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Dec03
Healthy Personalities
HEALTHY PERSONALITIES

People with healthy personalities are those who are judged to be well adjusted. They are so jugged because they are able to function efficiently in the world of people. They experience a kind of “Inner Harmony” in the sense that they are at peace with others as well as themselves.

“The core of a healthy personality is any image of the self that the individual can accept and live with, without feeling too guilty, anxious or hostile, without being self-defeated or destructive of others.”

Jourard has defined a person with a healthy personality as one who “is able to gratify his needs through behavior that conforms with both the norms of his society and the requirements of his conscience.”

Characteristics of Healthy Personalities:
Of the many characteristics of healthy personalities, the following are the most common:
1. Realistic self-appraisals
2. Realistic appraisal of situations
3. Realistic evaluation of achievements
4. Acceptance of reality
5. Acceptance of responsibility
6. Autonomy
7. Acceptable emotional control
8. Goal orientation
9. Outer orientation
10. Social acceptance
11. Philosophy-of-life-directed
12. Happiness

1. Realistic self-appraisals: The well adjusted person sees himself as he is, not as he would like to be. The gap between the real and the ideal self-concept, is very much smaller among the well-adjusted. Since the well-adjusted person can appraise himself, his abilities and his achievements realistically, he does not need to use defense mechanisms to try to convince himself and others that his failure to come up to his expectations is the fault of others or of environmental conditions over which he has no control. He accepts adverse evaluations as a form of constructive criticism and tries to improve qualities that others judge unfavorably. He is ready and willing to change, regard himself as worthy, even if not perfect.

2. Realistic appraisal of situations: He approaches situations with a realistic attitude, accepting the bad with the good. He realizes that there must be rules of conduct which protects the rights of others and himself, and he is willing to abide by them even when they are not entirely to his liking. He finds that it pays to be a law-abiding citizen rather than a troublemaker or law-breaker. He recognizes that success comes only with hard work, the willingness to make personal sacrifices and pass up immediate pleasures in favor of the long term gains he is striving for.

3. Realistic evaluation of achievements: A well-adjusted person is able to evaluate his achievements realistically and to react to them in a rational way. This contrasts with the maladjusted person who regards his successes as a personal triumph which shows others his superiority over them. The maladjusted person allows himself to develop a superiority complex which he expresses in boasting, bragging and derogatory comments about those whose achievements fall below this.
A well-adjusted person evaluates his failures realistically to see if they were actually failure for him or whether they were due to competition with persons whose abilities were greater than his. He also considers whether he tried hard enough and if he did not; whether his lack of effort was due to laziness, fear of failure, or some other cause. In addition, he assesses his aspirations to see if they were realistic and if not, he profits by his failure, setting his future aspirations at a more realistic level.

4. Acceptance of reality: The person must learn to accept his limitations, either physical or psychological, if he cannot change them and to do what he can with what he has. He can also compensate for his limitations by improving those characteristics in which he is strongest.
The poorly adjusted person, by contrast, develops a martyr complex, feeling sorry for himself or blaming himself or others for his limitations.

5. Acceptance of responsibility: The well adjusted person is enough of a realist to recognize that he should not accept responsibilities that he is unprepared to carry out successfully. He knows that by doing so he will not only win social disapproval for his failures but will undermine his self confidence to the point where he will be hesitant to accept future responsibilities. He accepts responsibility for himself and for his behavior. If things go wrong and if he is criticized, he accepts the blame and is willing to admit that he made a mistake. Acceptance of responsibility means that the well adjusted person is dependable.

6. Autonomy: Autonomy shows itself in independence. An autonomous person does not depend on others when he is capable of being independent. The well-adjusted person shows his autonomy in several ways. In decision making, he is able to make important decisions with a minimum of worry, conflict, advice seeking and other types of running away behavior. After making a choice, he abides by it, until new factors of crucial importance enter into the picture.

7. Acceptable emotional control: The person must assume the responsibility for keeping his emotions under control so that they will not hurt others or himself. A well adjusted person can live comfortably with his emotions. This is possible because he had developed, over a period, a degree of stress tolerance, anxiety tolerance, depression tolerance and pain tolerance.

