Archive for the 'ADD ADHD Medication Child Teen' Category

Child ADHD Counseling Phoenix, Arizona, Scottsdale, Goodyear AZ

Saturday, January 16th, 2016

Intensive research on ADHD medications show that it masks symptoms and makes your child docile, stunts growth, however does not teach your child: life skills, stress management, motivation, ability to overcome negative thinking, mood management, better family respect, improved family communication, improved social skills, improved self esteem, behavior management skills and more. There is not a magic pill it will take extra family effort and time according to many experts in the field of ADHD and Psychology. 

Dr. Carl Hart is a neuropsychopharmacologist at Columbia University and states that ADHD Adderall is very similar to Crystal Meth. Thousands of Experts in Psychiatry, Pharmacology, and Psychology report similar research studies.

While it’s true that Adderall and methamphetamine are not chemically identical, the point Dr. Hart makes is that they have very similar effects. One methyl group seperates the two drugs.

Amphetamine and methamphetamine, a researches wrote, are “about equipotent” and “produce qualitatively similar behavioral responses.” Both excite the central nervous system in nearly identical ways, flooding and blocking dopamine, serotonin, and adrenaline receptors.

Parents are not told that ADHD meds, as a stimulant, may cause the very disorders and problem behaviors it is supposed to cure: inattention, hyperactivity, and aggression. When a child or teenager behaviors go South while taking the medication, he or she is likely to be given higher doses of the drug, or an even stronger medication..This can result in a vicious circle of increasing drug toxicity

ADHD symptoms very often disappear when a child or adolescent have an activity they are interested in doing. ADHD symptoms also disappear when an adult: Mom or Dad or teacher is able to give the child attention. Most observers also state ADHD appears to vanish during the summer when school is not in session.

Children are not : bored, inattentive, angry, violent, unfocused, and undisciplined by nature. Most of the time these children are more energized, more spirited, and need activities that stimulate their minds. They have a bundle of energy however most do not have a mental illness or a disorder. Most need tools to manage their behaviors as well as parents that learn tools to manage your child’s behavior.

Treatment with stimulant drugs such as  (Ritalin) will produce greater docility in any child ) without actually improving conduct or academic performance. Parents are not informed that they are trading behavioral control for toxic drug effects. The label ADHD is attached to children who are in reality deprived of appropriate adult attention These children require improved adult attention , stress management skills, tools to overcome negative thinking and thought patterns, Behavior modification, Parenting modifications and counseling.

Children Medications, ADHD & Antidepressants

Wednesday, February 18th, 2015

 Medications Children vs Counseling

“Experts note that two-thirds of prescription drugs have never been studied in children.”

“There are a huge number of drugs that are regularly given to children that have never been tested in children,” said Michael Shannon, on on professor of pediatrics at Harvard Medical School.” I’m very concerned many of these agents may also be inappropriate for children.”

The FDA concluded recently that cough and cold products should not be used in children younger than 6, shocking many parents and setting up on on possible clash between the FDA and the pharmaceutical industry, which is vowing to continue selling the products.

The above was a portion in any article from the Washington Post by Rob Stein Kids’ Cold Remedies suspect for decades.

Children are placed on ADHD medications and typically stay on them for many years. The research done by the FDA for all ADHD medications is an 8-12 week study. The side effects are only those that show up in 8-12 weeks. There is no standard to test children  that are on ADHD meds for three years and see the side effects. There is a physiological addiction to these medications and if a child is taken of these medications  mood will typically spiral because your child has withdrawal like symptoms just like any substance that impacts the neurology of a brain. Many children resort to illegal drugs after they get off ADHD medications because they are so used to feeling medicated.

“Questions surrounding the long-term efficacy of ADHD medications have stirred debate among pediatricians and psychiatrists. In a 2012 piece in NY times  a professor emeritus of psychology at the University of Minnesota’s Institute of Child Development argued that there is considerable evidence showing that medication was effective in the short-term, but “after three years, these effects had faded, and by eight years there was no evidence that medication produced any academic or behavioral benefits.”

“Early intervention by parents trained to approach their children in an appropriate way could end up being more beneficial in the long term, and could be particularly effective in a regimen that also includes medications if necessary. That’s particularly important considering that ADHD has impact long past childhood into adulthood and is a strong indicator of co-occurring mental illness in both adults and children.”

Many children are furious at their parents for giving them a chemical lobotomy . Giving your child a medication is telling them that their behavior is not able to change and they can not modify it. It also states that no parenting skills could improve your relationship with your child. This is simply not true. There is a great deal of research on: behavior modification, parenting, family and child therapy that shows huge improvements as well as improved family dynamics. A magic pill will not improve your child’s: self esteem, coping skills, communication skills,motivation etc, this is an inside game that can be fostered through counseling and parenting skills as well as life skills.

ADHD Medication Child Teenager

A chief of the National Institute of mental health systematically did an evaluation on 20 children given Ritalin by their Primary Care Physician. The results are as Follows: The Ritalin produced these negative psychological, moral, and social effects on these children. Children disowned accountability and responsibility for their acting out behaviors. There self esteem was damaged and impaired. There was no family systemic changes to address past family behaviors, changes, challenges, traumas, loss, that may have preceded the hyperactive behaviors.The child became the “identified problem” as if family parenting, environment, and other issues were not adding to the child’s behavior it was 100% the child’s disability and he or she was damaged and defective. Many kids believed they were bad. The kids attributed poor behavior to eating sugar or something external instead of taking accountability for undesired behaviors at home. The study chief stated that the pill or med distracted parents and teachers and docs from paying proper attention to problems going on in the child’s environment. In essence the act of taking a pill relieved everyone involved, child and family, teachers and doctors, for improving the child’s behavioral and emotional issues.

