronal connections.

According to Rebecca Anne Bailey and Elsie Carter Burton, authors of The Dynamic Self: Activities to Enhance Infant Development, whenever babies move any part of their bodies, there exists the potential for two different kinds of learning to occur: learning to move and moving to learn.

Still, recent evidence indicates that infants are spending upward of 60 waking hours a week in things— high chairs, carriers, car seats, and the like! The reasons for this trend are varied. Part of the problem is that more and more infants are being placed in childcare centers, where there may not be enough space to let babies roam the floor. Or, given the number of infants enrolled, there may be little opportunity for caregivers to spend one-on-one time with each baby. This means, in the morning, an infant is typically fed, dressed, and then carried to the automobile, where she’s placed in a car seat. She’s then carried into the childcare center, where she may spend much of her time in a crib or playpen. At the end of the day, she’s picked up, placed again into the car seat, and carried back into the house, where she’s fed, bathed, and put to bed.

Even when parents are home with baby, they seem to be busier than ever these days. Who has time to get on the floor and creep around with a child? Besides, with today’s emphasis on being productive, playing with a baby would seem almost a guilty pleasure! And if the baby seems happy and safe in a seat placed conveniently in front of the TV, in a bouncer hung in a doorway, or cruising about in a walker, then what’s the harm? It’s a win/win situation, isn’t it?

In fact, it isn’t. Being confined (as one colleague says: “containerized”) affects a baby’s personality; they need to be held. It may also have serious consequences for the child’s motor—and cognitive— development.

Other trends in today’s society having an impact on infants’ opportunities to move are the inclination to restrict, rather than encourage, freedom of movement and the misguided belief that early academic instruction will result in superbabies. (In 1999, 770,000 copies of infant software— “lapware”—were sold!)

Humans are meant to move and play. The inclination—the need—is hardwired into them. Babies, in fact, spend nearly half of their waking time—40%—doing things like kicking, bouncing, and waving their arms. And while it may appear all this activity is just for the sake of moving, it’s important to realize a baby is never “just moving” or “just playing.” Every action extends the child’s development in some way.

Article originally posted at Joe WithrowPosted on Categories WellnessTags , , , , , Leave a comment on Movement and Infants

Let the Children Be Children

by Rae Pica – ICPA:children free play

The stories I hear from parents never cease to amaze me. Like the one from the mom who was feeling pressured to enroll her two-and-a-half-year-old in the local soccer program—the local, competitive soccer program!

“Our town,” she said, “is very much into pushing children to compete and succeed. And I know other parents are looking at me as though I’m failing my child, but I’m not going to give in to the pressure.
I’m not enrolling her in all these programs at age two.”

Good for her! Whether it’s a fear that their children won’t get into the college of their choice, will never find their passions, or will become lazy and unmotivated if they aren’t constantly engaged in organized activities, too many of today’s parents are responsible for their children being overscheduled with no time just to be.

What happens when a child’s time is scheduled and programmed—directed by someone else—from morning ‘til night, day after day? One mother wrote to me, “If the parents work a full day and the children are in a traditional school, the child goes to care before school at around 7:30 AM, then goes to school, then goes to after-school care until around 5:30 PM. Then they have two hours of homework. If you add in one sport per season, they have two hours of practice or games once or twice a week. So the child’s ‘workday’ is more than twelve hours!”

In addition to the stress it causes, an over-scheduled, over-programmed life at an early age assures the child will never be able to entertain herself; she will never be able to live inside her own head; she will not be able to deal with solitude or quiet time. She may not get much of it as an adult, but for her sake I hope there will be some. And when there is, it would be awfully sad if she felt panicked at the idea of having to keep herself amused and therefore felt she absolutely had to be in the company of others.

If parents want their children to grow up to be resourceful, they have to make sure their kids start practicing now. That means they have to ensure their children have plenty of unstructured time, preferably in big, uninterrupted chunks of time.

Rebecca Isbell, early childhood educator and author, says that the chunks of time children need for uninterrupted play will vary according to their level of development. Toddlers, she maintains, require a minimum of 30 minutes to remain in play activities that interest them. Preschoolers need 45 to 60 minutes. And early elementary children who are focused on their play may need an hour or more to bring their work to a conclusion.

Here are some questions excerpted from my book,

A Running Start:

• If children begin living like adults in childhood, what will they have to look forward to?
• How can we ensure our children won’t be burned out from all the pushing and pressure before they’ve even reached puberty?
• If we’ve caused them to miss the magic of childhood, what will kids later draw upon to cope with the trials and tribulations of adulthood?
• What will become of the childlike nature adults call on when they need reminding of the delight found in simple things—when they need to bring out the playfulness that makes life worth living?
• What joy will our children find as adults if striving to “succeed” becomes life’s sole purpose?

Let’s rethink the values of unstructured, creative playtime compared with the all-too-common, scheduled and over-structured activities we have been led to believe are so beneficial.

Article originally posted at ICPA.org.