8. Goal orientation: The well adjusted person set realistic goals while those who are poorly adjusted set more unrealistic goals. The second major difference between well and poorly adjusted people in goal setting is that the well adjusted make it their business to acquire the knowledge and skills needed to reach their goals. The result is that a well adjusted person is a well organized one. He integrates his various functions and roles in life according to a consistent, harmonious pattern. He is thus able to make the best use of his time and effort and this increases his chances of reaching his goals.

9. Outer orientation: The well adjusted person’s interest in others is revealed in a number of ways. He is unselfish about his time, effort and material possessions. He is willing to respond in any way he can to the needs of others and does not regard it as an imposition. The ability to empathize with others, to understand and to sympathize with them in happiness and sorrow without feeling envious of their successes or scornful of their failures.

10. Social acceptance: The well adjusted persons see themselves as adequate to meet social challenges, demands and expectations and so they are willing to participate in social activities and are highly capable of identifying with other people. He can be natural, at ease and friendly in his relationships with others and all this increases his social acceptance. Even though he may have little in common with those with whom he is associated, he makes it his business to get along with them if circumstances make it impossible for him to seek the companionship of persons whose interests are more similar to his and who would meet his needs better.

11. Philosophy-of-life-directed: As well adjusted people are goal-oriented, so do they direct their lives by a philosophy which helps them to formulate plans to meet their goals in a socially approved way. This philosophy of life may be based on religious beliefs, it may be based mainly on what they believe is right because it is best for all concerned or it may be based on personal experiences.

12. Happiness: One of the outstanding characteristics of the well adjusted person is happiness. This means that in the well adjusted person happiness outways unhappiness and the person is an essentially happy person. Three conditions contribute to the happiness of the well adjusted person. All enhance the person’s self-concept and lead to reasonable self satisfaction. These conditions have been called the “Three A’s of Happiness”:
- Achievement
- Acceptance
- Affection

Dr. Nahida M.Mulla M.D.MACH
Principal,
A M Shaikh Homoeopathic Medical College, Nehru Nagar, BELGAUM


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Dec03
EFFECTS OF NUTRITION ON BEHAVIOR AND MENTAL PERORMANCE
EFFECTS OF NUTRITION ON BEHAVIOR AND MENTAL PERORMANCE

Nutrition can affect behavior and emotional adjustment. However, to demonstrate a clear-cut relationship between nutrition on the one hand and behavior and emotional adjustment on the other is extremely difficult since nutrition is only one of a number of factors affecting the expression of interaction of the individual and his environment. Nevertheless, the effects of under-nutrition or malnutrition be discernible in situations which are complicated by poor physical environment and emotional stresses and strains. Periods of severe under-feeding provide evidence.

Spies et al described a child whom they had observed from 5-12 years of age. He was a white boy, the fourth child in a family of ten that had lived on a diet consisting chiefly of corn bread, biscuits, fat pork, sugar, occasionally turnip greens, corn, tomatoes and berries in season. Rarely did this child have any milk, eggs, meat, fish or cheese. At 5 years of age he was retarded in growth and showed clinical evidence of deficiencies in thiamine, riboflavin and niacin. His mother reported that he had “cracks” (symptom of riboflavin deficiency) at the corner of his mouth most of his life and frequently his tongue was red and sore (symptom of niacin deficiency). During the following three years his mother complained that he was fractious, and his teacher stated that he did not concentrate on his school work and poor grades and was quarrelsome. At 8 years and 9 months he was given a skimmed milk supplement which increased his intake of protein, calcium, thiamine, riboflavin and niacin. No other changes were made in his life. During the first year, there was little change in his lip and tongue condition and disposition of his school grades. Following that year gradual improvement in lip and tongue symptoms was noted. His mother reported great improvement in his disposition. His teacher said that, he could concentrate better on his studies, his school grades had improved and his behavior was excellent. This relatively small improvement in his diet had contributed slowly to somewhat better living for this child even though it was insufficient to improve his growth rate in height and weight.

