Audio portion from “AirTalk” interview

Researchers at Princeton University recently made a remarkable discovery about the brains of rats that exercise. Some of their neurons respond differently to stress than the neurons of slothful rats. Scientists have known for some time that exercise stimulates the creation of new brain cells (neurons) but not how, precisely, these neurons might be functionally different from other brain cells.

In the experiment, preliminary results of which were presented last month at the annual meeting of the Society for Neuroscience in Chicago, scientists allowed one group of rats to run. Another set of rodents was not allowed to exercise. Then all of the rats swam in cold water, which they don’t like to do. Afterward, the scientists examined the animals’ brains. They found that the stress of the swimming activated neurons in all of the ’ brains. (The researchers could tell which neurons were activated because the cells expressed specific genes in response to the stress.) But the youngest brain cells in the running rats, the cells that the scientists assumed were created by running, were less likely to express the genes. They generally remained quiet. The “cells born from running,” the researchers concluded, appeared to have been “specifically buffered from exposure to a stressful experience.” The rats had created, through running, a brain that seemed biochemically, molecularly, calm.

For years, both in popular imagination and in scientific circles, it has been a given that exercise enhances mood. But how exercise, a physiological activity, might directly affect mood and anxiety — psychological states — was unclear. Now, thanks in no small part to improved research techniques and a growing understanding of the biochemistry and the genetics of thought itself, scientists are beginning to tease out how exercise remodels the brain, making it more resistant to stress. In work undertaken at the University of Colorado, Boulder, for instance, scientists have examined the role of serotonin, a neurotransmitter often considered to be the “happy” brain chemical. That simplistic view of serotonin has been undermined by other researchers, and the University of Colorado work further dilutes the idea. In those experiments, rats taught to feel helpless and anxious, by being exposed to a laboratory stressor, showed increased serotonin activity in their brains. But rats that had run for several weeks before being stressed showed less serotonin activity and were less anxious and helpless despite the stress.

Other researchers have looked at how exercise alters the activity of dopamine, another neurotransmitter in the brain, while still others have concentrated on the antioxidant powers of moderate exercise. Anxiety in rodents and people has been linked with excessive oxidative stress, which can lead to cell death, including in the brain. Moderate exercise, though, appears to dampen the effects of oxidative stress. In an experiment reported at the Society for Neuroscience meeting, rats whose oxidative-stress levels had been artificially increased with injections of certain chemicals were extremely anxious when faced with unfamiliar terrain during laboratory testing. But rats that had exercised, even if they had received the oxidizing chemical, were relatively nonchalant under stress. When placed in the unfamiliar space, they didn’t run for dark corners and hide, like the unexercised rats. They insouciantly explored.

The stress-reducing changes wrought by exercise on the brain don’t happen overnight, however, as virtually every researcher agrees. In the University of Colorado experiments, for instance, rats that ran for only three weeks did not show much reduction in stress-induced anxiety, but those that ran for at least six weeks did. “Something happened between three and six weeks,” says Benjamin Greenwood, a research associate in the Department of Integrative Physiology at the University of Colorado, who helped conduct the experiments. Dr. Greenwood added that it was “not clear how that translates” into an exercise prescription for humans. We may require more weeks of working out, or maybe less. And no one has yet studied how intense the exercise needs to be. But the lesson, Dr. Greenwood says, is “don’t quit.” Keep running or cycling or swimming. (Animal experiments have focused exclusively on aerobic, endurance-type activities.) You may not feel a magical reduction of stress after your first jog, if you haven’t been exercising. But the molecular biochemical changes will begin, Dr. Greenwood says. And eventually, he says, they become “profound.”