Many experts believe that giving a child a pill allows parents an explanation for their child’s hyperactive behaviors by saying basically that all of his unhealthy behaviors are due to his physiological makeup i.e.( hi or her diagnosis). Parents may be unwilling  to look at how they might have contributed to the child’s behavioral problems.

In my opinion labeling a child with a diagnosis is extremely damaging.  The child begins to see himself as: defective,disabled, and damaged such that he needs to be medicated. The stigma can also impact children that want to join government agencies and the military according to past research. Military applicants had been turned down do to taking ADHD medications which were considered mood altering drugs according to the military.

Parents belief system about a child will affect  our expectations and communication with our children. It can limit parents expectations and encourages a child to not work on self control because after all he has ADHD and only the meds will help him or her with self control issues. Parents believe that their child can not learn normal self control. Parents lower their expectations and truly believe a hyperactive child really can not sit down so parents will not work on behavior modification to right the undesired behaviors.

Dr. Breggin Testifies Before US Congress

Peter R. Breggin M.D. Testimony September 29, 2000

Before the Subcommittee on Oversight and Investigations

Committee on Education and the Workforce

U.S. House of Representatives

I appear today as Director of the International Center for the Study of Psychiatry and Psychology (ICSPP), and also on my own behalf as a practicing psychiatrist and a parent.

Parents throughout the country are being pressured and coerced by schools to give psychiatric drugs to their children. Teachers, school psychologists, and administrators commonly make dire threats about their inability to teach children without medicating them. They sometimes suggest that only medication can stave off a bleak future of delinquency and occupational failure. They even call child protective services to investigate parents for child neglect and they sometimes testify against parents in court. Often the schools recommend particular physicians who favor the use of stimulant drugs to control behavior. These stimulant drugs include methylphenidate (Ritalin, Concerta, and Metadate) or forms of amphetamine (Dexedrine and Adderall).

My purpose today is to provide to this committee, parents, teachers, counselors and other concerned adults a scientific basis for rejecting the use of stimulants for the treatment of attention deficit hyperactivity disorder or for the control of behavior in the classroom or home.

  1. Escalating Rates of Stimulant Prescription

Stimulant drugs, including methylphenidate and amphetamine, were first approved for the control of behavior in children during the mid-1950s. Since then, there have been periodic attempts to promote their usage, and periodic public reactions against the practice. In fact, the first Congressional hearings critical of stimulant medication were held in the early 1970s when an estimated 100,000-200,000 children were receiving these drugs.

Since the early 1990s, North America has turned to psychoactive drugs in unprecedented numbers for the control of children. In November 1999, the U.S. Drug Enforcement Administration (DEA) warned about a record six-fold increase in Ritalin production between 1990 and 1995. In 1995, the International Narcotics Control Board (INCB), a agency of the World Health Organization, deplored that “10 to 12 percent of all boys between the ages 6 and 14 in the United States have been diagnosed as having ADD and are being treated with methylphenidate [Ritalin].” In March 1997, the board declared, “The therapeutic use of methylphenidate is now under scrutiny by the American medical community; the INCB welcomes this.” The United States uses approximately 90% of the world’s Ritalin.

The number of children on these drugs has continued to escalate. A recent study in Virginia indicated that up to 20% of white boys in the fifth grade were receiving stimulant drugs during the day from school officials. Another study from North Carolina showed that 10% of children were receiving stimulant drugs at home or in school. The rates for boys were not disclosed but probably exceeded 15%. With 53 million children enrolled in school, probably more than 5 million are taking stimulant drugs.

A recent report in the Journal of the American Medical Association by Zito and her colleagues has demonstrated a three-fold increase in the prescription of stimulants to 2-4 year old toddlers.

  1. Legal Actions

Most recently, four major civil suits have been brought against Novartis, the manufacturer of Ritalin, for fraud in the over-promotion of ADHD and Ritalin. The suits also charge Novartis with conspiring with the American Psychiatric Association and with CHADD, a parents’ group that receives money from the pharmaceutical industry and lobbies on their behalf. Two of the suits are national class action suits, one is a California class action and one is a California business fraud action. The attorneys involved, including Richard Scruggs, Donald Hildre, and C. Andrew Waters have experience and resources generated in suits involving tobacco and asbestos. That they have joined forces to take on Novartis, the American Psychiatric Association, and CHADD indicates a growing wave of dissatisfaction with drugging millions of children.

The suits and the contents of the complaints are based on information first published in my book, Talking Back to Ritalin (1998), and I am a medical expert in these cases.

III. The Dangers of Stimulant Medication

Stimulant medications are far more dangerous than most practitioners and published experts seem to realize. I summarized many of these effects in my scientific presentation on the mechanism of action and adverse effects of stimulant drugs to the November 1998 NIH Consensus Development Conference on the Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder, and then published more detailed analyses in several scientific sources (see bibliography).