Children with Kwashiorkar, a severe type of protein malnutrition, have a characteristic behavior. These children are dull, apathetic, and miserable. They sit without moving, indifferent to their surroundings. They rarely cry or scream, just whimper. When they are cured, the behavioral change from “peevish mental apathy” to “impish humor and vitality” is striking.
Observations during real life situations of under-nutrition have been corroborated by the changes in behavior of the subjects of the Minnesota Study on Starvation. The progressive anatomic and bio-chemical changes which produced sensations, drives and limitations to physical functions rendered the man increasingly ineffective in their daily life. During the period of semi-starvation men who had been energetic, even-tempered, humorous, patient, tolerant, enthusiastic, ambitious and emotionally stable became tired, apathetic, irritable, lacking in self-discipline and self-control. They lost much of their ambition and former self-initiated spontaneous physical and mental activity. They moved cautiously, climbed stairs one step at a time and tended to be awkward, tripping over curbstones and bumping into objects. They lost interest in their appearance. They dressed carelessly and often neglected to shave, brush teeth and comb their hair. They became more concerned with themselves and less with others. It required too much effort to be sociable. Their interests narrowed. The educational program, which was to prepare them for foreign rehabilitation work, collapsed. Humor and high spirits were replaced by soberness and seriousness. Any residual humor was of a sarcastic nature. They had periods of depression and became discouraged in part because of their inability to sustain mental and physical effort. They were frustrated because of the difference between what they wished to do and what they could do. They found themselves buying things which were not useful at the time. They stopped having “dates.” All sex feelings and expression virtually disappeared. All the time they were being distracted by hunger. Sensations and showing great concern about and interest in food. When their food was increased during the rehabilitation period, their psychological recovery was somewhat faster than their physical improvement, although many months of unlimited diet passed before recovery was complete. Emotional stability and sociability were regained more rapidly than strength, endurance and sexual drive.

The sudden feeling of improvement however was temporary. Morale became low because many anticipated quick, complete recovery. As energy increased, they no longer were willing to accept conditions unquestionably and showed annoyance at restrictions. Many grew argumentative and negativistic. Humor, enthusiasm and sociability reappeared; irritability and nervousness diminished. The feeling of well-being increases the range of interest. The sense of group identity which had become strong during the semi-starvation period was dissipated as men began looking forward to making plans for their future. An interest in activity and sex increased. Their concern about food decreased after a period of insatiable appetite when they were first permitted to eat all they desired.

Intelligence: It has been shown that under-nutrition or malnutrition can affect mental activities or the way an individual uses his mental abilities. In the Minnesota study, according to both clinical judgment and quantitative tests, the men’s mental capacity did not change appreciably during either semi-starvation or rehabilitation. The subjective estimates of loss of intellectual ability may be attributed to physical disability and emotional factors.

Studies of the effect of thiamine supplements upon learning ability have given no assurance that adding thiamine to the diet of schoolage children will be followed by increased ability to learn. Evidence has been cited that underfeeding has a real effect upon the well-being of an individual, and is reflected in his behavior. It would be wise, therefore, to keep in mind the nutritional needs of children and to meet them wherever possible.

Dr. Nahida M.Mulla M.D.MACH
Principal,
A M Shaikh Homoeopathic Medical College, Nehru Nagar, BELGAUM


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Dec03
Child Psychology
CHILD PSYCHOLOGY:
Is a curious thing that the scientific study of child behavior is only of recent origin. Philosophers had talked about the importance of childhood in determining the nature of the adult and poets had written about it.

The childhood shows the man,
As the meaning shows the day.
__ Milton in Paradise Regained

The child is father of the man
__ Wordsworth in My Heart Leaps Up

Two parents including Charles Darwin (1877) published infant biographies. But the first comprehensive study of child development did not appear until 1882. This was Prayer’s, “The Mind of the Child.” It also, was written by a father and observation was limited to one child. Although restricted in these ways, this was a careful study, dealing e.g. with reflexes, sensory ability, emotional development and thought processes. It is infact, a landmark in the history of child psychology.

Evolutionary Influences: One idea which played an important part in evolutionary biology also gave an impetus to child psychology. This was the concept of recapitulation, which supposed that, in their early growth, organisms exhibit, for a time, certain traits possessed by animals lower in the evolutionary scale. Some structural evidence for this came from the fact that human foctuses have structures resembling gill slits. These later become a part of the ear. Likewise, each human being has tail, which, except, in rare instances, disappears before birth.

