Countdown to the Thanksgiving Holiday

As Thanksgiving approaches, cooking the traditional turkey dinner gives rise to anxieties and questions. What kind of turkey should I buy? Should I buy a frozen turkey or a fresh one? How do I store my turkey?


A few simple steps will not only ease your holiday fears, but will ensure a delicious and a safe meal for you, your family, and your friends. The following information may help you prepare your special Thanksgiving meal and help you countdown to the holiday.


Plan AheadPlan your menu several weeks before the holiday. Shopping early will ease the countdown tension for your Thanksgiving meal. Ask these questions to help plan your meal. Do you want a fresh or frozen turkey? Do you have enough space to store a frozen bird if purchased in advance; if not, when should you purchase a turkey? What size bird do you need to buy?


Fresh or FrozenIf you choose to buy a frozen bird you may do so at any time, but make sure you have adequate storage space in your freezer. If you buy a fresh turkey, be sure you purchase it only 1-2 days before cooking. Do not buy a prestuffed fresh turkey.


Use the following chart as a helpful guide:
What Size Turkey to Purchase

Type of Turkey Pounds to Buy

Whole bird 1 pound per person

Boneless breast of turkey 1/2 pound per person

Breast of turkey 3/4 pound per person

Prestuffed frozen turkey 1 1/4 pounds per person – keep frozen until ready to cook

Thawing. In the refrigerator. Place frozen bird in original wrapper in the refrigerator (40 °F or below). Allow approximately 24 hours per 4 to 5 pounds of turkey. A thawed turkey can remain in the refrigerator for 1-2 days.

Thawing Time in the Refrigerator

Size of Turkey Number of Days

4 to 12 pounds 1 to 3 days

12 to 16 pounds 3 to 4 days

16 to 20 pounds 4 to 5 days

20 to 24 pounds 5 to 6 days

In cold waterIf you forget to thaw the turkey or don't have room in the refrigerator for thawing, don't panic. You can submerge the turkey in cold water and change the water every 30 minutes. Allow about 30 minutes defrosting time per pound of turkey. The following times are suggested for thawing turkey in water. Cook immediately after thawing.

Thawing Time in Cold Water

Size of Turkey Hours to Defrost

4 to 12 pounds 2 to 6 hours

12 to 16 pounds 6 to 8 hours

16 to 20 pounds 8 to 10 hours

20 to 24 pounds 10 to 12 hours

In the microwaveMicrowave thawing is safe if the turkey is not too large. Check the manufacturer's instructions for the size turkey that will fit into your oven, the minutes per pound, and the power level to use for thawing. Cook immediately after thawing.


PreparationThe day before ThanksgivingMake sure you have all the ingredients you need to prepare your holiday meal. Check to make sure you have all the equipment you will need, including a roasting pan large enough to hold your turkey and a food thermometer. Wet and dry stuffing ingredients can be prepared ahead of time and refrigerated separately. This may also be done on Thanksgiving Day. Mix ingredients just before placing the stuffing inside the turkey cavity or into a casserole dish.


Thanksgiving DayIf you choose to stuff your turkey, stuff loosely. The stuffing should be moist, not dry, since heat destroys bacteria more rapidly in a moist environment. Place stuffed turkey in oven immediately. You may also cook the stuffing outside the bird in a casserole. Judging cooking time for your turkey will be easier if the following chart is used. The times listed are for a fresh or thawed turkey in an oven at 325 °F. These times are approximate.

Timetables for Turkey Roasting(325 °F oven temperature)

Cooking Time — Unstuffed

Size of Turkey Hours to Prepare

8 to 12 pounds 2 3/4 to 3 hours

12 to 14 pounds 3 to 3 3/4 hours

14 to 18 pounds 3 3/4 to 4 1/4 hours

18 to 20 pounds 4 1/4 to 4 1/2 hours

20 to 24 pounds 4 1/2 to 5 hours

Cooking Time — Stuffed

Size of Turkey Hours to Prepare

8 to 12 pounds 3 to 3 1/2 hours

12 to 14 pounds 3 1/2 to 4 hours

14 to 18 pounds 4 to 4 1/4 hours

18 to 20 pounds 4 1/4 to 4 3/4 hours

20 to 24 pounds 4 3/4 to 5 1/4 hours

Use a food thermometer to check the internal temperature of the turkey.A whole turkey is safe cooked to a minimum internal temperature of 165 °F throughout the bird. Check the internal temperature in the innermost part of the thigh and wing and the thickest part of the breast. All turkey meat, including any that remains pink, is safe to eat as soon as all parts reach at least 165 °F. The stuffing should reach 165 °F, whether cooked inside the bird or in a separate dish.
When turkey is removed from the oven, let it stand 20 minutes. Remove stuffing and carve turkey.