Table I summarizes many of the most salient adverse effects of all the commonly used stimulant drugs. It is important to note that the Drug Enforcement Administration, and all other drug enforcement agencies worldwide, classify methylphenidate (Ritalin) and amphetamine (Dexedrine and Adderall) in the same Schedule II category as methamphetamine, cocaine, and the most potent opiates and barbiturates. Schedule II includes only those drugs with the very highest potential for addiction and abuse.

Animals and humans cross-addict to methylphenidate, amphetamine and cocaine. These drugs affect the same three neurotransmitter systems and the same parts of the brain. It should have been no surprise when Nadine Lambert presented data at the Consensus Development Conference (attached) indicating that prescribed stimulant use in childhood predisposes the individual to cocaine abuse in young adulthood.

Furthermore, their addiction and abuse potential is based on the capacity of these drugs to drastically and permanently change brain chemistry. Studies of amphetamine show that short-term clinical doses produce brain cell death. Similar studies of methylphenidate show long-lasting and sometimes permanent changes in the biochemistry of the brain.

All stimulants impair growth not only by suppressing appetite but also by disrupting growth hormone production. This poses a threat to every organ of the body, including the brain, during the child’s growth. The disruption of neurotransmitter systems adds to this threat.

These drugs also endanger the cardiovascular system and commonly produce many adverse mental effects, including depression.

Too often stimulants become gateway drugs to illicit drugs. As noted, the use of prescription stimulants predisposes children to cocaine and nicotine abuse in young adulthood.

Stimulants even more often become gateway drugs to additional psychiatric medications. Stimulant-induced over-stimulation, for example, is often treated with addictive or dangerous sedatives, while stimulant-induced depression is often treated with dangerous, unapproved antidepressants. As the child’s emotional control breaks down due to medication effects, mood stabilizers may be added. Eventually, these children end up on four or five psychiatric drugs at once and a diagnosis of bipolar disorder by the age of eight or ten.

In my private practice, children can usually be taken off all psychiatric drugs with great improvement in their psychological life and behavior, provided that the parents or other interested adults are willing to learn new approaches to disciplining and caring for the children. Consultations with the school, a change of teachers or schools, and home schooling can also help to meet the needs of children without resort to medication.

  1. The Educational Effect of Diagnosing Children with ADHD

It is important for the Education Committee to understand that the ADD/ADHD diagnosis was developed specifically for the purpose of justifying the use of drugs to subdue the behaviors of children in the classroom. The content of the diagnosis in the 1994 Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association shows that it is specifically aimed at suppressing unwanted behaviors in the classroom.

The diagnosis is divided into three types: hyperactivity, impulsivity, and inattention.

Under hyperactivity, the first two (and most powerful) criteria are “often fidgets with hands or feet or squirms in seat” and “often leaves seat in classroom or in other situations in which remaining seated is expected.” Clearly, these two “symptoms” are nothing more nor less than the behaviors most likely to cause disruptions in a large, structured classroom.

Under impulsivity, the first criteria is “often blurts out answers before questions have been completed” and under inattention, the first criteria is “often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities.” Once again, the diagnosis itself, formulated over several decades, leaves no question concerning its purpose: to redefine disruptive classroom behavior into a disease. The ultimate aim is to justify the use of medication to suppress or control the behaviors.

Advocates of ADHD and stimulant drugs have claimed that ADHD is associated with changes in the brain. In fact, both the NIH Consensus Development Conference (1998) and the American Academy of Pediatrics (2000) report on ADHD have confirmed that there is no known biological basis for ADHD. Any brain abnormalities in these children are almost certainly caused by prior exposure to psychiatric medication.

  1. How the medications work

Hundreds of animal studies and human clinical trials leave no doubt about how the medication works.

First, the drugs suppress all spontaneous behavior. In healthy chimpanzees and other animals, this can be measured with precision as a reduction in all spontaneous or self-generated activities. In animals and in humans, this is manifested in a reduction in the following behaviors: (1) exploration and curiosity; (2) socializing, and (3) playing.

Second, the drugs increase obsessive-compulsive behaviors, including very limited, overly focused activities.

Table II provides a list of adverse stimulant effects which are commonly mistaken as improvement by clinicians, teachers, and parents.

  1. What is Really Happening

Children become diagnosed with ADHD when they are in conflict with the expectations or demands of parents and/or teachers. The ADHD diagnosis is simply a list of the behaviors that most commonly cause conflict or disturbance in classrooms, especially those that require a high degree of conformity.

By diagnosing the child with ADHD, blame for the conflict is placed on the child. Instead of examining the context of the child’s life—why the child is restless or disobedient in the classroom or home—the problem is attributed to the child’s faulty brain. Both the classroom and the family are exempt from criticism or from the need to improve, and instead the child is made the source of the problem.

The medicating of the child then becomes a coercive response to conflict in which the weakest member of the conflict, the child, is drugged into a more compliant or submissive state. The production of drug-induced obsessive-compulsive disorder in the child especially fits the needs for compliance in regard to otherwise boring or distressing schoolwork.

VII. Conclusions and Observations

Many observers have concluded that our schools and our families are failing to meet the needs of our children in a variety of ways. Focusing on schools, many teachers feel stressed by classroom conditions and ill-prepared to deal with emotional problems in the children. The classroom themselves are often too large, there are too few teaching assistants and volunteers to help out, and the instructional materials are often outdated and boring in comparison to the modern technologies that appeal to children.

