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izz aty

Dhaka Declaration on Autism Spectrum Disorders and Developmental Disabilities 25 July 2... - 0 views

www.autismspeaks.org/...dhaka-declaration

autism

shared by izz aty on 29 Sep 14 - No Cached
  • Recalling the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities as well as resolutions adopted by other forums, in particular the United Nations General Assembly on autism
  • Reiterating the provisions of Constitutions of our respective countries safeguarding against discrimination and social exclusion of people on grounds of any disability or condition, and securing the provision of the basic necessities of life, in particular education and medical care, and the right to social security to public assistance in cases of undeserved want arising from illness and disabilities,
  • Noting that developmental disorders are being increasingly recognized all over the world as disabling conditions which seriously influence everyday functioning of affected children, severely interfere with their developmental, educational and social attainments, and bring significant economic costs to families and societies
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  • Aware that autism is a lifelong developmental disability that affects the functioning of the brain, and characterised by impairments in social interaction, problems with verbal and non-verbal communication and restricted, repetitive behaviour, interests and activities,
  • Concerned that, despite increasing evidence documenting the effectiveness of early interventions in improving the overall functioning of the child and long-term outcomes, children and families in need often have poor access to services and do not receive adequate treatment and care
  • Deeply concerned at the prevalence and high rate of autism in all societies and regions and its consequent developmental challenges to long-term health care, education and training as well as its tremendous impact on communities and societies
  • Recalling that children with developmental disorders and their families often face major challenges associated with stigma, isolation and discrimination as well as a lack of access to health care and education facilities
  • Recalling further that even the basic human rights of children and adults with developmental disorders are often abused, in many cases in flagrant violation of existing UN declarations and treaties
  • Recognising the public health importance to address mental and developmental disorders and autism in children, based on their prevalence, disability burden, long-term health consequences and the associated human rights violations
  • Recognising further that attention received by policy makers and public health experts and consequent allocation of resources have so far been inadequate to address the treatment gap for developmental disorders, and stronger concerted efforts are required
  • Acknowledging efforts undertaken by governments and international global health actors to tackle the problem, including the commemoration of the UN World Autism Awareness Day, which led to increased international public concerns for autism and other developmental disorders
  • Inspired further by a vision that all individuals with autism and developmental disorders ought to receive adequate and equal opportunities to enjoy health, achieve their optimal developmental potential and quality of life, and participate in society
    • izz aty
      izz aty on 29 Sep 14
       
      ACTIONS TO MEET VISIONS awareness and social responsibility, healthcare specialised care services allocation of resources family-centred provisional support service quality assurance socially inclusive legislations effective networks and collabs regular conferences for knowledge-sharing and checking  progress
  • Endorse the following priority actions for realizing our vision to meet the health care needs of children with developmental disorders:
  • 1.         Adopt this Declaration with the objective of promoting stronger and coordinated actions in the region and globally towards the improvement of access and quality of health care services for individuals with autism and developmental disorders.
  • a. Increase awareness of the rights of children with developmental disorders and to highlight social responsibility to persons with such disabilities.
  • b.   Strengthen health systems’ capacity to address the needs of children with developmental disorders and their families.
  • c.   Improve capacities of professionals involved in provision of integrated care services for children with developmental disorders at various levels, from primary health care and communities to specialized services.
  • d.   Mobilize and allocate increased human and financial resources for the health care of children with developmental disorders and for stepwise implementation of the identified priority actions.
  • e.   Support provision of care as close as possible to families' homes and schools and promote participation in family life, education and society.
  • f.    Establish measures for assurance of quality of services.
  • g.   Promote a supportive national legislative and policy environment to ensure social inclusion.
  • h.   Ensure effective collaboration mechanisms across sectors and particularly, among health, education, and social services, and promote adoption of a holistic approach to care provision for developmental disorders.
  • i.    Hold regularly scheduled regional conferences to continue to share information and best practices as well as monitor progress.
izz aty