Impressed by evidences for structural recapitulation, some early child psychologists looked for behavioral evidence. It was suggested, e.g. that “the child after birth recapitulates and uses for a time various phases of its prehuman ancestral behavior.” Offered in evidence were the monkey-like antics of children and the tendency of many to walk on all fours. One of the early leaders in child psychology, G. Stanley Hall of Clark University, even claimed that the cultural history of man’s behavior is mirrored in the activities of children and especially in play. He believed that, “The best index and guide to the stated activities of adults in past ages is found in the instinctive, in taught and non-initiative plays of children.” But the recapitulation concept, although it served for a time to focus psychological attention on children, received little support from observations of child behavior.

Developmental Schedules: When child psychology got under way, there soon developed an interest in such questions as: What reactions are usual or normal, or to be expected at given age levels? Research designed to answer such questions is often referred to as normative, a search for norms. Intelligence tests such as those, which originated in France, were normative but confined largely to memory and reasoning. They were, of course, designed for school children. They did not tell how a baby of three or six months or of two or four years should be reacting. Nor did they deal, in any direct way, with sensory, perceptual and motor development. The first extensive development schedules designed to tell parents what children usually do at various age levels from birth, up grew out of research conducted by Arnold Gessell and his associates at Yale University. Various test situations, involving response to such objects as dangling rings, cubes and mirrors were used at the early age levels. At later ages, the tests involved observations of language and social behavior. Large numbers of children were tested. Movies of their reactions were made and analyzed frame by frame to discover age changes in behavior. The chief outcome of this research was a detailed catalogue of the responses to be expected at successive age levels. Over and beyond its scientific value, information like this is of obvious value to pediatricians, educators and parents.

The Influence of Psychoanalysis: Like the poets quoted above, Sigmund Freud (1856-1939) and later psychoanalysts claimed that childhood experiences leave an indelible impression in adult personality. Freud emphasized experiences associated with sexual development. Others stressed the importance of frustration and insecurity in childhood, with or without sexual overtones. Regardless of such differences among them, these men helped to turn the spotlight on childhood and more specifically on parent-child relationships and other aspects of family life. This approach supplemented and as it were, rounded out the approaches to child psychology that we have already considered. Moreover, the influence of childhood on adult personality became an interdisciplinary problem, bringing about cooperative studies among psychologists, sociologists and anthropologists. The later were led to investigate how methods of child rearing characteristics of different cultures influence the personality of adults.

The principles of child psychology are based on research findings and theories about children’s behavior and development from the time of conception to the beginning of adolescence. The onset of pubescence, which typically occurs between twelve and fifteen years of age, marks the transition to a period of life which psychologists have considered sufficiently different from earlier childhood to merit separate treatment as the psychology of adolescence.

Psychologists have found it convenient to identify the following chronological age groupings:
Germinal: first 2 weeks after conception
Embryo: 2-6 weeks after conception
Foetus: 6 weeks after conception until birth
Neonate: First 2 weeks after birth
Infant: First 2 years of life
Preschool child: 2-6 years of age
Primary-school child: 6-9 years of age
Intermediate school child: 9-12 years of age
Junior-High school child: 12-15 years of age (the onset of adolescence occurs during this period)

This classificatory schema is arbitrary and has no theoretical value. Based on more-or-less general usage, it merely provides a convenient framework for discussion and easy appellation.

A study of the psychology of childhood, of conscientiously and intelligently pursued, provides a rich background of information about children’s behavior and psychological growth under a variety of environmental conditions. It provides information about psychological scales for appraising a child’s developmental status; provides certain “norms” of behavior and growth for comparative purposes; provides understanding of basic psychological processes like learning, motivation, maturation and socialization; supplies knowledge of general principles of development with which to evaluate critically new trends and “fads” in child care and training and offers practical suggestions for guiding the psychological growth of children who experience difficulties in adjusting to adults, children and other personal and natural components of their culture. Furthermore, extended study in this scientific area promotes a better understanding of adolescent and adult behavior. Familiar aphorisms such as “The child is father of the man” and “As the twig is bent so grows the tree” document man’s belief in the major contributions of childhood experiences to the personality and behavior of the individual.

While the present research and theoretical status of child psychology may appear to have emerged “full blown” in the twentieth century, closer examination reveals its deep and tenuous roots extending far into the past.