By diagnosing and drugging our children, we shift blame for the problem from our social institutions and ourselves as adults to the relatively powerless children in our care. We harm our children by failing to identify and to meet their real educational needs for better prepared teachers, more teacher- and child-friendly classrooms, more inspiring curriculum, and more engaging classroom technologies.

At the same time, when we diagnosis and drug our children, we avoid facing critical issues about educational reform. In effect, we drug the children who are signaling the need for reform, and force all children into conformity with our bureaucratic systems.

Finally, when we diagnose and drug our children, we disempower ourselves as adults. While we may gain momentary relief from guilt by imagining that the fault lies in the brains of our children, ultimately we undermine our ability to make the necessary adult interventions that our children need. We literally become bystanders in the lives of our children.

It is time to reclaim our children from this false and suppressive medical approach. I applaud those parents who have the courage to refuse to give stimulants to their children and who, instead, attempt to identify and to meet their genuine needs in the school, home, and community.

Depression Medication

The science behind many anti-depressant medications appears to be backwards, say the authors of a paper that challenges the prevailing ideas about the nature of depression and some of the world’s most commonly prescribed medications.

The authors of the paper, posted by the journal Neuroscience & Biobehavioral Reviews, combed existing research for evidence to support the theory that has dominated nearly 50 years of depression research: that depression is related to low levels of serotonin in the gaps between cells in the brain.

The low-serotonin theory is the basis for commonly prescribed anti-depressant medications called selective serotonin re-uptake inhibitors, or SSRIs, which keep the neurotransmitter’s levels high by blocking its re-absorption into the cells that release it.

Those serotonin-boosting medications actually make it harder for patients to recover, especially in the short term, says lead author Paul Andrews, an assistant professor of Psychology, Neuroscience & Behaviour at McMaster.

“It’s time we rethink what we are doing,” Andrews says. “We are taking people who are suffering from the most common forms of depression, and instead of helping them, it appears we are putting an obstacle in their path to recovery.”

When depressed patients on SSRI medication do show improvement, it appears that their brains are actually overcoming the effects of anti-depressant medications, rather than being assisted directly by them. Instead of helping, the medications appear to be interfering with the brain’s own mechanisms of recovery.

“We’ve seen that people report feeling worse, not better, for their first two weeks on anti-depressants,” Andrews says. “This could explain why.”

It is currently impossible to measure exactly how the brain is releasing and using serotonin, the researchers write, because there is no safe way to measure it in a living human brain. Instead, scientists must rely on measuring evidence about levels of serotonin that the brain has already metabolized, and by extrapolating from studies using animals.

The best available evidence appears to show that there is more serotonin being released and used during depressive episodes, not less, the authors say. The paper suggests that serotonin helps the brain adapt to depression by re-allocating its resources, giving more to conscious thought and less to areas such as growth, development, reproduction, immune function, and the stress response.

Andrews, an evolutionary psychologist, has argued in previous research that anti-depressants leave patients in worse shape after they stop using them, and that most forms of depression, though painful, are natural and beneficial adaptations to stress.

ADHD Medications, Medical Doctor Testifies in Congress.

Thursday, September 25th, 2014

Dr. Breggin Testifies Before US Congress
Peter R. Breggin M.D. Testimony September 29, 2000
Before the Subcommittee on Oversight and Investigations
Committee on Education and the Workforce
U.S. House of Representatives

I appear today as Director of the International Center for the Study of Psychiatry and Psychology (ICSPP), and also on my own behalf as a practicing psychiatrist and a parent.

Parents throughout the country are being pressured and coerced by schools to give psychiatric drugs to their children. Teachers, school psychologists, and administrators commonly make dire threats about their inability to teach children without medicating them. They sometimes suggest that only medication can stave off a bleak future of delinquency and occupational failure. They even call child protective services to investigate parents for child neglect and they sometimes testify against parents in court. Often the schools recommend particular physicians who favor the use of stimulant drugs to control behavior. These stimulant drugs include methylphenidate (Ritalin, Concerta, and Metadate) or forms of amphetamine (Dexedrine and Adderall).

My purpose today is to provide to this committee, parents, teachers, counselors and other concerned adults a scientific basis for rejecting the use of stimulants for the treatment of attention deficit hyperactivity disorder or for the control of behavior in the classroom or home.

I. Escalating Rates of Stimulant Prescription

Stimulant drugs, including methylphenidate and amphetamine, were first approved for the control of behavior in children during the mid-1950s. Since then, there have been periodic attempts to promote their usage, and periodic public reactions against the practice. In fact, the first Congressional hearings critical of stimulant medication were held in the early 1970s when an estimated 100,000-200,000 children were receiving these drugs.

Since the early 1990s, North America has turned to psychoactive drugs in unprecedented numbers for the control of children. In November 1999, the U.S. Drug Enforcement Administration (DEA) warned about a record six-fold increase in Ritalin production between 1990 and 1995. In 1995, the International Narcotics Control Board (INCB), a agency of the World Health Organization, deplored that “10 to 12 percent of all boys between the ages 6 and 14 in the United States have been diagnosed as having ADD and are being treated with methylphenidate [Ritalin].” In March 1997, the board declared, “The therapeutic use of methylphenidate is now under scrutiny by the American medical community; the INCB welcomes this.” The United States uses approximately 90% of the world’s Ritalin.

The number of children on these drugs has continued to escalate. A recent study in Virginia indicated that up to 20% of white boys in the fifth grade were receiving stimulant drugs during the day from school officials. Another study from North Carolina showed that 10% of children were receiving stimulant drugs at home or in school. The rates for boys were not disclosed but probably exceeded 15%. With 53 million children enrolled in school, probably more than 5 million are taking stimulant drugs.

