posted May 02, 2010 12:30 PM         

Also saturn is about to enter her 12th!

posted May 02, 2010 12:38 PM         

I'm Gemini rising ASC- 29 degree of Gemini. with Mercury in Sag, in the 6th house. Also... my Sun rules the 3rd house- adding to that Gemini color.

The meds worked wonderful for me... only took half the time to do my homework. Once I realized this I started getting my homework done as soon as possible so I could be "free" to do whatever.

If she ends up having ADHD just keep watching for it. They took me off my meds when I went to college because of the whole "adults don't have ADHD"... I ended up dropping out 3 times during my 1st degree. Before I went for my second degree I was put back on the meds- passed with flying colors and finished early...

posted May 02, 2010 01:12 PM         

With AD/HD, it's a novelty seeking trait with strengths in creativity,outside the box,innovation, hyperfocusing,problem solving.

Mainstream education is not fit for people with neurological/learning differences. Their brains are made to be explorers,inventors,discoverers,entrepreneurs,arts,creative

Mainstream education didn't work for Thomas Edison.

Your daughter has the planet of imagination,mystical,fantasy,psychic Neptune conjunct the Imum Coeli which is roots,domestic environment and oppose the Midheaven which is career,social status aim in life. She seems to be highly sensitive She might be a creative,artistic,inspirational,compassionate type who might do well in those types of careers. Saturn is oppose conjunct her descendant/ascendant axis and square her Midheaven/Imum Coeli axis and Neptune which suggests that there can be personal odds with and friction with structure,discipline,boundaries,and conformity. This suggests that there is danger of being restricting,limited so she can fit with the conventional. This can lead to insecurity, anxiety,and depression. Saturn-Neptune in hard aspect is known for that. With Midheaven/Imum Coeli axis, it's more personal.

She has Neptune square Ascendant/Descendant axis and so the imagination,idealism,inspiration is conflict with how she relates to others. She can appear to dreamy,spacy,confusing/confused,hard to pin down. A highly sensitive type.

She also has strong Neptune influence in the declinations

Neptune parallel/contraparallel Midheaven/Imum Coeli with 3 minutes of arc, and she already has Neptune oppose/conjunct Midheaven/Imum Coeli. Therefore, she has an occultation.

She has Moon parallel Neptune with 26 minutes of arc, and so the emotional nature is sensitive,imaginative,idealistic and can inspirational and mystical. It's like having Moon conjunct Neptune.

With the very strong/hard Neptune influence she has, she can be hypersensitive to any type of drugs,medication as well as be misdiagnosed because of her ultrasensitive nature.

She has Venus square Uranus,and that indicates a personal with unconventional values and can be novelty seeker. It can indicate an independent,rebellious type.

She was born on the 11th day which is a master number. The number suggests being high strung,inspirational,intuitive,and sensitive.

according Decoz:

the 11th birthday

The day you were born bears great significance in understanding who you are and where your talents lie. The day of birth indicates some special talent you possess. It is a gift to you that will help you along your Life's Path. Your day of birth is one of your four core numbers - the Life Path, Expression, Heart's Desire being the other three. It is the least significant of the four core numbers, but perhaps the most finite, in that it reveals a specific ability you possess in a marked degree.

You are very idealistic and possess a great deal of intuition.

Your intuition is so keen, in fact, that you would make a fine counselor and/or healer. You seem to understand people before they reveal their inner being themselves. And in general, you have an appreciation for what motivates people.
You are highly sensitive, emotional, and reactive. You bruise easily from the criticism of others, and can take some time recovering from such slights.
You can be very inspiring. You possess the qualities of a visionary and are often able to excite others with your ideas for a better world. Your intuition and sensitivity lead you inevitably toward philosophical and idealistic pursuits.
You tend to inspire people to move in a specific direction, or adopt new methods of living. Your presence is galvanizing. You have a good deal of leadership ability, as well. But your life stands more as an example for others, rather than for sustained or orderly leadership. You prefer to let people take up their own struggles once you have helped point the way, rather than be directly involved in the day to day activities of leadership.
You have a great deal of determination. Once you set your mind on your goal, you will devote yourself entirely to it.
Your sensitivity, however, makes your life a bit bumpy at times. You are highly aware of what others think, and, whether you care to admit it or not, the thoughts of others matter to you. You must work hard to maintain your own center in the emotional storms you encounter.
You work well with others, often inspiring them by your example and your idealism.
You do not do well in the business world, except perhaps in the role of advisor. Your mind works intuitively, rather than rationally. Your thoughts and actions tend to be dramatic. You explore and solve problems mainly through intuition.
You are more a dreamer than a doer. You experience quite a bit of nervous tension and must use proper dietary practices - especially the avoidance of too much fat and sugar and the inclusion of minerals in the diet - in order to maintain the health of your nervous system.
You are concerned with the well being of mankind and seek to make the world a better place. http://www.decoz.com/BdCard11.htm

