May 10th 2010
ADHD (Attention Deficit Hyperactivity Disorder) also called Hyperkinetic Disorder and ADD (Attention Deficit Disorder) are not physiological disorders. Alternative attitudes to attention deficit and hyperactivity open avenues for these children to achieve their potentials. An effective and long lasting way a person, whether child or adult with attention deficit/hyperactivity, can reach their true potential is through some form ofADD coaching.
ADHD coaching meets the person where they are at present, assesses what their potential is, then educates and empowers the person to reach their potential by themselves. A major tragedy is that millions of intelligent and talented children are made to believe in schools, of all places, that they are stupid, or are “special needs” children. The ADHD mind is a creative mind often stifled by being forced to conform. Many times the undesirable behavior is an immature response to frustration, anxiety, depression and a lack of self-esteem caused by being stifled.
The hyperactive personality is not abnormal, merely different. There is a great variation within the human race. The hyperactive mind is within this variation. They are not average, but are normal. In our western society individuality is not encouraged in the education systems. The problem with the hyperactive child is that they are difficult to be made to conform. Medication, as the only treatment, is effective in gaining social control over them and producing drugged “clones” from creative and dynamic minds.
The behavior problem is real, but the healthy long lasting solution is to focus on the cause of the behavior, and not suppress the symptom.
There is a website that has everything you need to learn about ADD/ADHD Coaching. The name of the website is the ADD Coach Academy. They are well known for being the premier ADD Coach Training Program and also offering different teleclasses and products for the public. There are even free teleclasses that they offer throughout the year.
You can easily access this wealth of information by clicking on this link ADD Coaching Academy. This is the best resource I have found for ADD/ADHD training and I am confident you will feel the same.
The conventional terminology consists of misnomers from contrived convoluted attempts to label, what used to be considered normal, as disorders. How did this disorder suddenly get discovered? Why was there no such prevalent diagnosed disorder in the 50s and 60s. The “abnormality” of ADHD has a history of a little over one hundred years. There have been various horrendous names such as morbid moral defect to minimal brain damage and then minimal brain dysfunction. The latest definitions in the DSM-IV (The Diagnostic and Statistical Manual of Mental Disorders) andICD-10 (International Statistical Classification of Diseases and Related Health Problems 10th Revision), admit the diagnosis is not based on a diagnosable disorder, but purely on subjectively perceived behaviour.
The DSM-IV manual states that very clearly:
“There are no laboratory tests, neurological assessments, or attentional assessments that have been established as diagnostic in the clinical assessment of Attention-Deficit/Hyperactivity Disorder.”
(DSM-IV-TR, page 88)
The the wording in the DSM-IV is formulated to define disruptive classroom behavior, which can easily be treated by medication. ADD ADHD medications have a valid role in some cases, when the behavior is so uncontrolled that the child is unable to receive coaching support. Then the medication is justified over a specific time period until the child starts to respond to the ADHD coaching.
The epidemic of diagnosed cases in the western industrialised world is perfectly correlated with the development of ADHD drugs. That these drugs are powerful Schedule II drugs (same category as cocaine) seems to have been lost somewhere in the advertising campaigns by the pharmaceutical companies. It is hypocritical, ironic and tragic that U.S. schools priding themselves with being “drug free” are actively encouraging more children to be prescribed these medications.
Unfortunately, these diagnostic definitions, in the DSM-IV and ICD-10, have led to an attitude accepting oversimplified hypotheses and opinions. These oversimplifications and opinions have become accepted as fact, even by doctors.
The general consensus is that ADHD is a term to describe a certain spectrum of behaviors. Yet we do not draw the logical common sense conclusions. There is a tendency in western industrialized societies of trying to be overly rationalized scientific, suppressing our common sense. This can explain why we allow ourselves to be “educated” by pseudo scientific jargon churned out of the advertising departments of pharmaceutical companies. Doctors relying on this advertising, presented at symposia as fact, as their source for the latest “knowledge,” believe this by default.
We who are on the receiving end of the various treatments, need to study the subject for ourselves. Our health, and the health of our children is too important to hand over to somebody who is not directly affected by the treatment's results. The wrong treatment can be given with every good honest intention. The knowledge a doctor has is only as good, as the source of that knowledge is reliable.
This is especially so if the disorder, to be medicated with strong drugs, does not exist. Calling something a disorder in a medical context implies there is something verifiably wrong, physically, chemically an infection. This has never been proved with ADD or ADHD. The Panel of the 1998 Consensus Conference on ADHD stated in their final report, “We do not have an independent, valid test for ADHD, and there are no data to indicate that ADHD is due to a brain malfunction.”
Nothing has changed in the last 10 years.
For any parent faced with a hyperactive child it is vital to have an overview of the current state of knowledge and research on the subject. There are experts with the same level of qualifications, but who have opposite views in this subject.
We do not need university education to see where errors in the current hypotheses are, because there are highly qualified experts who’s advice and leading we can follow. Plain common sense goes a long way. As a lay person, one does not need advanced science to understand some these concepts. We should not feel intimidated by new terminology, but ask for plain English, Spanish, etc. explanations. We need to be aware that no researchers fully understand ADHD themselves. Some aspects of ADHD and ADD are outside of modern science and in the sphere of philosophy. Many researchers are so busy digging their hole in their particular niche, that they have lost sight of the hugely complex subject they are referring to.
ADHD need not be a curse, for many it can be a gift. To bring out the full potential of the gift, three steps are needed, to educate, to empower and to energise. That is where Cognitive Behavior therapy and especially ADD coaching have the advantage.