A recent report in the Journal of the American Medical Association by Zito and her colleagues has demonstrated a three-fold increase in the prescription of stimulants to 2-4 year old toddlers.

II. Legal Actions

Most recently, four major civil suits have been brought against Novartis, the manufacturer of Ritalin, for fraud in the over-promotion of ADHD and Ritalin. The suits also charge Novartis with conspiring with the American Psychiatric Association and with CHADD, a parents’ group that receives money from the pharmaceutical industry and lobbies on their behalf. Two of the suits are national class action suits, one is a California class action and one is a California business fraud action. The attorneys involved, including Richard Scruggs, Donald Hildre, and C. Andrew Waters have experience and resources generated in suits involving tobacco and asbestos. That they have joined forces to take on Novartis, the American Psychiatric Association, and CHADD indicates a growing wave of dissatisfaction with drugging millions of children.

The suits and the contents of the complaints are based on information first published in my book, Talking Back to Ritalin (1998), and I am a medical expert in these cases.

III. The Dangers of Stimulant Medication

Stimulant medications are far more dangerous than most practitioners and published experts seem to realize. I summarized many of these effects in my scientific presentation on the mechanism of action and adverse effects of stimulant drugs to the November 1998 NIH Consensus Development Conference on the Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder, and then published more detailed analyses in several scientific sources (see bibliography).

Table I summarizes many of the most salient adverse effects of all the commonly used stimulant drugs. It is important to note that the Drug Enforcement Administration, and all other drug enforcement agencies worldwide, classify methylphenidate (Ritalin) and amphetamine (Dexedrine and Adderall) in the same Schedule II category as methamphetamine, cocaine, and the most potent opiates and barbiturates. Schedule II includes only those drugs with the very highest potential for addiction and abuse.

Animals and humans cross-addict to methylphenidate, amphetamine and cocaine. These drugs affect the same three neurotransmitter systems and the same parts of the brain. It should have been no surprise when Nadine Lambert presented data at the Consensus Development Conference (attached) indicating that prescribed stimulant use in childhood predisposes the individual to cocaine abuse in young adulthood.

Furthermore, their addiction and abuse potential is based on the capacity of these drugs to drastically and permanently change brain chemistry. Studies of amphetamine show that short-term clinical doses produce brain cell death. Similar studies of methylphenidate show long-lasting and sometimes permanent changes in the biochemistry of the brain.

All stimulants impair growth not only by suppressing appetite but also by disrupting growth hormone production. This poses a threat to every organ of the body, including the brain, during the child’s growth. The disruption of neurotransmitter systems adds to this threat.

These drugs also endanger the cardiovascular system and commonly produce many adverse mental effects, including depression.

Too often stimulants become gateway drugs to illicit drugs. As noted, the use of prescription stimulants predisposes children to cocaine and nicotine abuse in young adulthood.

Stimulants even more often become gateway drugs to additional psychiatric medications. Stimulant-induced over-stimulation, for example, is often treated with addictive or dangerous sedatives, while stimulant-induced depression is often treated with dangerous, unapproved antidepressants. As the child’s emotional control breaks down due to medication effects, mood stabilizers may be added. Eventually, these children end up on four or five psychiatric drugs at once and a diagnosis of bipolar disorder by the age of eight or ten.

In my private practice, children can usually be taken off all psychiatric drugs with great improvement in their psychological life and behavior, provided that the parents or other interested adults are willing to learn new approaches to disciplining and caring for the children. Consultations with the school, a change of teachers or schools, and home schooling can also help to meet the needs of children without resort to medication.

IV. The Educational Effect of Diagnosing Children with ADHD

It is important for the Education Committee to understand that the ADD/ADHD diagnosis was developed specifically for the purpose of justifying the use of drugs to subdue the behaviors of children in the classroom. The content of the diagnosis in the 1994 Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association shows that it is specifically aimed at suppressing unwanted behaviors in the classroom.
The diagnosis is divided into three types: hyperactivity, impulsivity, and inattention.

Under hyperactivity, the first two (and most powerful) criteria are “often fidgets with hands or feet or squirms in seat” and “often leaves seat in classroom or in other situations in which remaining seated is expected.” Clearly, these two “symptoms” are nothing more nor less than the behaviors most likely to cause disruptions in a large, structured classroom.

Under impulsivity, the first criteria is “often blurts out answers before questions have been completed” and under inattention, the first criteria is “often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities.” Once again, the diagnosis itself, formulated over several decades, leaves no question concerning its purpose: to redefine disruptive classroom behavior into a disease. The ultimate aim is to justify the use of medication to suppress or control the behaviors.

Advocates of ADHD and stimulant drugs have claimed that ADHD is associated with changes in the brain. In fact, both the NIH Consensus Development Conference (1998) and the American Academy of Pediatrics (2000) report on ADHD have confirmed that there is no known biological basis for ADHD. Any brain abnormalities in these children are almost certainly caused by prior exposure to psychiatric medication.

V. How the medications work

Hundreds of animal studies and human clinical trials leave no doubt about how the medication works.
First, the drugs suppress all spontaneous behavior. In healthy chimpanzees and other animals, this can be measured with precision as a reduction in all spontaneous or self-generated activities. In animals and in humans, this is manifested in a reduction in the following behaviors: (1) exploration and curiosity; (2) socializing, and (3) playing.