I am going to look at her chart in more depth, looking at Pluto's big transneptunians and their nodes because I believe they figure into neurodivergence,nonconformity,creativity,ultrasensitivity,and giftedness. Those traits tend to be strongly connected to each other.
Strongly metaphysically oriented too.

Many neurodivergents fit into the "dual exceptional"

I will check out her chart.

------------------
Raymond

Supporting the Neurodiversity Movement

posted May 02, 2010 01:46 PM         

Rather than assuming "She's a Gem, she must be ADHD," I think you need to be focusing on real, tangible things you can do for your daughter right now. You don't want he on meds? Fine, but have you ewven had her evaluated yet? Or have you already dx'd her yourself?

The FIRST tangible thing you can do is, take her to get evaluated. She may not be ADHD, she may be. She could just be a very smart girl who's very, very bored and not getting the structure and and intellectual challenges she needs right now. What will you do then?

Here's some question you should be asking yourself: What is the REST of her life like? Is it structured or chaotic? Is she getting enough interactions and experiences outside of school, or is it just a very ordinary, unstimulated routine for her, week after week?

Is there any family drama right now that may be contributing to her behavior? Is there anything about your own routines that may need to change to help her? Are you yourself in denial about how your own behavior or the behavior of other family members may be part of her problem? Is this really about her, or are you making her into a scapegoat for a bigger family problem?

Young Geminis are prone having their natural energy, curiosity and enthusiasm stifled, squashed and oppressed by adults around them who think they are excessively hyper or lacking discipline. Adults are too quick to blame the young Gem for any problems or conflict that arise, placing unfair responsibility on the young Gem to "fix" whatever is wrong, when it's the adults who should be more accommodating. The problem usually isn't the young Gem, but how their environment isn't enough for them, be it not stimulating or varied enough, or challenging enough, or structured enough.

All young people need structure and discipline, but especially young Gems, who are more prone to wander and explore than most people their age. But young Gems don't respond to confining limits or oppressive discipline. They do need to know what the limits are, yet they still need to space to wander to explore. If their world is all limits and no room to explore, there's going to be problems. And expecting a Gem to stop being a Gem because their intellectual world makes them unhappy is pretty unfair. That's like telling a Taurus to stop being some insecure when you take every source of security away from them, and tell a Capricorn to stop being so self-loathing when they have no avenue to prove themselves. You can't expect people to live contrary to their nature and be happy or productive!

Geminis have one curious strength that is hard for other people to understand as a strength: they don't need routine to be productive. They just need focus. There's a difference. But if a young Gem feels stifled or bored, they will be full of restless energy that needs an outlet, any outlet, and the closest one available will do. Like school, when Mommy and Daddy isn't watching them and they don't have to be on their bestest behavior. When a young Gen is too distracted by their own pent-up energy, they will find focusing on a task very hard to do. Hell, as an adult Gem, I have a very hard time with that, but for a young Gem like your daughter, that would be an impossible task.

Your daughter has Mars conjunct Sun: she is likely very athletically inclined, or in the very least, have a very high kinetic intelligence. She needs physical activity, and a lot of it. Anything that gets her moving: team sports, bicycling, swimming, dancing, hands-on volunteer work like a soup kitchen, Habitat for Humanity or local animal rescues, even stage acting. Now summer's coming, you may want to look into acting and dancing classes for kids or volunteer opportunities that interest her. Any activity that engages her whole body, and if it gets her around a community of people, like with team sports, volunteering or with community theater, it will likely be very rewarding for her Gemini Sun/Mars, as will as her Cap moon.