TheBananaKing comments on People with ADHD, what ADHD is like, how does medication affe... - 0 views

www.reddit.com/...c7wnp37

adhd mental health health psychology

shared by izz aty on 03 Apr 14 - No Cached
  • Pomodoro technique for productivity
  • High-stimulation, reactive tasks (Quake 3 is perfect) to relax. What you need is not less input, as you just bounce off all your inner thoughts, but to stop trying to filter.
  • Personal whiteboard
  • ...2 more annotations...
  • Don't overload the short-term memory of an ADDer. Give them a string of tasks, and they'll forget all but the last one. Give them a list, and ask for their full attention when they can give it, instead of asking them to pause for your request.
  • If we are managing to be productive, don't for god's sake interrupt us unless it's urgent. You can totally derail us for five times as long as the interruption/break itself.
  • izz aty on 03 Apr 14
     
    "ADHD is about having broken filters on your perception. Normal people have a sort of mental secretary that takes the 99% of irrelevant crap that crosses their mind, and simply deletes it before they become consciously aware of it. As such, their mental workspace is like a huge clean whiteboard, ready to hold and organize useful information. ADHD people... have no such luxury. Every single thing that comes in the front door gets written directly on the whiteboard in bold, underlined red letters, no matter what it is, and no matter what has to be erased in order for it to fit. As such, if we're in the middle of some particularly important mental task, and our eye should happen to light upon... a doorknob, for instance, it's like someone burst into the room, clad in pink feathers and heralded by trumpets, screaming HEY LOOK EVERYONE, IT'S A DOORKNOB! LOOK AT IT! LOOK! IT OPENS THE DOOR IF YOU TURN IT! ISN'T THAT NEAT? I WONDER HOW THAT ACTUALLY WORKS DO YOU SUPPOSE THERE'S A CAM OR WHAT? MAYBE ITS SOME KIND OF SPRING WINCH AFFAIR ALTHOUGH THAT SEEMS KIND OF UNWORKABLE. It's like living in a soft rain of post-it notes."
izz aty

Statistics: how many people have autism spectrum disorders? - | autism | Asperger syndr... - 0 views

www.autism.org.uk/...autism-spectrum-disorders.aspx

ASD UK special education UK english special ed

shared by izz aty on 29 Sep 14 - No Cached
  • The latest prevalence studies of autism indicate that 1.1% of the population in the UK may have autism. This means that over 695,000 people in the UK may have autism, an estimate derived from the 1.1% prevalence rate applied to the 2011 UK census figures.
  • Emerson and Baines (2010) in their meta-analysis of prevalence studies found a range of people with learning disabilities and autism from 15% to 84%, with a mean of 52.6%.
  • Around a third of people with a learning disability may also have autism.
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  • The NHS Information Centre, Community and Mental Health Team, Brugha et al.(2012), found between 31% and 35.4% of people with a learning disability have autism.
  • Baird et al (2006) found a male to female ratio of 3.3:1 for the whole spectrum in their sample.  The Adult Psychiatric Morbidity Survey looked at people in private households, and found a prevalence rate of 1.8% male compared with 0.2% female, (Brugha et al, 2009). However, when they extended the study to include those people with learning disabilities who had been unable to take part in the APMS in 2007 and those in communal residential settings, they found that the rates for females were much closer to those of the males in the learning disabled population, (The NHS Information Centre, Community and Mental Health Team, Brugha et al., 2012).
  • For over 30 years, Sula Wolff, in Edinburgh, has studied children of average or high ability who are impaired in their social interaction but who do not have the full picture of the triad of impairments
  • more than 50 years since Leo Kanner first described his classic autistic syndrome
  • The specific pattern of abnormal behaviour first described by Leo Kanner is also known as 'early infantile autism'. Kanner made no estimate of the possible numbers of people with this condition but he thought that it was rare (Kanner, 1943).
  • autism spectrum disorders are under-diagnosed in females, and therefore the male to female ratio of those who have autism may be closer than is indicated by the figure of 5:1. The under recognition of autism spectrum disorders in females is discussed in Gould and Ashton-Smith (2011)
  • the clinical picture overlaps with Asperger syndrome to a large extent. However, these children represent the most subtle and most able end of the autism spectrum. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions
  • they often have a difficult time at school and they need recognition, understanding and acceptance from their parents and teachers. The approach that suits them best is the same as that which is recommended for children with Asperger syndrome and high-functioning autism.
  • Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators (2012) Prevalence of autism spectrum disorders - autism and developmental disabilities monitoring network, 14 sites, United States, 2008. Morbidity and Mortality Weekly Report. Surveillance summaries, 61(3), pp. 1-19. Available to download at http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6103a1.htm  [Accessed 15/05/2013]
    • izz aty
      izz aty on 29 Sep 14
       