Second, the drugs increase obsessive-compulsive behaviors, including very limited, overly focused activities.
Table II provides a list of adverse stimulant effects which are commonly mistaken as improvement by clinicians, teachers, and parents.

VI. What is Really Happening

Children become diagnosed with ADHD when they are in conflict with the expectations or demands of parents and/or teachers. The ADHD diagnosis is simply a list of the behaviors that most commonly cause conflict or disturbance in classrooms, especially those that require a high degree of conformity.

By diagnosing the child with ADHD, blame for the conflict is placed on the child. Instead of examining the context of the child’s life—why the child is restless or disobedient in the classroom or home—the problem is attributed to the child’s faulty brain. Both the classroom and the family are exempt from criticism or from the need to improve, and instead the child is made the source of the problem.

The medicating of the child then becomes a coercive response to conflict in which the weakest member of the conflict, the child, is drugged into a more compliant or submissive state. The production of drug-induced obsessive-compulsive disorder in the child especially fits the needs for compliance in regard to otherwise boring or distressing schoolwork.

VII. Conclusions and Observations

Many observers have concluded that our schools and our families are failing to meet the needs of our children in a variety of ways. Focusing on schools, many teachers feel stressed by classroom conditions and ill-prepared to deal with emotional problems in the children. The classroom themselves are often too large, there are too few teaching assistants and volunteers to help out, and the instructional materials are often outdated and boring in comparison to the modern technologies that appeal to children.

By diagnosing and drugging our children, we shift blame for the problem from our social institutions and ourselves as adults to the relatively powerless children in our care. We harm our children by failing to identify and to meet their real educational needs for better prepared teachers, more teacher- and child-friendly classrooms, more inspiring curriculum, and more engaging classroom technologies.

At the same time, when we diagnosis and drug our children, we avoid facing critical issues about educational reform. In effect, we drug the children who are signaling the need for reform, and force all children into conformity with our bureaucratic systems.

Finally, when we diagnose and drug our children, we disempower ourselves as adults. While we may gain momentary relief from guilt by imagining that the fault lies in the brains of our children, ultimately we undermine our ability to make the necessary adult interventions that our children need. We literally become bystanders in the lives of our children.

It is time to reclaim our children from this false and suppressive medical approach. I applaud those parents who have the courage to refuse to give stimulants to their children and who, instead, attempt to identify and to meet their genuine needs in the school, home, and community.

ADHD Counselor Counseling Therapy Behavior and Treatment Phoenix, Scottsdale, Peoria,Ahwatuke Chandler, Goodyear, Mesa Arizona

Wednesday, May 21st, 2014

Before stimulant drugs such as Ritalin, and Adderall began their rise to popularity in the 1970s, treatment for attention-deficit hyperactivity disorder (ADHD) focused on behavioral therapy. But as concerns build over the mounting dosages and extended treatment periods that come with stimulant drugs, clinical researchers are revisiting behavioral therapy techniques. Whereas stimulant medications may help young patients focus and behave in the classroom, research now suggests that behaviorally based changes make more of a difference in the long-term. ADHD drugs are tested for 8-12 weeks in experiments and most children stay on the drug for years not knowing how it impacts the brain. Many children suffer withdrawal symptoms and behavioral changes when taken off the drugs similar to what a drug addict experiences when stopping long term drug use.

Recent research findings suggest that behavioral and cognitive therapies focused on reducing impulsivity and reinforcing positive long-term habits may be able to replace current high doses of stimulant treatment in children and young adults.

Lifeworksaz has been working with ADHD children and teens using a combination of cognitive therapies, behavior modification, play therapy, and more to teach children how to manage ADHD with excellent results.

Recent surveys indicate that 12 percent of all children in the U.S. have been diagnosed with ADHD. ADHD’s core symptoms include hyperactivity, inattention, inability to perform monotonous tasks and lack of impulse control. Children with ADHD have trouble in school and forming relationships, and 60 percent will continue to suffer from the disorder well into adulthood if they do not receive counseling and therapy.

Over 3 million U.S. children and adolescents with ADHD were being treated with stimulant drugs. New research reveals that these drugs are not necessarily the panacea they have been thought to be.Research outcomes suggests that if ADHD children and adolescents could learn good study habits early on, medication could become less necessary.

Other research has examined the role of behavioral interventions not only for school-age children, but also for their parents. Parents of children with ADHD tend to exhibit more parenting-related stress and difficulties than do those of non-afflicted offspring. After training parents in stress management and giving them behavioral tools to help their children, significant improvement in their children’s ADHD-related behavior appeared.

Cognitive therapy may also boost improvement: In a 2011, showed that children with ADHD show extra activity in brain areas associated with “task-irrelevant” information during working memory tasks (those that depend on one’s ability to hold and focus on information for immediate reasoning and recall), suggesting that they have less efficient cognitive control. Cognitive therapy and counseling can improve control and ability to focus.

Will medication teach your child life skills? Will meds teach your child values and respect? Will meds help build your child’s self esteem? Confidence? Will medication help your child learn appropriate social and relationship skills? Will medication teach your child or teen have to become motivated and find passion and purpose for the future? Behavior and life skills and counseling can do all the above.

