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  • Category Archives Attention Deficit Hyperactivity Disorder
  • 2. Health Education and Ritalin

    2. Health Education and Ritalin

    This comment has been sent to U.S. Sen. Patty Murray

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    HEALTH EDUCATION AND RITALIN

    A.D.H.D. Diagnoses Worry Doctors: The Times’s Alan Schwarz on doctors’ growing concern about the skyrocketing use of A.D.H.D. medications in children.

    By ALAN SCHWARZ and SARAH COHEN Published: March 31, 2013

    A.D.H.D. Seen in 11% of U.S. Children as Diagnoses Rise

    Nearly one in five (nearly 20%)  of high school age boys in the United States and 11 percent of school-age children over all have received a medical diagnosis of attention deficit hyperactivity disorder, according to new data from the federal Centers for Disease Control and Prevention.

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    REMEMBER, There’s no definitive diagnostic test for ADHDno blood analysis, no brain scan, no genetic screen.

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    These rates reflect a marked rise over the last decade and could fuel growing concern among many doctors that the A.D.H.D. diagnosis and its medication are overused in American children.

    The figures showed that an estimated 6.4 million children ages 4 through 17 had received an A.D.H.D. diagnosis at some point in their lives, a 16 percent increase since 2007 and a 41 percent rise in the past decade. About two-thirds of those with a current diagnosis receive prescriptions for stimulants like Ritalin or Adderall.

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    HEALTH EDUCATION AND RITALIN

    If this process starts at seven years old, the drug-taking affirmation has set a precedent in the child’s life that will likely continue through adolescence and adulthood. The covert message to the child: you need drugs to behave properly. And yet, the positive effects of ADHD drugs are so overwhelming that psychologists, pediatricians, school educators, juvenile court administrators, parents and counselors are now seen as remiss in their duties as supervising adults, if prescriptions are not written when two or more qualifying symptoms of ADHD are noted.

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    Children and Psychotropic Medication Use

    “Methylphenidate (generic for Ritalin) is a Schedule II
    central nervous system stimulant and shares many of
    the pharmacological effects of amphetamines,
    methamphetamine, and cocaine.”
    — U.S. Drug Enforcement Administration

    HEALTH EDUCATION AND RITALIN

    Overcrowded public education routinely struggles with quiet and orderly classroom behavior, and children with behavioral disturbances are increasingly labeled with attention deficit hyperactivity disorder (ADHD) if they create ‘classroom-management’ problems for their teachers (symptoms of ADHD include a failure to keep quiet and a failure to sit still). What was simply referred to as ‘acting up’ or as ‘having ants in his pants’ just a few years ago, has now been classified as an official disorder and disease, requiring medication.

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    Ritalin and Ritalin-like drugs can result in a more subdued class, as many medicated children will talk less to others. A 1998 study showed that the majority of medicated children also become less interested in others and the U.S. Surgeon General in 1999 reported that, long term, ADHD medications do not benefit social skills and peer relationships.

    Mother’s Little Helper: The History and Evolution of …

    www.wellcorps.com/Mothers-Little-Helper-The-History-of-Amphetamin…

    Amphetamine, which was the predecessor to methamphetamine and originally called … Around 1955 college campuses became known for their location of ready … By Tony B. Rich and Meg Jordan, PhD, RN

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    To be continued…..

    Ritalin Mother’s Little Helper?

    The History of Amphetamine and Anti-Depressant Use in America

     

     


  • 1. Health Education and Ritalin

    1.  Health Education and Ritalin

    This comment has been sent to U.S. Sen. Patty Murray

    SEATTLE (AP) — Beginning in January 2015, former preschool teacher U.S. Sen. Patty Murray wants to rescue the so-called No Child Left Behind Law in her new role as ranking Democrat on the Senate Health Education Labor and Pensions Committee.

    Who is going to RESCUE  American school kids from an  Education Riddled with Ritalin?

    What impact does forced Ritalin have on the PHYSICAL AND MENTAL HEALTH of American kids?