Also, lots of outdoor activity too. Kids dx'd with ADHD and not on meds respond very positively when they spend more time outdoors--it will likely have the same positive effect on your daughter, whether or not she is really ADHD. Get her away from the TV, the XBox, the cell phone and the computer and let nature help her "reset" her mental and physical energies. In fact, going for a short walk with her before sitting her down to do her homework likely will improve her productively dramatically. I have two ADHD kids who, when they can't focus in class, I have them run an quick errand for me--like take papers to the office or something--just to get them to move around and bit before they try to start working again.

So, in short:

1) Get her evaluated for ADHD (also for an related condition called Executive Function Disorder: http://home.comcast.net/~kskkight/EFD.htm ). If she is ADHD (or has EFD) get informed about what you as her parent can do. There's a lot of things you can do for a kid with ADHD or EFD that doesn't involve meds. But you have to be committed to doing them!!!

2) Look at your family dymanic and the rest of her life outside of school. If there's problems there, deal with them. Change routine, behavior, hell, get the whole family into therapy if need be.

3) Get her involved with more physical activity. Just don't be surprised if it takes trying out different things until she finds something she really likes. She's young and a Gem. She would likely benefit from trying out several different things.

posted May 02, 2010 02:26 PM         

She is very strong in that energy overall

The big transneptunian objects are evolutionary intensified objects. They are involved in evolutionary intensified lessons and experiences.
Evolutionary suggests that emotional and spiritual crisis induced by the presence and passage of these bodies intends to enhance the insight, inspiration, creativity and consciousness of a person on Earth and through events on Earth containing these bodies in significant locations.":

It means that this energy involves lessons,experiences that can really make or break you. The hard aspects tend to indicate the possibility of experiencing some type of trauma which may be trying to the spirit but can eventually help you to grow spiritually. What doesn't kill you can make you stronger is something that can be applied the transneptunian dwarf planets,transneptunian dwarf planet candidates.
It's a highly metaphysical energy that involves insight,inspiration,and creativity that should be use not just for your benefit but for the benefit of others. These energies are about about going well beyond rself and tapping into that mass consciousness.
There is a potential to really make a mark on the world and effect people on a grand scale

This especially goes for the heliocentric,geocentric nodes of these objects. They move much slower than the objects themselves, and so they are associated with many generations compared to the objects.

QUAOAR

Ecliptic Longitude:
Quaoar in 4'50 Sagittarius
trine/sextile Midheaven/Imum Coeli axis in 3'02 Leo/Aquarius

Right Ascension:
Quaoar in 4'09 Sagittarius
trine/sextile Midheaven/Imum in 5'19 Leo/Aquarius - 1'10 orb
(stronger aspect than Ecliptic Longitude)

Positive - creative, inspiring, possibility oriented, uplifts sagging emotion, strong sense of self
Negative - doom saying, prophet of Armageddon, controls others with fear

IXION

Ecliptic Longitude
Ixion in 1'48 Sagittarius
trine/sextile Midheaven/Imum Coeli in 3'02 Leo/Aquarius

Positive - understands karmic wheel, gives and uses a second chance, discerning
Negative - lustful, inconsiderate, inclined to repeat errors, learns nothing from experience

HAUMEA
Ecliptic Longitude:
Haumea in 3'37 Libra
sextile Midheaven/Imum Coeli in 3'02 Leo/Aquarius

Right Ascension:
Haumea in 14'00 Libra
square Moon in 11'01 Capricorn

Heliocentric Haumea Nodes in 2'03 Leo
conjunct/oppose Midheaven/Imum Coeli in 3'02 Leo/Aquarius

Geocentric South Haumea Node in 3'07 Aquarius
oppose/conjunct Midheaven/Imum Coeli in 3'02 Leo/Aquarius

Positive: Soulful confidence, an unshakeable personal inner knowing, creative, regenerative. Able to reconstruct, redefine, transform, especially regarding consciousness, willfulness and restoring rock solid integrity. Supportive. Fostering. Fertile. Creative.
Negative : Insecure and attention demanding. Dramatic. Egocentric. A bully disposition. Forces head-on collisions. Claims martyrdom and sacrifice to secure attention. Willing to attach to someone else’s momentum or allowing dependent sorts to attach to one’s efforts for self benefit (using non-paid volunteers, fans, devotees).