      http://www.autism.org.uk/about-autism/myths-facts-and-statistics/statistics-how-many-people-have-autism-spectrum-disorders.aspx The word 'autism' was first used by Leo Kanner in the term 'early infantile autism' which was used to describe a specific pattern of abnormal behaviour. 
  • The Autism and Developmental Disabilities Monitoring Network in the USA looked at 8 year old children in 14 states in 2008, and found a prevalence rate of autism spectrum disorders within those states overall of  1 in 88, with around five times as many boys as girls affected (Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators, 2012).
  • The National Center for Health Statistics in the USA published findings from telephone surveys of parents of children aged 6-17 undertaken in 2011-12. The report showed a prevalence rate for ASD of 1 in 50, (Blumberg, S .J. et al, 2013).
  • 2.64% was found in a study done in South Korea, where the researchers found two thirds of the ASD cases were in the mainstream school population, and had never been diagnosed before., (Kim et al, 2011).
  • both the increase in estimates over time and the variability between countries and regions are likely to be because of broadening diagnostic criteria, diagnostic switching, service availability and awareness of ASD among professionals and the public, (Elsabbagh M. et al, 2012).
  • The Department of Health then funded a project to build on the APMS study and look more closely at the numbers of adults with autism that could not have been included in the original study. This included people in residential care settings and those with a more severe learning disability. The study was led by Professor Terry Brugha of the University of Leicester, who also led on autism research for the APMS 2007.  Combining its findings with the original APMS, it found that the actual prevalence of autism is approximately 1.1% of the English population, (The NHS Information Centre, Community and Mental Health Team, Brugha, T. et al., 2012)
  • Blumberg, S. J. et al (2013) Changes in prevalence of parent-reported autism spectrum disorder in school-aged U.S. children: 2007 to 2011–2012. National Health Statistics Reports, No 65. Available to download at http://www.cdc.gov/nchs/data/nhsr/nhsr065.pdf   [Accessed 15/05/2013]
  • Emerson, E. and Baines, S. (2010) The estimated prevalence of autism among adults with learning disabilities in England. Stockton-on-Tees: Improving Health and Lives. Available to download at http://www.improvinghealthandlives.org.uk/projects/autism [Accessed 10/05/2013]
  • Idring, S. et al. (2012) Autism spectrum disorders in the Stockholm Youth Cohort: design, prevalence and validity. PLoS One, 7(7): e41280 Available to download at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3401114/ [Accessed 15/05/2013]
  • Elsabbagh, M. et al (2012) Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5 (3), pp.160-179. Available to download at http://onlinelibrary.wiley.com/doi/10.1002/aur.239/pdf [Accessed 15/05/2013]
  • World Health Organisation.  (1992). International Classification of Diseases. 10th ed. Geneva: WHO.
izz aty

Adult ADHD: 50 Tips of Management « Dr Hallowell ADHD and mental and cognitiv... - 0 views

www.drhallowell.com/ult-adhd-50-tips-of-management

health ADHD attention psychology 'mental health' brain society social science science medicine

