This question wouldn’t even have occurred to us except for the approach to pregnancy taught to us by Mrs. Barnes, developer of our highly effective Preconception Program.

Mrs. Barnes taught us that the key to a healthy baby doesn’t just begin in pregnancy, but rather in the raw materials that form the ova and sperm prior to conception. These materials are affected by nutritional status of both the father-to-be and the mother-to-be, and also by the toxins that each parent-to-be may carry within them. By toxins we mean the residues of heavy metals, tobacco and other social poisons, and toxic chemicals or their byproducts.

Ultimately, the viability and genetic strength of the ova and sperm, as well as the nutritional status of the baby in utero, help determine if the child will have a strong body, capable of withstanding the environmental onslaught in today’s world. Even a child’s metabolism, his ability to detoxify appropriately, his hormonal balance, and his brain chemistry are all affected by the genetic strength of the ova and sperm combined with the nutritional status during pregnancy.

It has been Mrs. Barnes’ opinion that the damage to children caused by vaccinations is caused not just by the vaccinations themselves, but by the foundational health of the baby or child who is receiving the vaccinations. More children are born with weakened immunity because of their genetic inheritance or prior nutritional status. More children are born with an inherited greater heavy metal or other toxic burden so they will not be able to as easily detoxify the vaccination or its adjuvants. Some children are even born with an inherent detoxification defect, because key factors and nutrients that would have allowed normal detoxification enzymes and reactions to form were missing, now perhaps irrevocably. With a total of 49 different vaccinations given to American children from birth to approximately age 7, we can see that there is a huge risk for adverse effects in those children who are born with genetic or nutritional weaknesses.

Mrs. Barnes also points out that the serum for each individual vaccination is drawn up from a vial containing enough serum for perhaps 5 vaccinations. The homogeneity of that serum is not perfect, and the preservative (which may still contain a heavy metal such as mercury or aluminum, despite efforts to eliminate these from our children’s vaccines) may be greater in quantity from one vaccination to the next, depending upon whether it is the first or fifth injection taken from that vial. So this is an additional variable that may affect the outcome from a vaccination given to a child. Combine this with the fact that so many mothers give Tylenol or some non-steroidal anti-inflammatory drug to their children after vaccinations, effectively preventing the body from mounting its full normal detoxification actions, and we can again see why it is such a Russian roulette of possible after-effects for children receiving dozens of vaccines within a period of months to years.

With the full spectrum of development delays representing such devastating effects on our children’s brain chemistries, we have to begin to do more than hope that each child born is not one of the affected. We have to take steps, both in preconception and in pregnancy, to strengthen our children’s genetic and nutritional status. And somehow, some way, we have to find the means to space, if not dramatically reduce, the number of vaccinations given during the first critical years of brain development. Immunity naturally strengthens after the first two years of a child’s life. Could we not stem this tide of foreign injections into a child’s body until after their fragile first years?

We have started a new tradition at COEM. Once a month our office staff gets together as a group for an educational lunch meeting. These are usually hosted by one of the physicians and can be on any number of topics.

Our first meeting was hosted by Dr. McDaniel and he discussed hormone related health concerns and how he treats those conditions.

Our second meeting was hosted by Dr. Lieberman and he discussed environmental medicine and disorders affecting the nervous system.

These meetings are a great tool for the staff to use when speaking with patients. It helps the staff understand a little more about what the patients of the Center are going through. It is eye-opening to learn the approaches our physicians take when patients present with a variety of health concerns.

Dr. Lieberman discussed a few cases of patients presenting with chronic conditions such as Rheumatoid Arthritis and Depression. He approached these particular patients’ disorders using food and mold allergy, and their results were amazing.

One topic that both Dr. McDaniel and Dr. Lieberman have hit on in the last two months is that food is a very important factor in the illnesses many people face… and people don’t even know it! Educating the staff has allowed our Center to provide an even higher level of service to our patients than ever before.

