Black Dog Syndrome Even For Black Labrador Retrievers

Regardless of what kind of dog you are looking for you may want to consider a lab mix puppy. The only type of dog that really does not work for a lab mix puppy are dogs from the toy category. In general these dogs are desirable because of their small size, but when you mix them with a Labrador they will no longer retain that tiny size. However, just about every other class of dog will work in for a lab mix puppy.

Black Dog Omen

Black dog syndrome is used by people who work or volunteer in animal shelters. For some reason, all black dogs, even purebred black Labrador Retrievers are almost always passed over in favor of other colored dogs. Any other color dog does better – even if they are the same breed. This also happens to black Labrador Retrievers, especially in shelters. A golden, yellow, white or chocolate Labrador Retriever will almost always be picked over black Labrador Retrievers.


Although we claim to not believe in superstitions, our subconscious proves we do. Quite often, we pass over anything black because of the negative bias towards the color black. The only things that seem to escape this bias are diamonds and horses. However, there are a lot of myths, legends and stories about black dogs being somehow bad. One of these is that vampires can change into black wolves – or black dogs (even black Labrador Retrievers).

Probably the most famous bad black dog was the Hound of the Baskervilles, which went after the legendary Sherlock Holmes. Many scholars and psychologists think the reason why the Hound of the Baskervilles is so famous is because a large black dog fits our subconscious idea of what an evil creature looks like, even a dog with floppy ears like a black Labrador Retriever.

Hecate And Paganism

In some pre-Christian pagan religions, black dogs were seen as sacred. One of the most powerful and respected Goddesses (still worshipped by modern day Pagans) is Hecate (or Hekate), known as the Goddess of Witches. One of her symbols was the black dog. It was said that She could appear to people in the form of either a black snake, a black mare or a black dog.

Whenever Christianity overtook paganism, anything associated with the old Deities was immediately demonized. This is probably what happened to all black dogs, even in this modern day and age, causing the black dog syndrome seen today in pet rescues and animal shelters.

A Good Dog Is Never A Bad Color

If you are considering adopting a dog (and good for you), then please be sure to take a second look at all of the black dogs in the shelter. Perhaps they will look ordinary, but that’s only on the outside. If you specifically want to adopt a Labrador Retriever, be sure to tell the breed rescue or animal shelter that you would accept a black Labrador Retriever. You will certainly gain not only the shelter worker’s respect, but the friend of a lifetime.

Ola Norrman the author of black-dog-syndrome-even-for black-labrador-retrievers has in his site the mission to tell you all about Labrador Retrievers and the black color of the dog as a bad omen. Read about the interesting History of black magic and omens. Read about the Black Dog Syndrome Even For Black Labrador Retrievers.

Chiropractic Treatment of Carpal Tunnel Syndrome

Copyright (c) 2014 LifeWorks Integrative health

What is Carpal Tunnel Syndrome (CTS)?

Carpal tunnel syndrome is an injury that is the result of a pinched nerve in the wrist. This can lead to pain and numbness in the index and middle fingers as well as weakness in the thumb. Carpal tunnel receives its name from the eight bones located in the wrist, which are known as carpals. These 8 carpals form a “tunnel” through which the nerves to leading to your hand extend.

Symptoms of Carpal Tunnel Syndrome:

Loss of strength in the palm of your hand and thumb.
A pain shooting from the hand up the arm (this pain can extend as far as the shoulder).
Feeling of uselessness in the fingers.
Pain and tingling in the hands at night, which can frequently lead to sleepless nights.
A feeling that your fingers are swollen even if there is little to no swelling that actually occurs.
Daytime tingling that makes it difficult to squeeze objects.

What Causes Carpal Tunnel Syndrome?

The carpal tunnel contains tendons (bundles of collagen fibers that attach your muscles to your bones) that control the movements of your fingers. Tasks that require highly repetitive and forceful movements of the wrist can result in swelling around these tendons, which can lead to a pinched nerve. Carpal tunnel syndrome is a common overuse injury, but can also be the result of pregnancy, trauma and certain diseases.