    Official Report: Child Drugging: Psychiatry Destroying Lives

    www.cchr.org/…/childdrugging/i…

    Citizens Commission on Human Rights

    The side effects of these drugs often damage them for life—if they live. This report exposes the lies behind child drugging. Read the facts online—Get the truth.

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    When the FOCUS on literacy for low-income kids, for tribal students, military kids and homeless children has been in the form of FORCED RITALIN to enhance their ability to FOCUS on learning.

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    Sen. Patty Murray has been a leader in directing federal dollars toward early childhood education, and she worked on reauthorization of the federal Head Start program.

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    Is Senator Murray aware that the federal framework for the nation’s schools, includes

    THE NEW INEQUALITY FOR TODDLERS: LESS INCOME; MORE RITALIN

    Thousands of Toddlers Are Medicated for ADHD, Report Finds

    www.nytimes.com/2014/…/us/among-experts-scrutiny…

    The New York Times

    May 16, 2014 – ATLANTAMore than 10,000 American toddlers 2 or 3 years old are being medicated for attention deficit hyperactivity disorder outside … THE NEW INEQUALITY FOR TODDLERS: LESS INCOME; MORE RITALIN

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    Parents Know Your Rights About ADHD & Child Mental …

    www.cchrint.org/issues/childmentaldisorders/

    This is fact: There are no medical tests in existence that can prove ADHD or any other mental disorder these children are being diagnosed and drugged for is a …

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    As a concerned American Grandmother, I am asking for Senator Murray’s help to stop the forced Ritalin drugging of American school kids.


  • Drugging Toddlers for A.D.H.D.

    Drugging Toddlers for A.D.H.D.

    On May 16, 2014 the New York Times ran an article titled Thousands of Toddlers Are Medicated for A.D.H.D., Report Finds, Raising Worries

    Drugging Toddlers for Inattention, Impulsivity, and Hyperactivity

    “More than 10,000 American toddlers 2 or 3 years old are being medicated for attention deficit hyperactivity disorder outside established pediatric guidelines, according to data presented on Friday by an official at the Centers for Disease Control and Prevention.”

    The CDC official is Susanna Visser, MS, DrPh, Acting Associate Director of Science for the Division of Human Development and Disability, and she was speaking at the annual Rosalyn Carter Georgia Mental Health Forum.

    Bottom line

    Psychiatry’s primary agenda for the past fifty years has been the expansion of its “diagnostic” net, and the prescribing of more and more pills to more and more people.  Psychiatry promises joy, happiness, and a trouble-free life from a pill bottle, and tragically our society and our political leadership have bought it.  Today, no group is safe from psychiatry’s depredations.  Their net embraces people of all ages, all walks of life, and all circumstances.  There is truly no human problem that cannot be “diagnosed” as a “mental illness,” and for which psychiatry doesn’t have a pill.

    Ten thousand American toddlers taking stimulants for ADHD is just business as usual.  By all means, let us speak out against this psychiatric assault on our toddlers, but let’s not lose sight of the greater tragedy – that this kind of approach has become the norm.  Feeding children psychoactive drugs as a substitute for instilling age-appropriate habits of discipline, self-control, and interpersonal respect is a tragedy beyond description.  If street-dealers were promoting their products to toddlers and their parents in this way, there would be outrage – and rightly so.  But psychiatrists, dressed in nice suits, and with their image polished by an international PR firm, are accepted.
    As a society, as a culture, we have truly lost our way.

    read more at http://www.madinamerica.com/2014/05/drugging-toddlers-inattention-impulsivity-hyperactivity/

    May 22, 2014

    On May 16, the New York Times ran an article titled Thousands of Toddlers Are Medicated for A.D.H.D., Report Finds, Raising Worries, by Alan Schwarz.  Here is the opening sentence:

    “More than 10,000 American toddlers 2 or 3 years old are being medicated for attention deficit hyperactivity disorder outside established pediatric guidelines, according to data presented on Friday by an official at the Centers for Disease Control and Prevention.”