shared by izz aty on 09 Sep 14 - No Cached
  • the single most powerful treatment for ADHD is understanding ADHD in the first place. Read books. Talk with professionals. Talk with other adults who have ADHD. You’ll be able to design your own treatment to fit your own version of ADHD.
  • It is useful for you to have a coach, for some person near you to keep after you, but always with humor. Your coach can help you get organized, stay on task, give you encouragement or remind you to get back to work. Friend, colleague, or therapist (it is possible, but risky for your coach to be your spouse), a coach is someone to stay on you to get things done, exhort you as coaches do, keep tabs on you, and in general be in your corner. A coach can be tremendously helpful in treating ADHD.
  • ADHD adults need lots of encouragement. This is in part due to their having many self-doubts that have accumulated over the years. But it goes beyond that. More than the average person, the ADHD adult withers without encouragement and positively lights up like a Christmas tree when given it. They will often work for another person in a way they won’t work for themselves. This is not “bad”, it just is. It should be recognized and taken advantage of.
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  • it equally if not more important for those around you to understand it–family, job, school, friends. Once they get the concept they will be able to understand you much better and to help you as well.
  • Try to get rid of the negativity that may have infested your system if you have lived for years without knowing what you had was ADHD
  • Listen to feedback from trusted others. Adults (and children, too) with ADHD are notoriously poor self-observers. They use a lot of what can appear to be denial.
  • Consider joining or starting a support group
  • Give up guilt over high-stimulus-seeking behavior. Understand that you are drawn to high stimuli. Try to choose them wisely, rather than brooding over the “bad” ones.
  • Don’t feel chained to conventional careers or conventional ways of coping. Give yourself permission to be yourself. Give up trying to be the person you always thought you should be–the model student or the organized executive, for example–and let yourself be who you are.
  • what you have is a neuropsychiatric condition. It is genetically transmitted. It is caused by biology, by how your brain is wired. It is NOT a disease of the will, nor a moral failing. It is NOT caused by a weakness in character, nor by a failure to mature. It’s cure is not to be found in the power of the will, nor in punishment, nor in sacrifice, nor in pain. ALWAYS REMEMBER THIS. Try as they might, many people with ADHD have great trouble accepting the syndrome as being rooted in biology rather than weakness of character.
  • External structure. Structure is the hallmark of the non-pharmacological treatment of the ADHD child. It can be equally useful with adults. Tedious to set up, once in place structure works like the walls of the bobsled slide, keeping the speedball sled from careening off the track.
  • Make frequent use of: ◦    lists ◦    color-coding ◦    reminders ◦    notes to self ◦    rituals ◦    files
  • Color coding. Mentioned above, color-coding deserves emphasis. Many people with ADHD are visually oriented. Take advantage of this by making things memorable with color: files, memoranda, texts, schedules, etc. Virtually anything in the black and white of type can be made more memorable, arresting, and therefore attention-getting with color.
  • try to make your environment as peppy as you want it to be without letting it boil over.
  • Now that you have the freedom of adulthood, try to set things up so that you will not constantly be reminded of your limitations.
  •  Make deadlines.
  •  Break down large tasks into small ones. Attach deadlines to the small parts. Then, like magic, the large task will get done. This is one of the simplest and most powerful of all structuring devices. Often a large task will feel overwhelming to the person with ADHD. The mere thought of trying to perform the task makes one turn away. On the other hand, if the large task is broken down into small parts, each component may feel quite manageable.
  • Prioritize. Avoid procrastination. When things get busy, the adult ADHD person loses perspective: paying an unpaid parking ticket can feel as pressing as putting out the fire that just got started in the wastebasket. Prioritize. Take a deep breath. Put first things first. Procrastination is one of the hallmarks of adult ADHD. You have to really discipline yourself to watch out for it and avoid it.
  • Accept fear of things going well. Accept edginess when things are too easy, when there’s no conflict. Don’t gum things up just to make them more stimulating.
  •  Notice how and where you work best: in a noisy room, on the train, wrapped in three blankets, listening to music, whatever. Children and adults with ADHD can do their best under rather odd conditions. Let yourself work under whatever conditions are best for you.
  • it is O.K. to do two things at once: carry on a conversation and knit, or take a shower and do your best thinking, or jog and plan a business meeting. Often people with ADHD need to be doing several things at once in order to get anything done at all.