ADHD Child, Teen, Medication Risks Dangers Phoenix Arizona

Wednesday, April 2nd, 2014

Stimulant medications that are used for ADHD in children have been tied to  weight gain in adolescent children. Over one hundred and fifty thousand children were tracked  from the age of three till the age of eighteen.

Children that were on ADHD medications reported a much higher BMI ( Body Mass Index) in their teenage years than children that did not take ADHD medications before the age of 12 years old. The study states that the earlier children took ADHD medications correlated with a higher rebound in BMI ( Body Mass Index) at adolescent or in teenage years.

The research postulates that stimulant medications may retard growth at first, until the body develops resistance to growth inhibition and eventually “rebounds.”

Stimulant drugs for ADHD may: Worsen behavior and thought disturbance in patients with a pre-existing psychotic disorder. These drugs may also slightly increase the risk for auditory hallucinations, paranoia, and psychotic and manic behavior even in patients who do not have a history of psychiatric problems.

Cause a mixed or manic episode in patients who have both ADHD and bipolar disorder.ncrease aggressive behavior or hostility. Patients beginning stimulant drug treatment should be monitored for worsening of these behaviors.Reduce growth and weight gain in children. Children who take stimulant drugs should have their growth monitored. If they do not gain height or weight at a normal rate, they may need to stop taking the drug.

Cardiovascular Risks. All ADHD stimulant drugs carry warnings that they should not be used by patients with structural heart problems or pre-existing heart conditions (high blood pressure, heart failure, heart rhythm disturbances, or congenital heart disease). These drugs have been associated with sudden death in children with heart problems. They have also been associated with sudden death, stroke, and heart attack in adults with a history of heart disease. According to recent large studies, these medications appear to be safe for children and adults who do not have underlying heart disease.

Symptoms of Overdose. Symptoms of overdose include changes in heart rhythm and rate, hypertension, confusion, breathing difficulties, sweating, vomiting, and muscle twitches. If they occur, parents should call the doctor immediately.

Concerns for Abuse. Stimulant drugs can be habit forming, but they are not considered especially addictive, particularly in the doses used for treating ADHD. The primary danger for drug abuse from stimulants appears to occur in young people without ADHD who purchase these drugs illegally. If a child abuses another drug (alcohol, prescription medication) along with the ADHD medication, the chance for serious side effects is increased.

ADHD Children Teenagers linked to Preservatives and Artificial colors

Sunday, February 2nd, 2014

The British medical journal The Lancet found ” a mix of additives commonly found in children’s foods increase the mean level of hyperactivity.” The finding lends strong support for the case that food additives exacerbate hyperactive behaviors: impulsivity, inattention, and overactivity.

The Food Std Agency advised parents to monitor children’s activity and if they noted a marked change with foods containing additives, to adjust their diets accordingly, eliminating preservatives and artificial colors.

ADHD Child Teen drugs medication risks to brain!.Scottsdale Arizona

Sunday, August 25th, 2013

ADHD medications have increased exponentially with more pharmaceutical
drugs, more marketing, and more diagnosis throughout the USA and the
world. Millions of children have been labeled
dysfunctional, defective, disabled, and have been prescribed
psychoactive medications that have harmed the brain. With the massive
increase in prescribed medications came adverse reactions that
included:insomnia, agitation, depression, suicidality, behavioral
abnormalities, violence, mania, and aggressive behaviors in children.
Parents many times were not told that these side effects were
a result of the medications that were prescribed to their child
accordion to Dr Breggin a Psychiatrist and Harvard graduate with
expertise in adverse effects of pharamceutical drugs in psychiatry.

The mass hypnosis created by mass media marketing and Multi Billion
dollar marketing has convinced most parents that ADHD can not be managed
by: counseling, therapy, behavioral modification, education,
parenting skills, and spending time with a child. The message being
conveyed is that ADHD is not manageable and one must obtain medications
to cope with this diagnosis. This is fascinating because society had
better behaved children, less depression, less anxiety, less ADHD, less
aggression, prior to the wave and indoctrination of a “magic pill” to
cure behaviors.

Millions of children are growing up with drug-intoxicated brains. These
children and teens are given no hope that they can learn to control
their own behavior and grow up to be well balanced healthy adults in
society.
Instead of learning internal skills to help them modify behavior,
control mood, focus, decrease impulsivity they are relying on a pill
that will medicate their brains and believe it will cure and change all
their issues.

If you would like to learn more you can read expert: DR Peter Breggin’s
books: Toxic psychiatry, Medication Madness (2008) and Brain-Disabling
Treatments in Psychiatry (2008). Several older books deal even more
extensively with improved parenting and educational approaches to
children, including The Ritalin Fact Book (2002), Talking Back to
Ritalin (2001), and Reclaiming Our Children (2000).