Storing LeftoversCut the turkey into small pieces; refrigerate stuffing and turkey separately in shallow containers within 2 hours of cooking. Use leftover turkey and stuffing within 3-4 days or freeze these foods. Reheat thoroughly to a temperature of 165 °F or until hot and steaming. LCSW and Social Worker CEUs

CDC Says “Take 3” Actions To Fight The Flu

Flu is a serious contagious disease that can lead to hospitalization and even death. In 2009–2010, a new and very different flu virus (called 2009 H1N1) spread worldwide causing the first flu pandemic in more than 40 years. Flu is unpredictable, but the Centers for Disease Control and Prevention (CDC) expects the 2009 H1N1 virus to spread this upcoming season along with other seasonal flu viruses. MFT Continuing Education CEUs CEU
CDC urges you to take the following actions to protect yourself and others from influenza (the flu):
Take time to get a flu vaccine.

■CDC recommends a yearly flu vaccine as the first and most important step in protecting against flu viruses.
■While there are many different flu viruses, the flu vaccine protects against the three viruses that research suggests will be most common.
■The 2010-2011 flu vaccine will protect against an influenza A H3N2 virus, an influenza B virus and the 2009 H1N1 virus that caused so much illness last season.
■Everyone 6 months of age and older should get vaccinated against the flu as soon as the 2010-2011 season vaccine is available.
■People at high risk of serious flu complications include young children, pregnant women, people with chronic health conditions like asthma, diabetes or heart and lung disease and people 65 years and older.
■Vaccination of high risk persons is especially important to decrease their risk of severe flu illness.
■Vaccination also is important for health care workers, and other people who live with or care for high risk people to keep from spreading flu to high risk people.
■Children younger than 6 months are at high risk of serious flu illness, but are too young to be vaccinated. People who care for them should be vaccinated instead.
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Take everyday preventive actions to stop the spread of germs.

■Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it.
■Wash your hands often with soap and water. If soap and water are not available, use an alcohol-based hand rub.*
■Avoid touching your eyes, nose and mouth. Germs spread this way.
■Try to avoid close contact with sick people.
■If you are sick with flu–like illness, CDC recommends that you stay home for at least 24 hours after your fever is gone except to get medical care or for other necessities. (Your fever should be gone without the use of a fever-reducing medicine.)
■While sick, limit contact with others as much as possible to keep from infecting them.

Take flu antiviral drugs if your doctor prescribes them.

■If you get the flu, antiviral drugs can treat your illness.
■Antiviral drugs are different from antibiotics. They are prescription medicines (pills, liquid or an inhaled powder) and are not available over-the-counter.
■Antiviral drugs can make illness milder and shorten the time you are sick. They may also prevent serious flu complications.
■It’s very important that antiviral drugs be used early (within the first 2 days of symptoms) to treat people who are very sick (such as those who are hospitalized) or people who are sick with flu symptoms and who are at increased risk of severe flu illness, such as pregnant women, young children, people 65 and older and people with certain chronic health conditions.
■Flu-like symptoms include fever, cough, sore throat, runny or stuffy nose, body aches, headache, chills and fatigue. Some people may also have vomiting and diarrhea. People may be infected with the flu, and have respiratory symptoms without a fever.

Visit CDC’s website to find out what to do if you get sick with the flu and how to care for someone at home who is sick with the flu.

Stress Management Training for Cancer Patients

A self-administered stress management training program did a better job of helping patients cope with the adverse effects of chemotherapy than a one-hour program in which training was given by mental health professionals, according to a study published in the Journal of Clinical Oncology on June 15, 2002 (see the journal abstract).

Other studies have shown that cancer patients undergoing chemotherapy can benefit from stress management training that helps them cope with pain, fatigue, anxiety and depression. Typically, stress management training is provided in one-on-one sessions between a mental health professional and a patient. However, because such one-on-one sessions are costly and because relatively few mental health professionals work in cancer treatment settings, stress management training is not widely available to cancer patients.

The results of the new study suggest that most cancer patients do not need one-on-one stress management training sessions with a mental health professional, said Michael Stefanek, Ph.D., chief of the Basic Behavioral Research Branch at the National Cancer Institute: "A self-administered stress management program, with some guidance from a mental health professional, works well for many patients who have moderate levels of depression and anxiety."