MAKEMAKE

Makemake in 12'19 Virgo
trine Moon in 10'26 Capricorn
square Mars in 13'09 Gemini

Positive: Articulate and ultra-communicative. Self-assuredness, especially by verbal means. Clever, quick-witted and interested in invoking insight and inspiration with speech. Quick to report findings, regardless of impact. Courageous, possessing the willfulness to confront the peril required for discovery or spiritual evolution. Conscious of family security and safety. Protection of the brood.
Negative: Cunning and verbally manipulative. Double talk. Diversion of facts. Declaring false findings (laying an egg, so to speak). Taking flight to avoid consequence. Hiding as a coping skill. Reckless. Disregard for safety of the home. Self-serving

ERIS

Ecliptic Longitude:
Eris in 19'21 Aries
sextile Sun in 20'41 Gemini

Right Ascension:
Eris in 23'49 Aries
sextile Mercury in 21'14 Gemini

Positive - liberation from addictions to success or status, clear priorities regarding matters of love and money, finally getting you can't take it with you and applying full resourcefulness in life, recognition of the potency of one's energy and life force, clear sense of the sacred marriages: spirit to body, self to Creator, between soulful companions, personal sense of emergence.
Negative - greed, workaholism, believe that you must take over for God, general sense of being forsaken, condemned or abandoned, lack of spiritual regard for life, superficial, status oriented.

SEDNA

Ecliptic Longitude:
Sedna in 15'24 Taurus
conjunct Venus in 15'02 Taurus

Positive - a forgiving disposition, discernment, clarity of perception, recognition of free will and choice, responsible, conscious of consequence, far thinking, dharma-oriented, does the homework of life
Negative - victimization, abuse, being deceived, history of betrayal, bitterness, “gold digging” attitude in relationship, transfers blame to others, numbs out, goes unconscious

ORCUS

Right Ascension
Orcus in 15'40 Leo
square Venus in 13'10 Taurus

Heliocentric Orcus Nodes in 28'34 Sagittarius/Gemini
sextile Ascendant/Descendant in 29'11 Libra/Aries

Geocentric North Orcus Node in 28'50 Sagittarius
sextile/trine Ascendant/Descendant in 29'11 Libra/Aries

Geocentric South Orcus Node in 28'22 Gemini
trine/sextile Ascendant/Descendant in 29'11 Libra/Aries

Positive: a person of one’s word, challenges broken promises, aligned with a spiritual creed, accountable for personal thought, word and deed

Negative: hypocritical, fault finding in the ways of others, blame assigning, ducks responsibility for word and actions, unable to keep promises

VARUNA

Declinations:
Sun parallel Varuna - '00
Mars parallel Varuna - '23

Sun-Mars-Varuna parallel .....like a Sun-Mars-Varuna conjunction
She has a wide Sun conjunct Mars that's well over 5 degree orb, but she has Sun parallel Mars with 22 minutes of arc. That's like Sun conjunct Mars....it pulls in the wide Sun conjunct Mars into effect.

Positive - sovereign, competent, regulating without force, mastery of all tasks accepted
Negative - incompetent and blaming, laments losses, holds resentment

I also checked Huya. It is also a transneptunian. It's a plutino like Pluto,Orcus,Ixion. That means that it has 3:2 orbital resonance with Neptune.

Huya in 13'37 Libra
trine Mars in 13'09 Gemini

Her Geocentric South Huya Node is in 20'48 Pisces
square her Sun in 20'41 Gemini
(That's only 7 minutes of arc......that could considerably modify her Sun)

Positive: a person of one’s word, challenges broken promises, aligned with a spiritual creed, accountable for personal thought, word and deed

Negative: hypocritical, fault finding in the ways of others, blame assigning, ducks responsibility for word and actions, unable to keep promises