Dr. Nahida M.Mulla M.D.MACH
Principal,
A M Shaikh Homoeopathic Medical College, Nehru Nagar, BELGAUM


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Dec03
Child Rearing Practices
CHILD REARING PRACTICES

Different child rearing practices are found between social classes. Recent investigations suggest that more middle class, then lower class have adopted the permissive-democratic approach. Evidence of this greater adherence to the permissive democratic approach on the part of middle class parents can be seen in:
1. Greater evidence of warmth and affection in middle class home
2. Less authoritarianism and more open communications between parents and children
3. Greater tolerance for developmental immaturity and aggressiveness towards parents
4. Greater emphasis in fostering wholesome development and establishing good rapport than an obedience, respect and the physical aspect of care
5. Greater reliance on reasoning and inner controls in disciplining children than on physical punishment and ridicule.
6. Greater parental concern with and participation in their child’s interests.
Child Rearing Styles: are constellations of parenting behaviors that occur over a wide range of situations, thereby creating a pervasive and enduring child-rearing climate. In a landmark series of studies, Diana Baumrind gathered information on child rearing by watching parents interact with their preschoolers. Her findings, along with many others that extend her work, reveal three features that consistently differentiate an authoritative parenting style from less effective, authoritarian and permissive styles. They are:
1. Acceptance of the child and involvement in the child’s life to establish an emotional connection with the child
2. Control of the child to promote more mature behavior and
3. Anatomy granting to encourage self-reliance.
Authoritative Child Rearing: The authoritative style is the most successful approach to child rearing. Authoritative parents are high in acceptance and involvement – warm, responsive, attentive, patient and sensitive to their child’s needs. They establish an enjoyable, emotionally fulfilling parent-child relationship that draws the child into close connection and interaction.

At the same time, authoritative parents use adaptive control techniques. They make reasonable demands for maturity and consistently enforce those demands. In doing so, they place a premium on communication. They give reasons for their expectations and use disciplinary encounters as “teaching moments” to promote the child’s self-regulation of behavior.

Finally, authoritative parents engage in gradual, appropriate autonomy granting. They allow the child to make decisions in areas where he is ready to make choices. They also encourage the child to express his thoughts, feelings and desires. And when parent and child disagree, authoritative parents engage in joint decision making when possible. Their willingness to accommodate to the child’s perspective increases the chances that the child will listen to their perspective in situations where compliance is vital.

Throughout childhood and adolescence, authoritative parenting is linked to many aspects of competence. These include an upbeat mood, self-control, task-persistence and cooperativeness during the preschool years and at older ages, responsiveness to parents’ views in social interaction and high self-esteem, social and moral maturity, achievement motivation and school performance.

Authoritarian Child Rearing: Parents who use an authoritarian style are low in acceptance and involvement. They appear cold and rejecting frequently degrading their child by mocking and putting her down. Although authoritarian parents focus heavily on control of their child’s behavior, they do so coercively by yelling, commanding and criticizing. “Do it because I say so!” is the attitude of these parents. If the child disobeys, authoritarian parents resort to force and punishment. In addition, authoritarian parents are low in autonomy granting. They make decision for their child and expect the child to accept their word in an unquestioning manner. If the child does not, authoritarian parents resort to force and punishment. The authoritarian style is clearly biased in favor of parent’s needs. Children’s self-expression and independence are suppressed. Research shows that children with authoritarian parents often are anxious and unhappy. Girls especially appear dependent, lacking in exploration and overwhelmed in the face of challenging tasks. When playing with peers, children reared in an authoritarian climate react with hostility when frustrated. Like their parents, they resort to force when they do not get their way. Boys especially show high rates of anger, defiance and aggression.

In adolescence, young people with authoritarian parents continue to be less well adjusted than those with authoritative parents. Nevertheless, because of authoritarian parents’ concern with controlling their child’s behavior, teenagers experiencing this style do better in school and are less likely to engage in antisocial acts than are those with undemanding parents. i.e. parents who use the two styles we are about to discuss.

Permissive Child Rearing: The permissive style of child rearing is warm and accepting. But rather than being involved such parents are over indulging or inattentive. Permissive parents engage in little control of their children’s behavior. Most of time, they avoid making demands or imposing limits. And rather than engaging in effective autonomy granting, permissive parents allow children to make many of their own decisions at an age when they are not yet capable of doing so. They can eat meals and go to bed when they feel like it and watch as much television as they want. They do not have to learn good manners or do any household chores. Although some permissive parents truly believe that this approach is best, many others lack confidence in their ability to influence their child’s behavior.
Children of permissive parents have great difficulty controlling their impulses and are disobedient and rebellious when asked to do something. They are also overly demanding and dependent on adults and they show less persistence at tasks than do children of parents who exert more control.