Although the study findings need to be replicated, they may ultimately help to make stress management training available to more cancer patients by making it less costly to provide, Stefanek added.

The study, whose lead author is Paul B. Jacobsen, Ph.D., involved 411 patients with several types of cancer who were being treated at the H. Lee Moffitt Cancer Center in Tampa, Florida. Before they received chemotherapy for the first time, the patients were randomly assigned to one of three treatment groups.

One group received "usual care," consisting of an evaluation by an oncology social worker. Patients who showed signs of depression or a substance abuse problem were referred to a specialist for treatment. The social worker also provided patients with information about support groups and other resources at the cancer center and in the community.

A second group, in addition to usual care, received one hour of training in stress management techniques from a psychologist. The third group, in addition to usual care, had a 10-minute meeting with a psychologist who gave them a self-study package consisting of a videotape, a booklet, and an audiotape that provided instruction in the same stress management techniques.

At entry to the study and after each of four rounds of chemotherapy, the patients filled out questionnaires in which they rated their general physical and mental health, vitality, pain, nausea, anxiety, depression, and perceptions of role limitations due to emotional problems.

Compared with patients who got usual care, patients who received the self-study package reported better physical functioning, greater vitality, fewer role limitations, and better mental health. Patients who received an hour of stress management training from a psychologist fared about the same as those who got usual care. The self-administered training package cost about two-thirds less than the average cost of professionally delivered stress management training for patients starting chemotherapy.

The better results seen with the self-administered training package might be explained in part by the inclusion of testimonials from other cancer patients about the benefits they got from using the stress management techniques, Stefanek said. "Many cancer patients actively look for information from other patients about what chemotherapy is like and what coping strategies have helped them," he said. "These testimonials may have been a powerful component of the self-administered program that was missing in the professionally led program." MFT Continuing EducationThe hour of training received by patients in the professionally led program may also have been insufficient to enable patients to apply the techniques effectively, Stefanek said. Most professionally taught stress management programs involve multiple sessions. By contrast, patients in the self-administered program could replay the audiotape and videotape and reread the booklet as desired to reinforce their mastery of the stress management techniques.

Even the usual care provided in this study was better than that offered at most cancer centers, Stefanek said. "Most centers would not typically provide an evaluation of each patient by a social worker, who identifies and refers those patients who may have more severe emotional problems."

Emotional Intelligence Continuing Education CEUs

SUMMARY

Emotional intelligence refers to the expansion of the conventional view of intelligence and IQ to include social and emotional aspects. In recent years, many school districts have attempted to incorporate emotional intelligence into the school curriculum with programs or teaching methods that focus on social and emotional learning (SEL). Although there are no specific state-level SEL guidelines, there are a number of these programs in Connecticut, with certain districts working to meaningfully incorporate SEL into the whole curriculum.

EMOTIONAL INTELLIGENCE DEFINED

The term “emotional intelligence” appears to have been coined in 1990 by psychologists John D. Mayer and Peter Salovey (current dean of Yale College). (However, there is earlier research that touches on the concept. ) They describe emotional intelligence as “a form of intelligence that involves the ability to monitor one's own and other's feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and action. ” The psychologists have authored texts, conducted numerous studies, and, along with another psychologist, developed one of the more commonly used emotional intelligence assessments.

Psychologist Daniel Goleman built on their research and in 1995, published Emotional Intelligence, one of the most cited texts on the subject. Goleman's book was on the New York Times bestseller list for a year-and-a-half, with more than 5 million copies in print worldwide. Goleman later authored a book on emotional intelligence in the workplace, joining with other scholars that championed the importance of emotional intelligence in schools, the workplace, and interpersonal relationships in general.

Goleman co-founded the Collaborative for Academic, Social and Emotional Learning (CASEL), which was initially housed at the Yale University Child Studies Center and is now at the University of Illinois at Chicago, with a mission to help schools introduce emotional literacy courses. CASEL defines social and emotional learning as the process by which children and adults acquire knowledge, attitudes, and skills they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively.

CASEL has conducted extensive research on the benefits of SEL programs and how they impact academic performance, including literature reviews, longitudinal studies, and program evaluations. The following are examples of research presented by the organization in their support of SEL programs:

• A meta-analysis of 165 studies of school-based prevention activities found interventions with SEL components significantly decreased rates of student drop out/non-attendance.