I am a lover of learning, and as one of the newest employees at COEM I can easily say that I am able to learn something new and exciting EVERY SINGLE DAY. I have spent the larger part of my life educating young adults and helping them to discover where their interests may direct them as they depart the secondary education system. Though this gave me great pleasure, I knew it was time for a change. I also knew I wanted to find a place where I would be able to use my skills as an educator, feel challenged, motivated, and appreciated in my working environment, and where I would be able to continue helping others in meaningful ways. It has been a blessing to have been offered a Clinician position at COEM, and an absolute pleasure to know I am fulfilling my own personal aspirations. The sheer brilliance among our Doctors and staff members is astounding – which keeps me on my feet and leaves me wanting to know more and more with each passing day. “Learning” here at COEM is a large part of our daily routine!

The ways in which we each learn and exactly what we learn vary greatly among us all at COEM. One thing is for certain: we all learn from one another and work as a team to provide insight – contributing fresh ideas and perspectives that benefit one another and most importantly, our patients. We meet as a staff every morning to problem-shoot any issues and to note any changes that need to be made. We also meet in our departments once a week, which provides us the opportunity to learn from one another’s experiences and offer up any advice that may prove to be helpful to the practice. As a Clinician I have been blessed to have had one-on-one tutorials with Charlotte, who never gives herself enough credit for her incredibly endearing character and genuinely kind-hearted nature (not to mention her unique ability to answer just about any question I can throw at her). I cannot thank her enough for being my teacher/mentor throughout these last few weeks – she is truly an indispensable asset to COEM and has taught me more in the last month than I think I have learned in the last year! I am also grateful for the patience and warmth shown to me by all of our other COEM staff members as I have been learning “the ropes” around here. Everyone has been so helpful in steering me in the right direction and I sincerely appreciate their time and effort in assisting me throughout this learning process.

Our Doctors offer such a wide range of knowledge and experience. Both Dr. Lieberman and Dr. McDaniel are so careful to listen closely to the symptoms and concerns of our patients while providing them with a wealth of information regarding current treatment options and future health plans. I am amazed each time I finish reading a patient’s history and begin to note the Dr.’s recommendations, as I am reminded daily of how it once felt to sit in a lecture hall and absorb the brilliance that came from any one of my professors at William Smith. It is such a unique experience to listen to the many inspirational stories Dr. Lieberman can tell based on so many years of working in the medical field. When he begins to say “now let me tell you a story about this” I immediately envision his brain opening – much as a file cabinet would do – and a file is chosen from the thousands of existing files being stored there. The file is selected to precisely relate to the current patient’s case. It is informative, oftentimes entertaining, but most importantly it is tremendously helpful to the patient, as it provides them with evidence of success and hope after what could be years of on-going frustration. Dr. McDaniel never ceases to amaze me when providing his patients with witty, useful analogies that enable them to see their various concerns/treatment in a clear, unambiguous way. His sense of humor often helps his patients to relax and his wealth of knowledge provides them with the confidence in which they need to proceed. It is an honor to work with such brilliant, compassionate Doctors and to learn from them each day.

I feel blessed to be working at COEM and to be continuing my passion for learning. I know that this newfound knowledge will enable me to make a positive, lasting impression on the lives of our patients.

It would be wonderful to think that at COEM we could do everything for every patient. This would be true of if we offered programs that don’t require anything from the patient at all except a few pills swallowed, lying down on a table for the skilled Physician to perform a high-tech procedure, or other marvels of modern medicine. But to come to COEM is to enter a relationship with a Physician that not only practices as a doctor, but also as the patient’s mentor. Patient Education is fully half of what we do at COEM!

Our consultation times are scheduled to allow extended time with patients to outline and thoroughly explain the reasons for and means of proposed treatment. Not only are Dr. Lieberman and Dr. McDaniel devoted patient educators, but Dr. Lieberman (our Medical Director) insists that every new patient have the attention of a Clinician assigned to spend nearly a full day coordinating that patient’s care, teaching the patient the specifics to follow through at home, and answering more questions. This amount of one-on-one attention during an initial consultation is unheard of at any other medical facility that I’ve encountered, either in the world of so-called “alternative medicine” or in the best traditional medical clinics.

Yet for every devoted teacher, in order for the whole process of education to bear fruit, there must be a devoted student. It does take both. It’s clear that the type of person who is attracted to becoming a patient at COEM is already a student looking for answers beyond those provided by their previous doctors and endless Internet searches. But there is something more that is required to be successfully healed than just the desire to get well, and this is where it gets tricky.