  • Do what you’re good at. Again, if it seems easy, that is O.K. There is no rule that says you can only do what you’re bad at.
  •  Use “time-outs” as with children. When you are upset or overstimulated, take a time-out. Go away. Calm down.
  • Keep a notepad in your car, by your bed, and in your pocketbook or jacket. You never know when a good idea will hit you, or you’ll want to remember something else.
  • Read with a pen in hand, not only for marginal notes or underlining, but for the inevitable cascade of “other” thoughts that will occur to you.
  • Set aside some time in every week for just letting go
  • Recharge your batteries. Related to #30, most adults with ADHD need, on a daily basis, some time to waste without feeling guilty about it. One guilt-free way to conceptualize it is to call it time to recharge your batteries. Take a nap, watch T.V., meditate. Something calm, restful, at ease.
  • Many adults with ADHD have an addictive or compulsive personality such that they are always hooked on something. Try to make this something positive.
  • Understand mood changes and ways to manage these. Know that your moods will change willy-nilly, independent of what’s going on in the external world. Don’t waste your time ferreting out the reason why or looking for someone to blame. Focus rather on learning to tolerate a bad mood, knowing that it will pass, and learning strategies to make it pass sooner. Changing sets, i.e., getting involved with some new activity (preferably interactive) such as a conversation with a friend or a tennis game or reading a book will often help.
  • recognize the following cycle which is very common among adults with ADHD: Something “startles” your psychological system, a change or transition, a disappointment or even a success. The precipitant may be quite trivial. This “startle” is followed by a mini-panic with a sudden loss of perspective, the world being set topsy-turvy. You try to deal with this panic by falling into a mode of obsessing and ruminating over one or another aspect of the situation. This can last for hours, days, even months.
  • Plan scenarios to deal with the inevitable blahs. Have a list of friends to call. Have a few videos that always engross you and get your mind off things. Have ready access to exercise. Have a punching bag or pillow handy if there’s extra angry energy. Rehearse a few pep talks you can give yourself, like, “You’ve been here before. These are the ADHD blues. They will soon pass. You are O.K.”
  • Expect depression after success. People with ADHD commonly complain of feeling depressed, paradoxically, after a big success. This is because the high stimulus of the chase or the challenge or the preparation is over. The deed is done. Win or lose, the adult with ADHD misses the conflict, the high stimulus, and feels depressed.
  • Leave time between engagements to gather your thoughts. Transitions are difficult for ADHD’ers, and mini-breaks can help ease the transition.
  • Learn how to advocate for yourself. Adults with ADHD are so used to being criticized, they are often unnecessarily defensive in putting their own case forward. Learn to get off the defensive.
  • Avoid premature closure of a project, a conflict, a deal, or a conversation. Don’t “cut to the chase” too soon, even though you’re itching to.
  • Try to let the successful moment last and be remembered, become sustaining over time. You’ll have to consciously and deliberately train yourself to do this because you’ll just as soon forget.
  •  Remember that ADHD usually includes a tendency to overfocus or hyperfocus at times. This hyperfocusing can be used constructively or destructively. Be aware of its destructive use: a tendency to obsess or ruminate over some imagined problem without being able to let it go.
  •  Exercise vigorously and regularly. You should schedule this into your life and stick with it. Exercise is positively one of the best treatments for ADHD. It helps work off excess energy and aggression in a positive way, it allows for noise-reduction within the mind, it stimulates the hormonal and neurochemical system in a most therapeutic way, and it soothes and calms the body. When you add all that to the well-known health benefits of exercise, you can see how important exercise is. Make it something fun so you can stick with it over the long haul, i.e., the rest of your life.
  • Make a good choice in a significant other. Obviously this is good advice for anyone. But it is striking how the adult with ADHD can thrive or flounder depending on the choice of mate.
  • Learn to joke with yourself and others about your various symptoms, from forgetfulness, to getting lost all the time, to being tactless or impulsive, whatever. If you can be relaxed about it all to have a sense of humor, others will forgive you much more.
  • Schedule activities with friends. Adhere to these schedules faithfully. It is crucial for you to keep connected to other people.
  • Find and join groups where you are liked, appreciated, understood, enjoyed. Conversely, don’t stay too long where you aren’t understood or appreciated.
  • Pay compliments. Notice other people. In general, get social training, as from your coach.
  • Set social deadlines.
izz aty