• Well-designed evaluations of several SEL programs have demonstrated that SEL instruction can produce significant improvements in school attitudes, school behavior, and school performance.

• Longitudinal studies of a preschool program designed to foster social-emotional competence documented numerous positive outcomes for program participants, including less time in special education programs, higher literacy and high school graduation rates, higher incomes and rates of homeownership, fewer arrests, and (for females) fewer children outside of marriage.

Faith, Spirituality & Mental Illness CEUs

Evidence is growing of the value that faith-based organizations offer to people with mental illnesses.

Faith-based communities often contribute to recovery by promoting hope and by offering solace and comfort in troubled times; and many consumers acknowledge the positive impact of spirituality and faith on their recovery and ability to cope with life's stresses.

However, not all faith-based organizations are equally knowledgeable about how best to serve people with mental health disorders.

The information available on this Web page can help faith-based communities - both clergy and congregants - increase their awareness of mental health issues and find ways to welcome and support people with mental illnesses, thus reducing discrimination and increasing social inclusion.

1 in 4 households in your church is afraid to tell you this secret
By Carlene Hill Byron

How many families in your church have a loved one who struggles with mental health problems? That’s kind of a trick question. People don’t talk about mental health problems. You’re more likely to hear
them describe their child’s condition as “something like autism,” as the elder of one church we know says. Or they might cover up entirely, as does an elder’s wife in another congregation. When her bipolar disorder swung into mania after childbirth, her family, already managing the added responsibilities of a newborn, had
to manage her condition as well. But because her condition is a secret, they did so without any support beyond the usual “new baby” dinners. The answer to the question is, if your congregation is representative of the U.S. population, one in four
households will struggle with someone’s mental health problems over their lifetime. That’s schizophrenia, bipolar disorder, obsessive compulsive disorder, disabling chronic depression,and various anxiety disorders. Look at the faces seated around you this Sunday. Someone is probably hurting. And they’re probably afraid to tell you.

The least acceptable disability
A study where people ranked disabilities by their “acceptability” returned these results, in order--most acceptable: obvious physical disabilities, blindness, deafness, a jail record, learning disabilities, and alcoholism. Least acceptable: mental health problems. People with mental health problems frighten us because when people become mentally ill, they become someone we don’t know. A bright boy who was his family’s bright hope may find he just can’t cut it anymore as schizophrenia turns him paranoid, disoriented, unmotivated in the extreme, and overwhelmed by
delusional voices that tell him, over and over, how worthless he is. Or, in the case of bipolar disorder, a girl who was a well-liked and active member of her Teen Challenge group may suddenly turn promiscuous, run away from home, and make a new home in the streets of a strange city. Laziness. Promiscuity. Violence. Sin.
That’s what many people see when they look at those with mental health problems. It’s hard to believe that people may behave in such unacceptable ways and not be in control of their behavior. Having a mental health problem is a lot like being on alcohol or drugs, without being able to stop. Medications “work” for
about two-thirds of us. That means that a third of us can’t ever get off the chemical ride that our brains produce. For those of us who can use medications, the side effects can be daunting. Many people become so frustrated with side effects that they stop taking medications. Only about half of us
accept treatment. Even when we are treated, not everyone regains their status as a fully functioning adult.

The challenging good news is that when people with mental illness turn to someone outside “the system” for help, the church is first to get the call 40 percent of the time. Is your church ready?
MFT CEUs, LCSW CEUs
Carlene Hill Byron is the former Director of Communications for Vision New England. Through NAMI—the Nation’s Voice on Mental Illness, she and her husband, James, train churches to effectively serve people within the congregation with mental health problems and also teach NAMI’s class for families of people
with mental health problems. They are members of Asbury United Methodist Church in Raleigh, North Carolina, where James serves on staff.
First published by Vision New England’s Ministries with the Disabled, Acton, Massachusetts.

Are There Different Types of Stress?

Stress management can be complicated and confusing because there are different types of stress: acute stress, episodic acute stress, chronic stress, and posttraumatic stress, each with its own characteristics, symptoms, duration, and treatment approaches.

Acute stress is the most common form of stress. It comes from demands and pressures of the recent past and anticipated demands and pressures of the near future. Because it is short-term, acute stress does not have enough time to do the extensive damage associated with long-term stress. Acute stress can crop up in anyone's life, and it is highly treatable and manageable.