------------------
Raymond

Supporting the Neurodiversity Movement

posted May 02, 2010 02:34 PM         

Commenting to someone who said something about NN and Moon being in a Earth sign.. Also I have NN in Virgo and my Moon in Taurus. I know how to be organized and structured but it doesn't mean I choose to be. It's just not how my brain works. It's not something I can do everyday. - I do what I need to do. (I have 4 planets in Sag, Venus conj Uranus, and Sun conj Neptune)

posted May 02, 2010 02:34 PM         

DRD4 7R gene is also associated with ADHD and novelty seeking, but it's nothing new. It's dated back between 10,000 and 40,000 years ago. http://www.sciencedaily.com/releases/2002/01/020109074512.htm

ADHD is not the result of diet, drug abuse, life-style or bad parenting. A student with ADHD will have exhibited these behaviours over many years, and they will probably have harmed his/her social relationships and educational achievement. S/he may well be depressed and anxious, and drawn to alcohol or substance abuse as a way of dulling the problems.

ADHD is part of what might be called ‘neurodiversity’. Its indicators can overlap with dyslexia in respect of lack of concentration and difficulties with personal organisation. On the other hand, there are said to be some potential advantages of this kind of brain:

Positive aspects of ADHD

* Ability to see the ‘big picture’
* Being creative and inventive
* Ability to focus intensely for a time
* High levels of energy
* Risk-taking can lead to discoveries
* Being intuitive http://www.brainhe.com/students/types/ADHDstaff.html

The following is from THE GIFT OF DYSLEXIA by Ronald D. Davis. He has Autism and Dyslexia. is the founder of Davis Dyslexia Association International. He worked as an engineer and artist.

page 4 - 5

Dyslexics don't all develop the same gifts, but they do have certain mental functions in common. Here are the basic abilities all dyslexics share:

1. They can utilize the brain's ability to alter and create perceptions (the primary ability)
2. They are highly aware of the environment.
3. They are more curious than average.
4. They think mainly in pictures instead of words.
5. They are highly intuitive and insightful.
6. They think and perceive multi-dimensionally (using all the senses)
7. They can experience thought as reality.
8. They have vivid imaginations.

These eight basic abilities, if not suppressed, invalidated or destroyed by parents or the educational process, will result in two characteristics: higher-than-normal intelligence, and extraordinary creative abilities. From these the true gift of dyslexia can emerge---the gift of mastery.

The gift of mastery develops in many ways and in many areas. For Albert Einstein, it was physics. For Walt Disney, it was art; for Greg Louganis, it was athletic prowess.

He was referring to neurodivergence in general. Therefore, he wasn't talking about just Dyslexia but the other neurodivergent conditions like Dyspraxia,Dyscalculia,ADHD,Autistic Spectrum,and Tourette Syndrome.

page 7, he wrote:

Dyslexia was the first general term used to describe various learning problems. Eventually, these problems were subdivided and categorized to describe different learning disabilities. Because of this, we might call dyslexia the Mother of Learning Disabilities. By now, over seventy names are used to describe its various aspects.

ADHD: Gifted & Creative

by Thom Hartmann

I was in India in 1993 to help manage a community for orphans and blind children on behalf of a German charity. During the monsoon season, the week of the big Hyderabad earthquake, I took an all-day train ride almost all the way across the subcontinent (from Bombay through Hyderabad to Rajamundri) to visit an obscure town near the Bay of Bengal. In the train compartment with me were several Indian businessmen and a physician, and we had plenty of time to talk as the countryside flew by from sunrise to sunset.

Curious about how they viewed our children diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD), I asked, "Are you familiar with those types of people who seem to crave stimulation, yet have a hard time staying with any one focus for a period of time? They may hop from career to career and sometimes even from relationship to relationship, never seeming to settle into one job or into a life with one person — but the whole time they remain incredibly creative and inventive."

"Ah, we know this type well," one of the men said, the other three nodding in agreement.

"What do you call this personality type?" I asked.

"Very holy," he said. "These are old souls, near the end of their karmic cycle."

Again, the other three nodded agreement, perhaps a bit more vigorously in response to my startled look.

"Old souls?" I questioned, thinking that a very odd description for those whom American psychiatrists have diagnosed as having a particular disorder.

"Yes," the physician said. "In our religion, we believe that the purpose of reincarnation is to eventually free oneself from worldly entanglement and desire. In each lifetime we experience certain lessons, until finally we are free of this earth and can merge into the oneness of God. When a soul is very close to the end of those thousands of incarnations, he must take a few lifetimes to do many, many things — to clean up the little threads left over from his previous lives."