–Gretchen Reynolds  NYTimes 11/18/09

We are a culture based in ideas of self-improvement (learn more, work harder, make more money etc.).  Eating disorders fit nicely into the self-improvement metaphor. Losing weight or controlling one’s weight often leads to feelings of being “in control”, strength, accomplishment, productivity, power, being admired, driven, exceptional and accepted. We can therefore see why eating disorders catch so many individuals and why the diet industry is so successful. Dieting and the control over body size initially generate feelings of self-confidence and positive feedback from others. Of course, eating disorders end up taking away all the things they promise and instead often lead to a loss of close relationships, low self esteem, low self worth, depression, anxiety, and a host of serious health issues.

How can you identify someone in your family that might have an eating disorder?

The following list is not meant to be inclusive, however these may be signs that further conversations might need to occur.

• Has your child eliminated certain foods from their usual meal plan?
• Does your child talk about needing to be on a diet?
• Has your child suddenly become vegetarian?
• Is your child making excuses around meal times?
• Has your child become more isolated, less willing to attend family functions or visit with friends?
• Does your child make excessive comments about his/her body, such as, “I’m fat, I hate my legs, stomach, arms” “I need to lose weight.” “ I would have more friends if I lost weight.” “I can’t go out because I’m too fat.”
• Has your child changed how they dress, like suddenly wearing baggy clothes?
• Is your child exercising more than usual?
• Has your child become very “black and white” in their thinking?
• Is he or she uncomfortable with rest or relaxation, feeling he/she must be “productive” at all times?
• Is he or she easily angered or more anxious than usual?
• Have you discovered large quantities of food disappearing overnight?
• Does your child put enormous pressure on him or herself to be the best in all areas of her/his life (sports, academics, performing arts, relationships etc.)?

As a parent what can you do?

If your child is showing signs of an eating disorder:

• Try to avoid unnecessary power struggles around food. This often leads to feelings of inadequacy, which will lead right back using food to feel better.

• Try to remember that there is a reason your child is responding to their internal feelings with food or control of their body.

• Try not to blame, shame or place guilt on your child regarding her/his behaviors.

• Ask questions that open up space for your child to tell you how they are feeling. For example, if you see them struggling with food you might ask: “Is there anything I can do to help?” “What’s going on?” Instead of just focusing on the food.

• Help your child to identify values and qualities that matter to them outside of appearance, body or weight. Such as, being a good friend, good listener, caring, loving, adventurous, helpful, insightful, balanced etc. Find out what they care about. What are their purposes, hopes, and dreams?

• Avoid giving simple solutions. For example, “Just eat it”.

To help your child stand up to unattainable cultural standards of body and beauty:

• Avoid making food or thinness a moral issue, even for yourself. Avoid statements like “I was bad today because I ate a cookie.” “ I’m lazy because I didn’t exercise today.” “ I was so good today because I only ate healthy foods.” Remember: Food does not have a moral value.

• Help your child become a critical viewer of media. Explore with curiosity the messages that you are both exposed to and how they make you feel. For example, after your child just watched “Top Model” on TV, you might ask, “Do you find you are comparing yourself to those girls on TV? What does that feel like? “

• Dispel the myth that a certain body/weight or look will automatically lead to happiness or fulfillment.

• Remember that children have big ears. Choose to talk about your own appearance and your body in ways that are respectful. Avoid comments like “I can’t wear that with my thighs”

• Let your child see you choose to value yourself based upon your values, qualities and character, not your appearance.

• Don’t make comments about other people’s bodies, good or bad

Remember, although your child has to contend with a whole dieting culture, you can help your child value themselves for more than just their body. She /he sees what you do and what you find important at home everyday. But you are also subjected to the unattainable standards of our culture and if you understandably have trouble valuing yourself for more than your body or appearance, talk to a professional about it. In turn, as you change your attitude toward yourself, that will be a gift for your child.

Eating Disorders are complex problems that occur on a continuum, from obsessive dieting to severe restriction of food and feelings, binging, purging and over exercising. If you believe your child is headed toward dangerous territory, we encourage you to seek consultation from a trained eating disorder mental health professional.

Beverly Teller LMFT (818) 754-8252

Michelle Berg, LMFT (310) 433-0493

Dr. Eliezer Jones, phd