Who’s Most at Risk for Developing Carpal Tunnel Syndrome?

Individuals who spend a lot of time using a computer keyboard or those who work with small hand tools are most likely to develop carpal tunnel syndrome. Women are two-five times more likely than men to experience carpal tunnel syndrome; If you are between the ages of 30 and 60 you are most likely to develop carpal tunnel syndrome.

Chiropractic Treatment of Carpal Tunnel Syndrome:

Chiropractic treatment of carpal tunnel syndrome is common. Methods used by chiropractors to treat carpal tunnel syndrome can include manipulation of the wrist, elbow and upper spine. Treatment may also include ultrasound and wrist supports.

Spinal Adjustments as Chiropractic Treatment of Carpal Tunnel Syndrome. Misalignments of the spine can often contribute to symptoms of carpal tunnel syndrome. As a result, adjustments of the spine that aim to correct improper alignment of the spine after often beneficial in treating individuals with carpal tunnel syndrome.

Ultrasound Therapy as Chiropractic Treatment of Carpal Tunnel Syndrome. Ultrasound therapy can use either very high-energy or very low energy sound, both of which are outside of a normal individuals hearing range, so that you usually are unable to hear anything during treatment. Ultrasound therapy emits focused sound waves that penetrate deep into body tissue. The sound waves relax the muscles, alleviate pain and help to reduce inflammation in the wrist and surrounding areas.

Wrist supports are often used by chiropractors as part of treatment for carpal tunnel syndrome. Wrist supports aim to help keep the wrist in proper alignment after chiropractic treatment of carpal tunnel syndrome. They can also be used to treat carpal tunnel syndrome or prevent further injury to the wrist.

Studies have been conducted that support chiropractic treatment of carpal tunnel syndrome. In one study, 25 individuals with a diagnosis of carpal tunnel syndrome reported significant improvements in several measures including strength, range of motion and a decrease in pain after receiving chiropractic care. For a majority of these individuals the improvements lasted for at least 6 months.

One study compared conservative medical care of carpal tunnel syndrome to chiropractic care of carpal tunnel syndrome. Both groups reported significant improvements in their nerve function, finger sensations and comfort levels. As a result of this study, researchers have completed that chiropractic care and conservative medical care are equal when it comes to effectiveness of treating individuals with carpal tunnel syndrome.

Other Alternative Treatment Methods for Carpal Tunnel Syndrome:

Some other possible alternative treatment methods can include

Massage Therapy. Massage therapy may help to prevent or relieve the symptoms of carpal tunnel syndrome especially when used in combination with rosemary or St. John’s wort oil.Physical Medicine.

Physical medicine can include contrast hydrotherapy. This means alternating hot and cold water applications to help relieve carpal tunnel syndrome symptoms. This approach is often used to reduce pain, decrease inflammation and enhance healing. Castor oil packs can also be used to treat the symptoms associated with carpal tunnel syndrome. Apply castor oil to a cloth, wrap it around the wrist and over it was plastic wrap. Apply a heating pad for 1 hour or sleep with the application on the wrist.

Conventional Treatment Options for Carpal Tunnel Syndrome:

The management of carpal tunnel syndrome by a medical doctor largely depends on the severity of your symptoms.

Prevention. Fortunately there are ways to prevent carpal tunnel. You can also work to alleviate the symptoms of carpal tunnel syndrome that already exists.Stretching your fingers and arms before, during and after working with your hands can help prevent CTS.Alternate tasks to avoid repetitive strain on the wrists.Modify activities that put a lot of stress on the wrists.

Drug Therapies. Medical doctors may prescribe anti-inflammatory medications to help reduce swelling, pain and redness. Corticosteroids may also be injected at the site of the carpal tunnel to help reduce tendon swelling.

Surgery. For patients who do not experience improvement with medication or conservative treatment methods, surgery may be recommended.