Is Marijuana a depressant? - Yahoo! Answers - 0 views

answers.yahoo.com/...index

drugs weed marijuana depression depressant stimulant health mental health addiction society research

shared by izz aty on 31 Jan 13 - No Cached
  • Alcohol is a depressant, but caffeine, cocaine, methamphetamine, and ecstasy are stimulants. Marijuana is not really classified as either because it has a mix of effects. Depressant does not mean it causes depression, it means that it slows down certain metabolic processes. For marijuana this is primarily manifested by muscle relaxation and lowered blood pressure, or basically the relaxed or drowsy feeling most people experience when on this drug. Stimulant is basically the opposite, it stimulates certain metabolic processes. This is why people who are on cocaine or meth or ecstasy are generally energized, and addicts are frequently very thin because stimulants suppress the appetite and speed up metabolism. Some people who smoke marijuana have almost the opposite effect than most people - they get very anxious. It causes increased heart rate (and low blood pressure, that was intentional in case you are questioning that), and that can make people feel anxiety. That effect is considered a stimulant effect.
  • All stimulants and depressants alter brain function, usually temporarily but if abused or overused can cause a permanent change in brain function. Stimulants are more known for causing permanent chemical imbalances when abused, even permanent psychosis (hallucinations, or general misperception of reality). Many people have the misperception that prescribed stimulants (amphetamines like Ritalin, Adderal, Focalin, etc.) are completely safe because of their use as a pharmaceutical. While they are safe if used as prescribed, they still have potential to cause the same side effects as illegal stimulants if they are taken more than prescribed or in different ways (like snorting, or breaking a capsule, or injecting).
  • The other problem with lumping marijuana into these categories is that unlike most of them, marijuana is not chemically addictive. Drugs like cocaine and methamphetamine cause a chemical change in the brain which causes a chemical addiction in addition to a physical addiction. Though many will try to tell you that it is chemically addictive, they are really mistaking physical addiction for chemical addiction. If it makes you feel good, you want to keep feeling that way so you keep doing the drug. Chemical addiction includes severe withdrawal symptoms with abrupt discontinuation of the drug. While there are some withdrawal symptoms associated with it's use, they are usually restricted to people who smoke a lot for a long time, and the symptoms are not medically dangerous. If a cocaine addict were to stop abruptly, that person risks death from withdrawal symptoms if not properly taken care of. A more practical explanation would be: you don't see very many people lose their job, house, family, and belongings because of pot, but that situation is frequent among cocaine or meth addicts. The other complication of marijuana is that there is a legitimate medical use for it, while cocaine, meth, ecstasy, and alcohol have no medical use. Just in case someone tries to argue this, cocaine and heroin used to be used in hospitals about a century ago, but are no longer used because the health risks of their use far outweigh the benefits.
  • izz aty on 31 Jan 13
     
    "I was just wondering because all other drugs such as alcohol, cocaine, methamphetamine, ecstasy and even caffiene are depressants and the drug basically causes a chemical imbalance in the brain. Can marijuana cause chemical imbalances? I never heard ever in my life of THC being a depressant. But like all drugs I could only imagine so thats why I came here to question it. Is marijuana a depressant? if so why and how does it cause depression? what does it do to your brains chemical structure in the long run?"
izz aty

School Behavior Strategies: Helping ADHD Children with Impulse Control | ADDitude - Att... - 0 views

www.additudemag.com/...1037.html

ADHD mental health health psychology education school disability

shared by izz aty on 03 Apr 14 - No Cached
  • izz aty on 03 Apr 14
     
    "For children with attention deficit/hyperactivity disorder who are ruled by their impulses calling out in class or pushing to the front of the line comes naturally. These kids live in the moment, undeterred by rules or consequences. Lack of impulse control may be the most difficult ADHD symptom to change. Medication can help, but kids also need clear expectations, positive incentives, and predictable consequences if they are to learn to regulate their behavior."
izz aty

Why I Think Weed Sucks | Thought Catalog - 0 views

thoughtcatalog.com/...why-i-think-weed-sucks

drugs weed marijuana mental health addiction

shared by izz aty on 31 Jan 13 - No Cached
  • claudinator 3 months ago I smoke weed more than once daily and have for years I have an extremely active and successful job plus anything I have wanted I have achieved I used marijuana as a medicine for my insomnia because I rather not take sleeping pills and I also use marijuana to help me with my anger because I would rather not take pill so all I can say is everyone has there own opinion good or bad and nobody should rub it in other people's faces Flag 2 people liked this. Like Reply Reply Anonymous 1 week ago in reply to claudinator You forgot to mention how it also helps you forget punctuation and spelling.  Flag 2 people liked this. Like Reply
  • REASON WEED SUCKS #1: IT’S A WASTE OF MONEY (NOT APPLICABLE TO MEDICAL MARIJUANA)
  • REASON WEED SUCKS #2: IT MAKES YOU DUMB
  • ...3 more annotations...
  • REASON WEED SUCKS #3: IT MAKES YOU PARANOID AS SHIT
  • REASON WEED SUCKS #4: WEED IS THE ANTI-PRODUCTIVITY DRUG
  • REASON WEED SUCKS #5: YOU GET OBSESSED WITH IT
  • izz aty on 31 Jan 13
     
    "I used to smoke weed a lot. Throughout my four years of college, I probably smoked weed once a day on average (this average includes, for example, two-week stints of zero smoking as well as month-long binges of heavy consumption, when I'd smoke two to four times a day). My third year of school, I did an exchange program in Holland. The point is, I have been, at times, a total stoner. So, I mean: I get weed. I get it. But I quit smoking awhile ago, and now I think it sucks. Here's why."
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