It’s a subtle quality called hope—not just hope, a wish, and a prayer—but hope that lets one begin to move beyond lifelong lifestyle habits, old ways of thinking or perceiving, and harder yet to change, ingrained belief systems. To trust enough to be willing to examine all those aspects that have built the foundation now manifesting as bodily sickness in place of natural health, this takes a very special person on a mission for total wellness. When a patient is willing to examine themselves at these deep levels, gently led by their COEM Physician and all the staff who are instructed to be part of this wonderful unfolding process, then true education, followed by persistent application on the part of the patient, can lead to healing rather than just managing symptoms.

Do you remember the old Agape poster showing Isaac Newton sitting under an apple tree, with an apple falling, pictured mid-air, about to fall on Isaac’s head? The caption read, “Open your mind and say Ahhhhh….” This is the same sort of incident repeated daily at COEM. Rather than our doctors saying, tongue depressor in hand, “Open your mouth and say Ahh” (though they do both do that during physical exams), our Physicians ask each patient to open their mind and begin to envision that they could indeed BE well, through consistent effort based on right understanding.

So the tricky part is not only finding a devoted Physician, but a devoted patient. It does take a lot of hope and vision on the part of the patient to make the necessary effort to get well. When both Physician and Patient work together equally, like a solidly joined team, over time EVERYTHING is possible. We see it daily!

Late summer to fall is ragweed season (other weeds, too). You may think of it as hayfever season, but some of your fall allergies may be due to something other than weeds.

Our patients are given information about concomitant foods. “A concomitant food is one that provokes a reaction in a susceptible individual when another allergen, such as a pollen, is present. This means that you can be more reactive or more symptomatic following the ingestion of specific foods during certain pollinating seasons.” Foods concomitant with ragweed are egg, milk, mint, melon and banana. You may have no problem with these foods in the spring, early summer or winter, but when ragweed is pollinating, they may cause allergy symptoms. Foods proven concomitant with other weeds are potato, tomato, pork, black pepper, wheat and tea. So, if you have lately developed a problem eating any of these foods, weed pollen may be the real culprit, and you might want to eat less of these foods, or eliminate them from your diet for a while.

Other allergens which may cause problems in the fall are the molds, Alternaria, Homondendrum and Epicoccum, as well as Mountain Cedar pollen. Alternaria is a problem from late spring to fall, especially between noon and 3:00 PM. Epicoccum spore counts rise in the fall when Mountain Cedar pollinates (November – February). Mountain Cedar pollen is carried from the West on the jet stream, and some scientists think the Epicoccum spores hitch a ride on the pollen. Another mold which seems to be a problem in the fall is Hormodendrum. Its spore counts are high from midsummer to December.

If you don’t think you have allergies because you don’t have typical hayfever symptoms, think again. Those sudden food problems may be seasonal because of concomitant foods. Molds, which can provoke some strange symptoms, can also be a problem in the fall. Most trees pollinate in the spring, but Mountain Cedar pollinates in the fall and winter, and its pollen can provoke joint and muscle pain.

The holiday season is quickly approaching. While some may say it begins with Thanksgiving, others believe it starts with Halloween. In any case, these festivities often have one thing in common: FOOD! As much as we may want to reach for that brightly-colored candy corn or that caramel-covered candy apple that may seem like it’s tempting you from afar, we must be remember the consequences that may come from indulging! However, this certainly doesn’t mean we can’t treat ourselves to something delicious this Halloween!

Below I have included a couple recipes for Halloween treats that will satisfy that craving for something sweet – yet won’t make a lasting impact on your waist line. Both a trick and a treat!!!

Pumpkin Seeds

INGREDIENTS

• One pumpkin
• Olive oil
• Sea salt

METHOD

1. Preheat oven to 400°F. Cut open the pumpkin and use a strong metal spoon to scoop out the insides. Separate the seeds from the stringy core. Rinse the seeds.

2. In a small saucepan, add the seeds to water, about 2 cups of water to every half cup of seeds. Add a half tablespoon of salt for every cup of water (more if you like your seeds saltier). Bring to a boil. Let simmer for 10 minutes. Remove from heat and drain.