In adolescence, parent indulgence continues to be related to poor self-control. Permissively reared teenagers do less well academically, are more defiant of authority figures and display more antisocial behavior than do teenagers whose parents communicate clear standards for behavior.

Uninvolved Child Rearing: The uninvolved style combines low acceptance and involvement with little control and general indifference to issue of autonomy. Uninvolved parents’ child rearing barely exceeds the minimum effort required to feed and clothe the child. Often these parents are emotionally detached and depressed and so overwhelmed by the many stresses in their lives that they have no time and energy to spare for children. As a result, they may respond to the child’s demands for easily accessible objects, but any parenting strategies that involve long-term goals, such as establishing and enforcing rules, about homework and social behavior, listening to child’s point of view, and providing guidance on appropriate choices are weak and fleeting. At its extreme, uninvolved parenting is a form of child maltreatment called neglect. It is likely to characterize depressed parents with many stresses in their lives, such as marital conflict, little or no social support and poverty. Especially when it begins early, it disrupts virtually all aspects of development, including attachment, cognition, play and emotional and social skills.

Even when parental disengagement is less extreme, it is linked to adjustment problems. Adolescents whose parents rarely interact with them, take little interest in their life at school and do not monitor their whereabouts show poor emotional self-regulation, low academic self-esteem and social performance and frequent anti-social behavior.

Dr. Nahida M.Mulla M.D.MACH
Principal,
A M Shaikh Homoeopathic Medical College, Nehru Nagar, BELGAUM


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Dec02
Fibroid ( Uterine Fibroid Embolization) and infertility treatment in mumbai- Non surgical
Please visit my website www.irtreatments.com for detailed information.
Fibroid and infertility treatment- fallopian tube blockage and varicocoele
1.FIBROID TREATMENT-No-knife-No scars-No stitches treatment-Large number of women suffer from symptomatic fibroids. They can be treated without surgery by angiography treatments without scars or stitches. The procedure is called uterine Fibroid embolisation.
2. INFERTILITY TREATMENT-We also treatment some causes of infertility. This includes opening of blocked fallopian tubes by means of -fluoroscopic fallopian tube recanalisation. In male infertility can be due to variococele. This can be treated with -embolisation.


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Dec01
Fluoroscopic Guided Fallopian Tube Recanalisation: Modified Technique
It is an OPD procedure.
For details Also visit my website www.irtreatments.com

INTRODUCTION

The obstruction of fallopian tube in its proximal portion has been a diagnostic and therapeutic dilemma since its recognition more than 50 years ago. Development of fluoroscopically guided fallopian tube catheterization over last decade has improved the evaluation of this condition with better visualization of distal fallopian tube. A procedure that relieves proximal tubal obstruction whatever the cause with minimal trauma to the tube would clearly be an advantage. There are commercially available fallopian tube catheterization sets. These are costly and cumbersome to use. Modified technique as used by us is easier to use, less traumatic and decreases procedure and fluoroscopy time.
METHOD
Women with unilateral or bilateral proximal tube obstruction by HSG or laparoscopy are candidates for this procedure .The procedure is performed 3 to 7 days after menstrual period. Fluoroscopic fallopian tube recanalisation is done under Digital fluoroscopy. The premedication is done with Injection Buscopan 20mg intravenously. Patient is placed in lithotomy position. Part cleaned with betadine. The cervix is held with volsellum forceps. A catheter is introduced into the uterus under direct vision over a 0.035” guide wire. Once inside the uterus the tip is guided to the diseased cornu of the uterus. A small amount of contrast is used to confirm the position. A 3F catheter is passed through tubal ostium. Microguide wire 0.018” (Terumo) guide wire is passed into the fallopian tube. On successful recanalisation contrast is injected through the microcatheter. Free peritoneal spill is seen in the peritoneum in successful cases. Cases where after 10 minutes of attempt the tube is not recanalised, the procedure is regarded as failure. Patient is allowed to rest in the department for an hour after which patients were allowed to go home. Oral analgesics were given in case of abdominal pain.
Success is 76.2 % and failure is 23.8%. Pregnancy is seen in 24 %.


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