Chronic Stress

A perceived challenge can activate the mind/body system, resulting in increased alertness and stronger action, but chronic activation of this response leads to abnormal responses to stress characterized by 1) the inability of the body to return to baseline levels of catecholamines and cortisol, and 2) the inability of the body to activate the biochemical changes associated with a perceived challenge. When either of these response patterns develops due to continual activation of the stress response, then stress becomes debilitating.

Stress and Cortisol -- long lasting effects

Original source: A perceived challenge can activate the mind/body system, resulting in increased alertness and stronger action, but chronic activation of this response leads to abnormal responses to stress characterized by 1) the inability of the body to return to baseline levels of catecholamines and cortisol, and 2) the inability of the body to activate the biochemical changes associated with a perceived challenge. When either of these response patterns develops due to continual activation of the stress response, then stress becomes debilitating.

Stress and Immuned

Low Cortisol, not high, after stress in childhood?

Development and Psychopathology (2001), 13: 515-538 Cambridge University Press doi:10.1017/S0954579401003066 Low cortisol and a flattening of expected daytime rhythm: Potential indices of risk in human development MEGAN R. GUNNAR a1 c1 and DELIA M. VAZQUEZ a2 a1 University of Minnesota a2 University of Michigan Abstract Since the work of Hans Selye, stress has been associated with increased activity of the limbic–hypothalamic– pituitary–adrenocortical (LHPA) axis. Recently, a number of studies in adults have shown that this neuroendocrine axis may be hyporesponsive in a number of stress-related states. Termed hypocortisolism, the paradoxical suppression of the LHPA axis under conditions of trauma and prolonged stress presently challenges basic concepts in stress research. Adverse conditions that produce elevated cortisol levels early in life are hypothesized to contribute to the development of hypocortisolism in adulthood. However, as reviewed in this paper, hypocortisolism also may be a common phenomenon early in human childhood. Although preliminary at this point, the ubiquity of these findings is striking. We argue that developmental studies are needed that help explicate the origins of low cortisol and to determine whether the development of hypocortisolism is, in fact, preceded by periods of frequent or chronic activation of the LHPA axis. We also argue that developmental researchers who incorporate measures of salivary cortisol into their studies of at-risk populations need to be aware of the hypocortisolism phenomenon. Lower than expected cortisol values should not necessarily be relegated to the file drawer because they contradict the central dogma that stress must be associated with elevations in cortisol. Lastly, we note that evidence of low cortisol under adverse early life conditions in humans adds to the importance of understanding the implications of hypocortisolism for health and development.

Bad brain chemistry triggers violence

Behavior - vitamin and nutrient therapy Acts of violence in the workplace or schools often are not as random as they appear to outsiders. Parents of violent children have been telling doctors and educators for years that their kids were born with unique, disruptive, angry, defiant personalities. William J. Walsh, a senior scientist at Health Research Institute and Pfeifer Treatment Center, Naperville, Ill., backs them after 25 years of research. A study of 24 pairs of brothers, one average and one violent, was conducted by Walsh. The results, replicated in three blind, controlled experiments, showed two distinctive patterns in the brain chemistry of violent individuals not found in their siblings. The first included an elevated copper/zinc ratio; depressed sodium, potassium, and manganese; and abnormal calcium, magnesium, and blood histamines. The other revealed very depressed copper; very elevated sodium and potassium; elevated blood histamines, kryptopyrroles, lead cadmium, iron, calcium, and magnesium; and depressed zinc and manganese. How did this translate to behavior? Those having Type 1 levels exhibited Jekyll-Hyde behavior with episodic violence, poor stress control, and genuine remorse, often accompanied by acne, allergies, and academic underachievement. Type 2s were assaultive without remorse; pathological liars who had a fascination with fire; cruel to people and animals; and often had sleep disorders. The researchers later identified two additional distinctive, less-violent behavior types: nonassaultive delinquents who were impulsive, irritable, underweight underachievers in school, and nonassaultive individuals who had sugar craving, drowsiness, and depression. "The brain is a chemical factory that produces neurotransmitters such as serotonin, dopamine, norepinephrine, and other brain chemicals 24 hours a day. The only raw materials for these syntheses are nutrients: amino acids, vitamins, minerals, etc.," Walsh notes. "Most neurotransmitter imbalances appear genetic in nature and involve abnormal metabolism, absorption, and/or storage of food nutrients by the body. However, an individual's biochemistry may change at any time after birth as a result of food allergies, puberty, aging, stress, or trauma. The Pfeiffer Center's treatment consists of nutrient therapy--utilizing vitamins and minerals along with dietary adjustments--to correct brain chemistry imbalances. "Nutrient therapy can be very potent and, unlike most psychiatric medications, does not involve side effects since no molecules foreign to the body are used," he explains. Some violent offenders are psychiatric patients who have stopped taking medications due to the debilitating side effects. Pfeiffer doctors keep patients on prescription medications while balancing brain chemistry. In some cases, they work with the patient's physician in the effort to eliminate or gradually reduce medications and minimize side effects. COPYRIGHT 2002 Society for the Advancement of Education COPYRIGHT 2002 Gale Group