3. Spread the seeds out over the roasting pan, all in one layer. Drizzle with the olive oil, being sure to cover all of the seeds. Bake on the top rack until the seeds begin to brown, 10-20 minutes, depending on the size of the seeds. (Smaller pumpkin seeds could toast more quickly.) When browned to your satisfaction, remove from the oven and let the pan cool on a rack. Let the seeds cool all the way down before eating. Enjoy!
Chocolate Pretzel Popcorn Balls

INGREDIENTS

• At least 8 cups of freshly popped popcorn
• 1/4 cup agave nectar or honey
• 1/4 cup creamy natural peanut butter or almond butter, at room temperature
• 2 tablespoons finely chopped dark chocolate-covered pretzels

METHOD

1. Line a baking sheet with parchment or wax paper. Prepare a medium bowl of ice water. Put popcorn in a large bowl.

2. Combine agave (or honey) and peanut butter (or almond butter) in a small saucepan. Cook over medium heat, stirring gently but constantly. As soon as the mixture starts to lightly bubble, cook, stirring constantly, for 15 seconds more.

3. Immediately pour the mixture evenly over the popcorn; gently mix with a wooden spoon or spatula until well coated. Gently stir in dark chocolate-covered pretzels.

4. Dip both hands in the ice water. Working quickly, press small handfuls (heaping 1/4 cup each) of the popcorn mixture firmly into 2-inch balls. (Make sure each ball gets a little bit of the pretzels). Place the balls on the prepared baking sheet. If they seem too fragile, rinse hands with cold water and press and squeeze each ball again to help keep it together.

5. Let cool completely before storing. To store, individually wrap in plastic wrap and store in an airtight container.

With up to 1 in 58 children in America diagnosed on the spectrum of Autism Disorders, we are facing a monumental societal crisis when all these young men and women come of age. At COEM, we are seeing our first generation of older teenagers and 20-something individuals exhibiting the full spectrum of developmental delays. Often they have had very devoted parents who have tried at all costs to keep their child progressing towards normal learning, normal functioning, and age-appropriate social skills. Behavioral therapy, occupational therapy, speech therapy, and reading therapy have all been maximized, even through one-on-one teacher’s aides at school.

Yet the results are not optimal.

Since his first years out of medical school, Dr. Lieberman has specialized in the “underachieving child.” Long before the term “biochemical approach” was coined, he was working to optimize brain function in children who weren’t meeting normal developmental milestones. Back in the 1970’s and 80’s, he already recognized the role of nutrient deficiencies and food allergies (often inherited) in producing abnormal thinking, mood, and behavior in these children. His forward thinking is all the more remarkable considering that at that time developmental delays were considered to be a form of mental retardation, or a psychological disorder caused by a mother deficient in proper maternal care!

As Dr. Bernard Rimland and other pioneers unravelled the mysteries of Autism Spectrum disorders, Dr. Lieberman quickly followed their lead and began applying new research findings to help affected children. He has continued to refine his Developmental Delay Program over the last 20 years, gradually expanding to include an emphasis on specific diets, plus supplemental nutrients, addressing methylation and detoxification deficits, and reducing the allergic load. The problem of yeast-related illness in altered brain chemistry is also treated, whenever necessary.

For those parents who REALLY devote themselves to applying the FULL recommended program early in their child’s life, it is truly amazing what is possible. Sadly, many parents believe that their child will outgrow many of the cognitive and behavioral difficulties, given enough time and school intervention through new learning techniques. Unfortunately that is rarely true. Abnormal brain chemistry can’t heal through physical maturation or even special learning programs. Other parents believe that it’s just too difficult to implement diet changes (“My child is so strong-willed!”) or to provide consistent supplementation (“It’s too expensive, and what if it doesn’t work?”)

These reluctant parents haven’t seen what is possible when the right methods are applied consistently and persistently over time, so they stop short, always managing and coping on their current track, but without their child making optimal progress. We only wish they could know, like we have seen at COEM, that SO much more is possible for these children. And for those parents who have taken the leap of faith and climbed that steep learning curve necessary to implement a full biomedical approach to autism spectrum disorders, we applaud you!