"This is a man very close to becoming enlightened," a businessman added. "We have great respect for such individuals, although their lives may be difficult."

Another businessman raised a finger and interjected. "But it is through the difficulties of such lives that the soul is purified."

The others nodded agreement.

"In America they consider this behavior indicative of a psychiatric disorder," I said.

All three looked startled, then laughed.

"In America you consider our most holy men, our yogis and swamis, to be crazy people as well," said the physician with a touch of sadness in his voice. "So it is with different cultures. We live in different worlds."

We in our Western world have such "holy" and nearly enlightened people among us and we say they must be mad. But as we're about to see, they may instead be our most creative individuals, our most extraordinary thinkers, our most brilliant inventors and pioneers. The children among us whom our teachers and psychiatrists say are "disordered" may, in fact, carry a set of abilities — a skill set — that was necessary for the survival of humanity in the past, that has created much of what we treasure in our present "quality of life," and that will be critical to the survival of the human race in the future.

There is immense power in how we choose to view what's happening around us, and this is terrifically important when we consider how we can best know our children and provide them with the upbringing they need — an upbringing that will lead them to become healthy, happy, functioning adults. The premise of this book is that children who have what we have come to know as ADHD are important and vital gifts to our society and culture, and, in the largest sense, can be an extraordinary gift to the world. In addition, for those adults who have been similarly diagnosed or defined, this book offers a new way of understanding themselves and their relationship to the world — a way that brings insight, empowerment, and success.
GENETICS AND DIFFERENCES

The long history of the human race has conferred on us — some of us more than others — a set of predilections, temperaments, and abilities carried through the medium of our genetic makeup. These skills were ideally suited to life in the ever-changing world of our ancient ancestors and, we have now discovered, are also ideally suited to the quickly-changing modern world of cyberspace and widespread ecological and political crises that require rapid response. I will call this genetic gift the Edison gene, after Thomas Edison, who brought us electric lights and phonographs and movies and — literally ten thousand other inventions. He is the model for the sort of impact a well-nurtured child carrying this gene can have on the world.

While I'm principally referring to the DRD4 gene, the science of genetics is embryonic, with new discoveries being made every day. No doubt, some time soon we'll have a better, more complete list of specific genes that make up what Dave deBronkart first called the "Edison trait" back in 1992 and Lucy Jo Palladino expanded on considerably in 1997 in her wonderful book The Edison Trait. For the moment, however, I'll use the useful shorthand of the "Edison gene."

When Edison's schoolteacher threw him out of school in the third grade for being inattentive, fidgety, and "slow," his mother, Nancy Edison, the well-educated daughter of a Presbyterian minister, was deeply offended by the schoolmaster's characterization of her son. As a result, she pulled him out of the school. She became his teacher from then until the day he went off on his own to work for the railroads (inventing, in his first months of employment, a railroad timing and signaling device that was used for nearly a century). She believed in him and wasn't going to let the school thrash out of him his own belief in himself. As a result of that one mother's efforts, the world is a very different place.

"Ah, but we mustn't coddle these children!" some say. Consider this: Edison invented, at age sixteen, that device that revolutionized telegraph communication. It started him on a lifelong career of invention that led to the light bulb, the microphone, the motion picture, and the electrification of our cities. Would the world have been better off if he'd been disciplined into "behaving himself"?

The children and adults who carry this gene have and offer multiple gifts, both individually and as members of our society. Sometimes these gifts are unrecognized, misinterpreted, or even punished, and as a result, these exceptional children end up vilified, drugged, or shunted into Special Education. The result is that they often become reactive: sullen, angry, defiant, oppositional, and, in extreme cases, suicidal. Some Edison-gene adults face the same issues, carrying the wounds of school with them into adulthood, often finding themselves in jobs better adapted to stability than creativity.