    The CDC official is Susanna Visser, MS, DrPh, Acting Associate Director of Science for the Division of Human Development and Disability, and she was speaking at the annual Rosalyn Carter Georgia Mental Health Forum.  I have not been able to find the text of Ms. Visser’s speech.  (It will probably be published later.)  Meanwhile, there is a good deal of information in Alan Schwarz’s article.  Here are some more quotes:

    “The report, which found that toddlers covered by Medicaid are particularly prone to be put on medication such as Ritalin and Adderall, is among the first efforts to gauge the diagnosis of A.D.H.D. in children below age 4. Doctors at the Georgia Mental Health Forum at the Carter Center in Atlanta, where the data was presented, as well as several outside experts strongly criticized the use of medication in so many children that young.”

    “The American Academy of Pediatrics standard practice guidelines for A.D.H.D. do not even address the diagnosis in children 3 and younger — let alone the use of such stimulant medications, because their safety and effectiveness have barely been explored in that age group. ‘It’s absolutely shocking, and it shouldn’t be happening,’ said Anita Zervigon-Hakes, a children’s mental health consultant to the Carter Center. ‘People are just feeling around in the dark. We obviously don’t have our act together for little children.’”

    “Dr. Lawrence H. Diller, a behavioral pediatrician in Walnut Creek, Calif., said in a telephone interview: ‘People prescribing to 2-year-olds are just winging it. It is outside the standard of care, and they should be subject to malpractice if something goes wrong with a kid.’”

    “Dr. Visser said that effective nonpharmacological treatments, such as teaching parents and day care workers to provide more structured environments for such children, were often ignored. ‘Families of toddlers with behavioral problems are coming to the doctor’s office for help, and the help they’re getting too often is a prescription for a Class II controlled substance, which has not been established as safe for that young of a child.

    read more at http://www.madinamerica.com/2014/05/drugging-toddlers-inattention-impulsivity-hyperactivity/

     

     


  • Did Tom Sawyer Have ADHD?

    Did  Tom  Sawyer Have ADHD?

    THE ADHD-VENTURES OF TOM SAWYER  Having escaped from Aunt Polly, Tom Sawyer is “playing hooky” … HE CLEARLY HAS ATTENTION DEFICIT HYPERACTIVITY DISORDERADHD

    IN PREVIOUS ERAS, SUCH BEHAVIOR WAS JUST AS PROBLEMATIC FOR ADULTS AS IT IS TODAY. Poor old Aunt Polly—how many times does she “fall to crying and wringing her hands”? In order to cope with Tom, she seeks names for his disorder—he is “full of the Old Scratch,” meaning the devil—and searches for ways to control him (“Spare the rod and spile the child,” she tells herself).

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    THE ADHD-VENTURES OF TOM SAWYER By Anne Applebaum   As a mother of boys, The strange comforts of reading Mark Twain? Twain draws such fascinating portraits of children whose behavior is familiar,  I find this weirdly reassuring…

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    As the grandmother of (8) grandsons, Twain draws such fascinating portraits of children whose behavior is very familiar. Indeed, even in 2014  one can be comforted and reassured

    When In fact…..

    Tom Sawyer turns out fine in the end. In 19th-century Missouri, there were still many opportunities for impulsive kids who were bored and fidgety in school. The very qualities that made him so tiresome—curiosity, hyperactivity, recklessness—are precisely the ones that get him the girl, win him the treasure, and make him a hero. Even Huck Finn is all right at the end of his story.

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    THE ADHD-VENTURES OF TOM SAWYER (full text)

    The strange comforts of reading Mark Twain in the age of oppositional defiant disorder.