This seems like just another holiday for the candy and card company to make money. Well it is, but we can help ourselves, by not giving sweet candies, and to look for more healthy snacks for the whole family. I did a little research and found some great ideas for Valentine treats and fun ideas to share with the kids.

How about surprising the ones you love with a Heart Shaped Cream Cheese and Strawberry Sandwich for lunch! How fun with that be for them to open up their lunch and find a heart shaped sandwich waiting for them, and healthy too..

Cream Cheese gives a full serving of calcium and strawberries are full of Vitamin C-

It can be fun making snacks with the kids! Use heart shaped cookie cutters to cut fruit and veggies, have the kids create the kabobs and use raspberry yogurt for a dip or melt dark chocolate as a dip for fruit, nuts or raisins. Dark chocolate has less sugar than milk chocolate and is packed with antioxidants.

There are so many great websites to explore for healthy and fun alternatives to all the sugar candies that are out for the holiday.

I have made New Year’s resolutions, but I have never really kept them. Usually they involve weight loss or eating healthier. I decided to give myself a pep talk and think about how I could make and keep a New Year’s resolution. I told myself, “Fulfilling New Year’s resolutions, requires setting goals. In order to achieve the goal I must get into a creative and confident state of mind to allow me to visualize not only achieving the final goal, but also any necessary mini-goals that must be met along the pathway to this major goal. I must focus on each of these steps along the pathway until the mini-goal is achieved, but not let myself become so focused on any one of these steps that I lose sight of the final goal and stray off the path. While walking on this pathway I may realize that something is missing. I must insert another step, another mini-goal, in order to achieve the desired result. The key is not to become discouraged and give up, but to realize that this is a journey to a place worth getting to.”

Achieving a team goal is a little different from achieving a personal goal. I am a member of a team, a good team, in my opinion. We usually abide by the things I am going to suggest, but as a mental exercise I am going to give some imaginary team members advice similar to what I gave myself.

If I were a team leader, responsible for making sure my group achieves a certain goal, there are certain things I would need to consider. When I assign tasks, I must make sure one person (or one group of people) does not become so overloaded that they find it difficult to keep the final goal in mind. They may become bogged down with details and become over-stressed to the point that they lose focus and “stray off the path.” Some people are capable and talented and real team players. I might be tempted to keep piling things on them because I know that I can count on them to get the job done. But even these people can be overloaded to the point that they stumble and fall. With the less talented and less-than-eager team members I might think that they are being lazy or careless when they don’t perform well. Perhaps they are carrying burdens, things beyond their control, that I am not aware of or do not recognize as factors affecting their performance. It may also be important to realize that if I criticize my team members too often without looking at the whole situation, I may be producing divisiveness and low morale instead of the good team spirit that we need to achieve our goal. Letting my team members know that I support them and have confidence in them can often accomplish more than constructive criticism. Using the carrot instead of the stick might be more effective sometimes, especially if I have a good team to start with. Do I truly think of myself as a member of the team, or am I above the rest of the team?

As a team member I must try to understand how my individual job fits into the overall plan and how doing my job well helps other team members to do theirs well too. Sometimes it may be necessary to put on mental blinders for a short while to focus on my task, but I must not keep them on too long or I may not see what is going on around me. My team leader may feel the need to offer constructive criticism. I must strive to take it as it is meant—for the benefit of the team as a whole and the achievement of the goal. If I feel the criticism is unjustified, I should defend myself, but try to keep the discussion business-like and as unemotional as possible. I must resist the temptation to see the team leader as the enemy and myself as the victim. This attitude is unproductive and harmful. I must do my best—that is all that can be expected. If I complete a task earlier than expected, I should offer my assistance to another team member. Sharing the load makes the burden lighter. The final goal will not be met unless all the mini-goals are met.

Whether I take the pathway to the goal alone or with others, I must stay focused, but not be too hard on myself or my companions, if any. The hazards along the way may beat me (or us) up a little, so I shouldn’t make the journey harder than it has to be. I must be ready to make changes as necessary, but never lose sight of the final goal, and the journey will probably end in success, goal achieved.