ADHD Counseling therapy treatment

Friday, May 17th, 2013

Studies show 12-15% of children have attention deficit Hyperactivity
Disorder ADHD. ADHD can impact a child’s self esteem ,academics,
grades, and family life.
Negative behaviors at school impact a child or teenagers self esteem and
can create: anger, stress, frustration, shame, disappointment, anxiety,
and a depressed mood.
Typical ADHD behaviors for children, teens, and adolescents include but
are not limited to: inattention, hyperactivity, impulsivity. ADHD
behaviors appear in school and since school is a huge piece of a
child’s life these behaviors need to be addressed for success.
Many children learn healthy ways to cope with their ADHD, however many
do not and become labeled as “the bad child” “the bad Boy”
“the bad girl”. Some children and adolescent teenagers get labeled
as the troubled youth. The negative stigma attached to this label can be
carried around for a life time.
At lifeworksaz counseling for children and teens and families we focus
on strengths and building self esteem, social skills and confidence. As
children and teens build the foundation of self esteem they can learn
mood regulation, anger management Phoenix Arizona, stress management,
and positive life skills for the rest of there lives.
Many children and teens are diagnosed with ADD or ADHD. Some of the
common traits are: procrastination, fidgeting, distraction,
irritability, impulsiveness, and forgetfulness.
The most controversial treatments are using: Ritalin, Concerta, Adderal,
and dexadrine according to a recent article in a natural health
magazine.
The magazine states that amino acids and vitamins can help the brain
treat the underlying problems.
The article states that these drugs treat symptoms but do not treat the
underlying problems or the root that is the trigger to the behaviors
displayed in ADD or ADHD.Fails to give close attention to details or
makes careless mistakes in schoolwork, work, or other activities 
Has
difficulty sustaining attention in tasks or play activities 
Does not
seem to listen when spoken to directly 
Does not follow through on
instructions and fails to finish schoolwork, chores, or duties in the
workplace 
Has difficulty organizing tasks and activities 
Avoids,
dislikes, or is reluctant to engage in tasks that require sustained
mental effort (such as homework) 
Loses things necessary for tasks or
activities (toys, school assignments, pencils, books, or tools) 
Is
easily distracted by outside stimuli 
Is forgetful in daily activities
Symptoms of Hyperactivity
Fidgets with hands or feet or squirms in seat 
Leaves seat in
classroom or in other situations in which remaining seated is expected
Runs about or climbs too much in situations in which it is
inappropriate 
Has difficulty playing quietly 
Is ‘on the go’ or
acts as if ‘driven by a motor’ 
Talks too much 
Symptoms of
Inattention
Fails to give close attention to details or makes careless mistakes in
schoolwork, work, or other activities 
Has difficulty sustaining
attention in tasks or play activities 
Does not seem to listen when
spoken to directly 
Does not follow through on instructions and fails
to finish schoolwork, chores, or duties in the workplace 
Has
difficulty organizing tasks and activities 
Avoids, dislikes, or is
reluctant to engage in tasks that require sustained mental effort (such
as homework) 
Loses things necessary for tasks or activities (toys,
school assignments, pencils, books, or tools) 
Is easily distracted by
outside stimuli 
Is forgetful in daily activities
Symptoms of Hyperactivity
Fidgets with hands or feet or squirms in seat 
Leaves seat in
classroom or in other situations in which remaining seated is expected
Runs about or climbs too much in situations in which it is
inappropriate 
Has difficulty playing quietly 
Is ‘on the go’ or
acts as if ‘driven by a motor’ 
Talks too much
Symptoms of Impulsivity
Blurts out answers before questions have been completed 
Has
difficulty waiting his or her turn 
Interrupts or intrudes on others
Children taking stimulant dugs for ADHD to treat this disorder are
several times as likely to suffer sudden unexplained DEATH according to
a study by the FDA and NIMH.
Approximately 2.5 million children in the US take ADHD medications such
as Adderall or Ritalin.
Lifeworks AZ Counseling provides counseling and therapy has an expertise
in working with children, teens, and families. David at LifeworksAZ
Counseling has worked with children, teenagers, and families in Anthem
Arizona, Arcadia Arizona, Biltmore Arizona, Scottsdale Arizona,
Ahwatukee Arizona, Phoenix Arizona, Goodyear Arizona, Chandler Arizona,
Mesa Arizona, and Valley Wide.

Children Teens Adolescents Medication ADD, ADHD, Anxiety, Depression, Mood, Anger

Tuesday, August 4th, 2009

Many children, teens and adolescents are taking medications for: ADD, ADHD, Anger, Anxiety, sleep disorders and other mental health issues in Phoenix Arizona as well as in the USA.

It is extremely interesting that American children and teens are THREE TIMES more likely to be prescribed psychotropic medications( these are medications that alter perception, emotion or behavior) than children , teens, adolescents in European countries.

Lifeworksaz.com Counseling child Phoenix Arizona, Family counseling Phoenix Arizona, counseling adolescents Phoenix Arizona, adolescent counseling Phoenix Arizona, teen counseling Phoenix Arizona, teenager counseling phoenix Arizona, anger counseling Phoenix Arizona, angry child Phoenix Arizona, angry teen Phoenix Arizona, Defiant teen Phoenix Arizona,depression child Phoenix Arizona, depressed child Phoenix Arizona, Teen depression Phoenix Arizona, adolescent depression counseling Phoenix Arizona, Counseling depression child Phoenix Arizona, counseling teen depression Phoenix Arizona,Child self esteem counseling Pheonix Arizona, teen self esteem counseling Phoenix Arizona,Teenager self esteem counseling phoenix Arizona.

There are a number of hypothetical reasons for these differences: cultural( we believe in the quick fix), marketing( potentially more money is spent marketing these medications). Western healthcare’s philosophy of finding a diagnosis( Insurance companies require a diagnosis) for reimbursement. We could have unhealthier children in the USA….more studies need to be done. European health care focuses on prevention..lose weight.. eat healthy..exercise before you get obese and before you get high blood pressure or diabetes.

Articles are not to be taken as a substitute for professional advice or counseling.