What exactly defines those bearing this genetic makeup? Edison-gene children and adults are by nature:

* Enthusiastic
* Creative
* Disorganized
* Non-linear in their thinking (they leap to new conclusions or observations)
* Innovative
* Easily distracted (or, to put it differently, easily attracted to new stimuli)
* Capable of extraordinary hyperfocus
* Understanding of what it means to be an "outsider"
* Determined
* Eccentric
* Easily bored
* Impulsive
* Entrepreneurial
* Energetic

All of these qualities lead them to be natural:

* Explorers
* Inventors
* Discoverers
* Leaders

Those carrying this gene, however, often find themselves in environments where they're coerced, threatened, or shoehorned into a classroom or job that doesn't fit. When Edison-gene children aren't recognized for their gifts but instead are told that they're disordered, broken, or failures, a great emotional and spiritual wounding occurs. This wounding can bring about all sorts of problems for children, for the adults they grow into, and for our society.

I and many scientists, educators, physicians, and therapists believe that when these unique children don't succeed in public schools, it's often because of a disconnect between them — their brains are wired to make them brilliant inventors and entrepreneurs — and our schools, which are set up for children whose brains are wired to make them good workers in the structured environments of a factory or office cubicle.

Those children whom we call "normal" are more methodical, careful, and detail-oriented and are less likely to take risks. They often find it hard to keep it together and perform in the rapid-fire world of the Edison-gene child: They don't do as well with video games, couldn't handle working in an emergency room or on an ambulance crew, and seldom find themselves among the ranks of entrepreneurs, explorers, and salespeople.

Similarly, Edison-gene children have their own strengths and limitations: They don't do well in the school environment of repetition, auditory learning, and rote memorization that has been set up for "normal" kids, and they don't make very good bookkeepers or managers. Genetically these kids are pioneers, explorers, and adventurers. They make great innovators, and they find high levels of success in any field where there's a lot of change, constant challenge, and lots of activity. Such personalities are common among emergency room physicians, surgeons, fighter pilots, and salespeople.

There are many areas in which such people can excel — especially when they make it through childhood with their belief in themselves intact. http://innerself.com/Parenting/hartmann_2135.htm

A New View of ADD,
Not as a Disorder but as a natural adaptive trait
page 73 from Thom Hartmann's Complete Guide to ADHD

1.Trait As It Appears In the Disorder View
2. How It Appears In The Hunter View
3. Opposite Farmer Trait (referring to "normal" people)

1. Distractible
2.Constantly monitoring their environment
3. Not easily distracted from the task at hand

1. Attention span is short,but can become intensely focused for long periods of time
2. Able to throw themselves into the chase on a moment's notice
3. Able to sustain a steady, dependable effort

1. Poor planner: disorganized and impulsive (makes snap decisions)
2. Flexible;ready to change strategy quickly.
3. Organized,purposeful. They have a long-term strategy and they stick to it.

1. Distorted sense of time: unaware of how long it will take to do something
2. Tireless: capable of sustained drives,but only when hot on the trail of some goal.
3. Conscious of time and timing. They get things done in time,pace themselves,have good staying power.

1. Impatient
2. Results oriented. Acutely aware of whether the goal is getting closer now.
3. Patient. Aware that good things take time; willing to wait.

1. Doesn't convert words into concepts adeptly, and vice versa. May or may not have a reading disability.
2. Visual/concrete thinker, clearly seeing a tangible goal even if there are no words for it.
3. Much better able to seek goals that aren't easy to see at the moment.

1. Has difficulty following directions.
2. Independent.
3. Team player.

1. Daydreamer.
2. Bored by mundane tasks; enjoys new ideas, excitement, the hunt, being hot on the trail.
3. Focused. Good at follow-through, tending to details,taking care of business.

1. Acts without considering the consequences.
2. Willing and able to take risks and face danger.
3. Careful, look before you leap.

1. Lacking in the social graces.
2. No time for niceties when there are decisions to be made!
3. Nurturing; creates and supports community values; attuned to whetheer something will last.