    By Anne Applebaum

    Everyone remembers the whitewashing scene in THE ADVENTURES OF TOM SAWYER but how many recall the scene that precedes it? Having escaped from Aunt Polly, Tom Sawyer is “playing hooky” and teaching himself to whistle, when he suddenly spies a “newcomer” in his village—a newcomer with “a citified air.” Their conversation unfolds like this:”I can lick you!””I’d like to see you try it.””Well, I can do it.””No you can’t, either.”After that, the encounter deteriorates further (“Can!” “Can’t!”) until finally the two boys are wrestling in the dirt. Tom wins the battle—the citified newcomer is made to shout “Nuff!”—but returns home late and is thus commanded to whitewash the famous fence.Following this incident, the reader’s sympathies are meant to lie with Tom. But try, if you can, to strip away the haze of nostalgia and sentiment through which we generally regard Mark Twain’s world, and imagine how a boy like Tom Sawyer would be regarded today. As far as I can tell, that fight is not just “inappropriate behavior,” to use current playground terminology, it is also one of many symptoms of oppositional defiant disorder—ODD—a condition that Tom manifests throughout the book
    AND TOM IS NOT MERELY ODD. HE CLEARLY HAS ATTENTION DEFICIT HYPERACTIVITY DISORDER—ADHD—AS WELL, JUDGING BY HIS INABILITY TO CONCENTRATE IN SCHOOL. “The harder Tom tried to fasten his mind on his book, the more his mind wandered,” Twain writes at one point. Unable to focus (“Tom’s heart ached to be free”), he starts playing with a tick. This behavior is part of a regular pattern: A few days earlier in church (where he had to sit “as far away from the open window and the seductive outside summer scenes as possible”), Tom had been unable to pay attention to the sermon and played with a pinch bug instead.In fact, Tom manifests many disturbing behaviors. He blames his half-brother for his poor decisions, thus demonstrating an inability to take responsibility for his actions. He provokes his peers, often using aggression. He deliberately ignores rules and demonstrates defiance toward adults. He is frequently dishonest, at one point even pretending to be dead.WORST OF ALL, HE SKIPS SCHOOL—A BEHAVIOR THAT MIGHT, IN TIME, LEAD HIM TO BE DIAGNOSED WITH CONDUCT DISORDER, FROM WHICH HIS FRIEND HUCK FINN CLEARLY SUFFERS. I am not being sarcastic here—or at least not entirely. In fact, I’ve reread both TOM SAWYER AND THE ADVENTURES OF HUCKLEBERRY FINN several times in recent years, precisely because Twain draws such fascinating portraits of children whose behavior is familiar, even if we now describe it differently. As a mother of boys, I find this weirdly reassuring: Although ADHD and ODD are often dismissed as recently “invented” disorders, they describe personality types and traits that have always existed. A certain kind of boy has always had trouble paying attention in school. A certain kind of boy has always picked fights with friends, gone smoking in the woods, and floated down the river on rafts.In previous eras, such behavior was just as problematic for adults as it is today. Poor old Aunt Polly—how many times does she “fall to crying and wringing her hands”? In order to cope with Tom, she seeks names for his disorder—he is “full of the Old Scratch,” meaning the devil—and searches for ways to control him (“Spare the rod and spile the child,” she tells herself).

    But if the children and the parents are familiar, the society surrounding them is not. In fact, Tom Sawyer turns out fine in the end. In 19th-century Missouri, there were still many opportunities for impulsive kids who were bored and fidgety in school. The very qualities that made him so tiresome—curiosity, hyperactivity, recklessness—are precisely the ones that get him the girl, win him the treasure, and make him a hero. Even Huck Finn is all right at the end of his story. Although he never learns to tolerate “sivilization,” he knows he can head out to “Indian territory,” to the empty West where even the loose rules of Missouri life won’t have to be followed.

    Nothing like that is available to children who don’t fit in today. Instead of striking out into the wilderness like Huck Finn, they get sent to psychologists and prescribed medication—if they are lucky enough to have parents who can afford that sort of thing. Every effort will be made to help them pay attention, listen to the teacher, stop picking fights in the playground, and rightly so. Nowadays, there aren’t any other options.

    www.slate.com/articles/…/the_adhdventures_of_tom_sawyer.html
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    INDEED, THERE ARE OTHER OPTIONS

    GETTING PHYSICAL WITH ADHD

    Exercise is the quickest way to a healthy physical glow and a stress free positive mental … Endorphins: These are often classified to be the happy hormones.