Those who suffer acute stress frequently are dealing with episodic acute stress. It is common for people with episodic acute stress to be over-aroused, short-tempered, irritable, anxious, and tense. Interpersonal relationships deteriorate rapidly when others respond with real hostility. Work becomes a very stressful place for them. Often, lifestyle and personality issues are so ingrained and habitual with these individuals that they see nothing wrong with the way they conduct their lives. They blame their woes on other people and external events. Frequently, they see their lifestyles, patterns of interacting with others, and ways of perceiving the world as part and parcel of who and what they are. Without proper coping strategies, episodic acute stress develops into chronic stress.

Chronic stress is the grinding stress that wears people away day after day, year after year. It destroys bodies, minds, and lives. It is the stress of unrelenting demands and pressures for seemingly interminable periods of time. The worst aspect of chronic stress is that people get used to it. They forget it is there. People are immediately aware of acute stress because it is new. Chronic stress is ignored because it is familiar and almost comfortable.

Posttraumatic stress disorder (PTSD) stems from traumatic experiences that become internalized and remain forever painful and present. Individuals experiencing PTSD could exhibit signs of hypervigilance (an easily triggered startle response). People with an exaggerated startle response are easily startled by any number of things (e.g., loud noises, doors slamming, shouting). They usually feel tense or on edge. Along with hypervigilance, people experiencing PTSD symptoms also could be dealing with avoidance issues including staying away from places, events, or objects that are reminders of the experience; feeling emotionally numb; feeling strong guilt, depression, or worry; losing interest in activities that were enjoyable in the past; and having trouble remembering the dangerous event. People experiencing PTSD symptoms wear down to breaking points because physical and mental resources are depleted through long-term attrition. The symptoms of posttraumatic stress are difficult to treat and may require the help of a doctor or mental health professional. mft continuing education, social worker continuing education

PBS’s This Emotional Life: Documentary Launches a Campaign of Hope

PBS’s This Emotional Life: Documentary Launches a Campaign of Hope

Millions of Americans struggle to find more meaning in their lives every day.

To help, Vulcan Productions and NOVA/WGBH brought together a number of public and private organizations around a nationwide, multi-faceted project launched in conjunction with the recent PBS series, This Emotional Life.

The 2-year campaign aims to bring help and hope to those trying to improve their lives. The campaign includes SAMHSA, the National Alliance on Mental Illness, the Mayo Clinic, Blue Star Families, and other organizations.

"This is a unique opportunity to leverage the power of media to effect societal change — in this case, in the area of mental health and emotional well-being,&rquot; said A. Kathryn Power, M.Ed., Director of SAMHSA’s Center for Mental Health Services. "SAMHSA is working closely with the This Emotional Life team to make sure that the information, stories, and resources that make up this unprecedented project get to the people who need them most."

Documentary & Web Site
What do an uncontrollably angry teen and a misunderstood lottery winner have in common? Or how about a young husband misunderstood by his wife and an elderly woman on her way to a senior center? They were all interviewed for the PBS series This Emotional Life, which premiered in early January 2010.

This Emotional Life is a multi-platform endeavor that explores the science behind the human quest for emotional well-being, the barriers that stand in the way of this pursuit, and the importance of social relationships in surmounting life’s challenges and finding happiness.

"The TV series is the cornerstone of a broader project to help people form better, deeper, and more profound human connections," said Richard Hutton, Senior Executive Producer of Vulcan Productions.

This Emotional Life is complemented by a Web site, which provides vetted resources to build social support networks around topics highlighted in the series, such as the importance of early attachment, how to heal strained or damaged relationships, post-traumatic stress disorder (PTSD), stress, depression, grief, resilience and our pursuit of happiness.

Toolkits
Vulcan Productions is developing two toolkits, one that addresses early attachment for parents of infants and a second that addresses the emotional challenges faced by military service members and their families during the deployment cycle.

SAMHSA is distributing and assembling the "Early Moments Matter" toolkit designed to educate parents and caregivers of infants about what attachment is and why it's important.

The toolkit also provides parents concrete advice on ways to build attachment, a key to healthy social and emotional development. It will be distributed in high-birthrate hospitals, pediatric doctors' offices, and community-based clinics, as well as through partners who serve expecting and new parents.
mental health and social work continuing education ceu
"The Family Guide to Military Deployment," will provide tangible resources and tools to the families and friends of some of the 1.8 million servicemen and women who have been deployed, helping them face the emotional challenges typical of pre-deployment, deployment, and post-deployment.

For details about the documentary and campaign, visit the PBS Web site.