Matthew Gianforte, DC serves the Kansas City and Johnson County area focusing on the underlying cause of diseases through a whole systems approach with Functional Medicine and Chiropractic. Stop managing symptoms and start treating the underlying cause of disease, thereby addressing our chronic disease epidemic. Connect on Facebook, and Google+.

Asperger’s Syndrome Children At School

Between the age of 6-18 children spend a third of each day at school, so it’s important to ensure they’re in the best environment for their needs. This is particularly true for children with Asperger’s Syndrome.

So what should parents/carers look for when choosing a school for their Asperger’s Syndrome child, or consider in their monitoring of the school environment?

Children with Asperger’s Syndrome cope best in schools with small class sizes. This option is less a reality these days, when Education systems worldwide are struggling to survive with less funding and increased consumer demand. However, there are many other procedures and practices you can monitor to make certain your child with Asperger’s Syndrome is being educated in an optimal setting.

You should ensure your Asperger Syndrome child’s school has an extensive, in-depth knowledge of Asperger’s Syndrome; from the Principal to the Classroom teacher, Administration staff and Ancillary staff. This guarantees that whoever has contact with your Asperger Syndrome child in the course of their school day is aware of your son/daughter’s needs and understands that Asperger’s Syndrome is a neurobiological disorder – not a behavioural issue. So ask what specific Asperger Syndrome training the staff at your child’s school has completed and check that this is updated regularly. This is particularly relevant for your son/daughter’s Classroom teacher. If no specific Asperger Syndrome training has been undertaken at your child’s school, insist that this is rectified promptly.

Check the anti-bullying policy of your child’s school. This must be a whole-school policy that has a proven and consistent grievance address policy, with successful follow-up procedures. The policy should tackle the needs of victims and actions of perpetrators alike. Zero tolerance for bullying.

Your child’s classroom should be aesthetically AS friendly, as well as having the curriculum structured and delivered in a manner that meets the needs of your child with Asperger’s Syndrome. This will include using visual aids and maintaining a low sensory “volume” in the classroom – minimising noise, light, smell and extremes in temperature. The Classroom teacher should be mindful of the fact that all social interaction will have a cumulative effect on your AS child – this will affect the successful outcome of group activities, seating arrangements and ‘buddy’ systems.

Your child’s school should have a strong Social Skills program in place, that your son/daughter with Asperger’s Syndrome participates in at least once a week for a minimum of 1 ½ hours. This program must incorporate:

* physical activity

* decoding language and facial expressions

* problem solving case-specific scenarios

* developing friendship skills

* group/team work

Ideally the Social Skills program should include Asperger’s Syndrome children’s non-disabled peers. With consistency and perseverance this skills-specific program will effect positive change in your child’s social behavior.

The physical activity component will assist the Asperger Syndrome child’s co-ordination, fine and gross motor skills, spatial awareness, vestibular systems imbalance and physical fitness levels.

The language component should aim to assist the Asperger Syndrome child to recognise and decode literal or conflicting statements in our language e.g. idioms and oxymorons. It also assists your son/daughter in identifying the meanings of facial expressions and body language/gestures. This will help your child with Asperger’s Syndrome to develop the use of more appropriate facial expressions and body language in their interactions with their peers.

Problem solving specific scenarios that have occurred in the lives of children with Asperger’s Syndrome helps them to develop a “bank” of appropriate responses/reactions and strategies to use in real life situations. E.g. Your teacher tells you to hand in your project books after lunch so she can mark them, and you’ve left yours at home. What would you do? It helps to hear everyone’s answer, as this provides a non-judgmental forum for the Asperger Syndrome child; helping them to recognise their “first response” in stressful situations. Hearing that other children with Asperger’s Syndrome may react the same way helps your son/daughter feel less like “one of a kind”. Then, asking “What might be a better way to handle the situation?” develops a number of problem-solving options for your child to implement.

