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ADHD:"While ADHD shouldn't be used as an excuse for unacceptable behaviors, understanding why and how his or her particular brain influences perception and behavior can help parents and teachers help the child ... and help the child help themselves." Martin Sauer, MA, LPC Attention Deficit/Hyperactivity Disorder, better known as ADHD, is a complex neuropsychological symptom set usually characterized by a combination of inattention, hyperactivity, and impulsive behaviors in children and adults. ADHD is often accompanied by sleep disorders, learning disabilities, obsessive compulsive behaviors, poor peer relationships, explosive temperament and substance abuse. ADHD is a different kind of brain, not a character flaw! And, it does not necessarily need to be medicated! It is greatly effected by stress. Simply put, when the ADHD brain becomes stressed or anxious, certain parts of the brain become overactive while other parts, particularly the parts involved in self-management and control, shut down. Which part does what and when dictates the kind of ADHD reactions that follow. This is important! There is a world of difference between "a kid just being a kid" and a child suffering from ADHD. The ADHD child cannot help behaving they way they behave. The behaviors of a child with ADHD can cause marked problems in social and academic functioning. Furthermore, they may not be able to perceive their behaviors as being any different than the other kids in their class. No amount of scolding, disciplining and punishment will change what they do. In fact, these kinds of negative responses often increase the child's frustration and anxiety and, therefore, escalate the symptoms. This is also important! The ADHD brain may not be disordered! It may be just one kind of brain out of several. There is no one-size-fits-all approach to diagnosing or eliminating ADHD as the single cause of the problem behaviors. Other ways of looking at the ADHD brain This is even more important? ADHD is officially estimated to affect
only 3-5% of school age children (DSM-IV-R). But many teachers report that
children diagnosed and medicated for ADHD often make up one quarter to one third
or more of their classrooms! How c Sometimes children can be mis-labeled ADHD by schools and, solely upon that recommendation, are prescribed medication by a general practitioner without being fully evaluated by professionals trained in the diagnosis of ADHD. Too often there are other factors causing or exacerbating the child's behaviors which, left undiagnosed, may actually worsen after treatment for ADHD alone. Other problems which can look like ADHD What causes true ADHD? That complex neuropsychological brain disorder? Nobody knows for sure but improvements in electromagnetic imaging techniques, such as functional MRI's and SPECT scans, have been helping researchers zero in on the brain systems involved in ADHD and related behaviors. There are indications we inherit brains types just like hair and eye color, but things like childhood trauma or neglect, attachment problems, high fevers, even minor head injuries can make a huge difference in whether or not those genetic tendencies make an appearance. A great source of information on brain function can be found at www.brainplace.com . Why does the rate of ADHD seem to be drastically increasing? Again, there are only good solid opinions in place of proof. Premature birth resulting in prolonged hospitalization seems to result in a higher incidence of ADHD. I've noticed a possible association between steroid or steroidal-type medications prescribed for early childhood asthma and allergies and ADHD symptoms. Children are being exposed to more hours of television than ever before resulting in less physical activity, poorer roles models, and possible brain chemistry "melt-down.". Family diets have changed considerably over the past decade with an increased dependence on too much and the wrong kinds of carbohydrates and fats. Schools present information and learning in increasingly regimented ways which don't necessarily fit with all the brains in the classroom. Better understanding and diagnostic tools may account for some of the increase, too. Also, behaviors which used to be written off as "just a kid being a kid," are no longer acceptable in crowded classrooms, resulting in more teacher referrals. What may be contributing to the increase in ADHD diagnoses Ultimately, ADHD is an emotional and impulse control self-management problem. Human beings are not born knowing how to identify and appropriately express feelings and impulses; that is learned. Throughout the child's maturation, it is their caretaker's job to help them identify what their feeling, put a name to it and choose from appropriate options how to express it. Rather than punishing an impulsive behavior, the parent or teacher could wait until the child is done being emotional, then review the feelings and thoughts he or she had leading up to the outburst to find places where they might have taken an "exit ramp" before the collision happened. What about the medication for ADHD? At Amarillo Child and Family Counseling, we do not prescribe medication and it is usually the last thing we suggest. First, we take the time to gather information about all the possible variables effecting your child's emotions and behaviors. We work closely with the child's parents to make sure they have all the tools they need to make better decisions about how to help their child. We often refer to other specialists for additional feedback. When necessary, we help the child receive the services they need to do better in school. If along the way we begin to form the opinion that your child may benefit from medication, we will share that opinion with you and offer the appropriate referrals. This is important! At no time do you give up your rights to make your own decisions about what to do next.
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© 2000-2005 Martin Sauer, MA, LPC |
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