    PLENTY OF KIDS  DON’T GET ENOUGH EXERCISE “

    WHEN IS THE “PHYSICAL PART OF EDUCATION” GOING TO CONNECT THE NATURAL PRODUCTION OF ENDORPHINS https://www.google.com/?gws_rd=ssl#q=PHYSICAL+EXCERSISE+AND+ENDORPHINS

    Exercise is the quickest way to a healthy physical glow and a stress free positive mental … Endorphins: These are often classified to be the happy hormones.

    Mayo Clinic Being active can boost your feel-good endorphins and distract you from daily … Physical activity helps to bump up the production of your brain’s feel-good …

    Learn more from WebMD about the benefits of daily exercise on depression and how to … When you exercise, your body releases chemicals called endorphins.

    Exercise and other physical activity produce endorphins—chemicals in the brain that act as natural painkillers—and also improve the ability to sleep, which in …

    Exercise stimulates the brain’s pituitary gland to release endorphins, … harder-to-acquire physical and disease-fighting benefits of exercise.

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    “PLENTY OF KIDS GET BORED WITH SCHOOL AND  HOME WORK”

    PLENTY OF KIDS  DON’T GET ENOUGH EXERCISE “

    “He seems like he’s always daydreaming?”

    “He stares into space, as if dreaming, and ignores what’s going on around him?”

    “He never answers when I talk to him?”

    “I wonder if he hears me?”

    “He won’t pay attention even when being spoken to directly?”

    “He says that he  heard me, but when I ask him to repeat back what I just said,

    He has no idea what it was?”

    “Why can’t he ever settle down?”

    “It’s like the kid’s got a motor that’s always running?”

    “He’s always been a handful?”

    “I’ll ask him to go up to his room and get dressed, and ten minutes later I find him playing with his toys with only his shirt on?”

    “He can’t remember what he learns because he misses instructions and explanations in school?”

    “Even though we work so hard on his schoolwork at night, by the next day he’s forgotten everything?”

    “He loses everything?”

    “He just gets up and runs around or,when I force him to sit, he constantly fidgets or squirms in his chair?”

    “He show interest in lots of different thing but has a problems seeing them through to the end?”

    Did Tom or  Huck  have the same behaviors on a daily basis? and for extended periods?

    “He has  trouble following instructions?”

    “He start  a project, chore, or homework but leave it unfinished as they simply move on to the next thing that catches his interest?”

    Did Tom or  Huck  have the same behaviors on a daily basis? and for extended periods?

     

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    AND? DID HUCKLEBERRY FINN HAVE ADHD?

    Treating Huckleberry Finn: A New Narrative Approach to Working With Kids Diagnosed ADD/ADHD

    http://www.amazon.com/Treating-Huckleberry-Finn-Narrative-Diagnosed/dp/0787961205

    This review is from: Treating Huckleberry Finn: A New Narrative Approach to Working With Kids Diagnosed ADD/ADHD

    A Parent’s Perspective, October 11, 2000

    I have just read Treating Huckleberry Finn and want to share with other parents that David Nylund has provided help in clarifying the issues regarding the diagnosis and pressures to medicate. Parents have too few resources to help them make these often times life changing decisions. David provides clear, creative as well as practical suggestions for helping children use their strengths to tackle the problems of ADHD–

    This book respects the various perspectives on the ADD/Ritalin debate. It critiques the biological reductionism of the traditional ADHD paradigm and views the problem from a more wholistic and contextual perspective. While astutely criticizing some of the taken for granted assumptions of the ADHD/Ritalin model, it respectfully acknowledges that many people experience the ADHD diagnosis as helpful and find taking Ritalin beneficial. The meat of the book gives very creative, hopeful and practical suggestions for working with problems such as hyperactivity, inattention, problems with behavior, etc. The chapter for teachers is very valuable. Highly recommended for parents, counselors, therapists and teachers! THE ANALOGY OF HUCK FINN BEING ALIVE TODAY AND ON RITALIN MAKES IT A FUN READ ALSO

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