Discussions about what makes a good friend; what good friends do in various situations; how friends act; what friends say to each other; how friends share; how friends play together; how friends include each other in games etc, form the basis of teaching friendship skills. Again, using real-life scenarios of incidents that happen in the playground at school/home help Asperger Syndrome children to transfer their knowledge to their interactions with their peers. Specific skills need to be directly taught about appropriate ways to join a game; co-operating with others; turn taking and also subtle nuances like “bending” the rules of a game. Self recognition by the Asperger Syndrome child of their need for rigidness and rule following, and highlighting that not all children think this way helps to explain the often-confusing nature of the playground to your son/daughter. They may never be fully comfortable with games like this, but the knowledge gives them control over their choices.

Developing group work skills enables Asperger Syndrome children to participate more successfully in activities in class and at home. The “mechanics” of group work need to be explained to AS children in a step-by-step process for greatest understanding.

Regular access to an all-encompassing Social Skills program such as this, in a group comprising Asperger Syndrome children and their neurotypical peers provides your child with the building blocks of social dexterity for life. It also fosters tolerance and understanding in their neurotypical peers.

Your Asperger Syndrome child’s school should recognize the need for continuous, open communication between home and school. This can be achieved by a daily phone call between Special Education staff and parents/carers each day, with relevant information being relayed to your child’s Classroom teacher. Most parents/carers and professionals of Asperger Syndrome children understand that sometimes seemingly benign incidents in an AS child’s day (either before, during or after school) can have a huge impact on their behaviour. Knowing that all behaviour is a form of communication, we can’t possibly hope to understand the message the Asperger Syndrome child is trying to convey unless we have all the facts. Continual communication gives those caring for the Asperger child at school and home the “big picture”.

Schools should provide support for children with Asperger’s Syndrome as required, and deliver that support in an equitable manner. Remember though, your AS child may need that support provided in an alternative format e.g. instead of in-class teacher aide support, your child may function better with organisational support e.g. keeping track of when work is due in; helping them collect/collate research information etc. It’s imperative that you negotiate with the Asperger Syndrome child themselves to establish the most successful way to provide support.

Your child’s school should have a “safe space” your Asperger child can go to when they are stressed, anxious, angry or agitated. This “space” needs to be sensorily “quiet” with soft furnishings – a muted, calm environment. Accessing this “safe space” should never be used as a form of punishment; rather the AS child should be encouraged to remove him/her self from an escalating situation before overload and meltdown occur, and rewarded for using this strategy. The AS child shouldn’t be “rushed” or “hurried” to return to the classroom or activity – this will only increase their agitation. Patience is the key in the “safe space” strategy being successful. All children (Asperger Syndrome children included) strive to be the same as their peers, and this “internal driving force” ensures the AS child will rejoin his/her class as soon as they are
physically/emotionally able to.

Just as neurotypical children differ from each other, so too no Asperger Syndrome children are exactly alike. Most of them however, experience periods of high/excess energy and will benefit from regular energy “burns” throughout the day. This could be in the form of a brisk walk; a short run/jog or a set of star jumps or other calisthenic exercise (skipping, hopping on alternate feet etc). The need to burn excess energy usually occurs about halfway through each classroom session (morning, middle and afternoon) and also just after each break-time (morning tea and lunch/recess). Your Asperger Syndrome child’s successful behavior in the classroom can be greatly enhanced by implementing regular energy “burns” into their day. If a Teacher Aide/Assistant isn’t available to supervise this, an alternative is having the AS child run errands/messages for the Classroom teacher. However, it’s vital the child with Asperger’s Syndrome comes to recognise these periods of high/excess energy, and experiences the benefits of implementing regular energy burns into his/her day.

This list of school strategies is by no means comprehensive, nor is it intended to be. Rather, it’s meant to list the minimum accommodations every school should make for children with Asperger’s Syndrome. It is a foundation to build on in partnering with your child’s school to create an individual Education program for your AS child that allows him/her to achieve their fullest potential.

©Nelle Frances

Nelle Frances is the mother of a 15 year old with Asperger’s Syndrome, a Special Needs Educator and Author of the Ben and His Helmet series of books for Asperger children. For more information and Support Strategies visit

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