Thom Hartmann's views have been confirmed by the discovery of the DRD4 7R Gene too. It is a novelty seeking gene connected approximately half of ADD cases. It is an advantageous gene dated back between 10,000 to 40,000 years ago that helped humans thrive and survive.
http://www.sciencedaily.com/releases/2002/01/020109074512.htm http://www.futurepundit.com/archives/005263.html http://www.sciencedaily.com/releases/2008/06/080609195604.htm http://www.usnews.com/usnews/culture/articles/020819/archive_022328.htm

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Raymond

Supporting the Neurodiversity Movement

posted May 02, 2010 02:36 PM         

Thomas Jefferson was arguably one of the most well-educated Americans of his time. He was well-read, thoughtful, knowledgeable in a wide variety of topics from the arts to the sciences,and the founder of the University of Virginia. The same could probably be said of Ben Franklin, or James and Dolly Madison. On the larger world stage, we could credibly make such claims for Rene Descartes, William Shakespeare, Galileo, Michelangelo, and Plato.

But there is this one thing unique about the education of all these people, which is different from that of you, me, and our children: none ever were given grades. All attended schools or had teachers who worked entirely on a pass/fail system.

The model of education from its earliest times was one of mentorship, starting with hunter-gatherers taking children out on the hunt 100,000 years ago, all the way up to the teaching methods employed at the university founded by Thomas Jefferson. The teacher and the students got know one another. They interacted constantly throughout the day. The teacher knew each child, had a clear vision of each child's understanding of the coursework, and worked with each child (or encouraged them to work with each other) until the teacher was satisfied each child understood the material...or was hopelessly incapable of being educated. Because this latter was virtually an admission of failure on the part of the teacher, it happened rarely.

When a student graduated, the most impressive thing she or he could share with prospective employer was not a Grade Point Average (GPA) or even the name of the institution attended: it was the name of the teacher. Students of the great teachers of history often became famous themselves because of thoroughness with which their mentors had inculcated knowledge, understanding, skill, and talen in them.

This is how things went from 98,000 BC to roughly 1800 AD. Then name William Farish.

Around the turn of the 19th century, the Industrial Revolution was going full-bore. Piece-work payments were becoming increasingly popular, and many schools were beginning to pay teachers based on the number of students they had, as opposed to a flat salary.

William Farish

William Farish was a tutor at Cambridge University in England in 1792, and, other than his single contribution to the subsequent devastation of generations of schoolchildren, is otherwise undistinguished and unknown by most people.

Getting to know his students, one may suppose, was too much trouble for Parish. It meant work, interacting and participating daily with each child. It meant paying attention to their needs, to their understanding, to their styles of learning. It mean there was a limit on the number of students he could thus get to know, and therefore a limit on how much money he could earn.

So Farish came up with a method of teaching which would allow him to process more students in a shorter period of time. He invented grades. (The grading system had originated earlier in the factories, as a way of determining if the shoes, for example, made on the assembly line were "up to grade." It was used as a benchmark to determine if the workers should be paid, and if the shoes could be sold.)

Grades did not make students smarter. In fact, they had the opposite effect: they made it harder for those children to succeed who style of learning didn't match the didactic, auditory form of lecture-teaching Farish used.

Grades didn't give students deeper insights into their topics of study. Instead, grades forced children to memorize by rote only those details necessary to pass the tests, without regard to true comprehension of the subject matter.

Grades didn't encourage critical thinking or insight skills, didn't promote questioning minds. Such behaviors are useless in the graded classroom, and within a few generations were considered so irrelevant that today they're no longer listed among the goals of public education.

Grades didn't stimulate the students, or share with them a contagious love for the subject being studied. The opposite happened, in fact, as the normative effect of grades acted as a muffling blanket to any eruptions of enthusiasm, any attempts to dig deeper into a topic, any discussions into larger significance or practical application of content.

What grades did do, however, was increase the salary of William Farish, while, at the same time, lowering his workload and reducing the hours he needed to burrow into his students' minds to know if they understood a topic: his grading system would do it for him. And it would do it just as efficiently for twenty children as it would for two hundred.

Farish brought grades to the classroom, and the transformation was both sudden and startling: a revolution as rapid and overwhelming as the Industrial Revolution from which it had sprung. Within a generation, the lecture-hall/classroom shifted from a place where one heard the occasional speech by a famous thinker to the place of ordinary daily instruction.

While grades didn't help students a bit--and, in fact, had the now well-known effect of "dumbing down" entire nations--they vastly simplified the work of teachers and schools. So they spread across Europe and to America with startling speed, arriving here in early 1800s.

Without grades, the assembly-line-classroom would not be possible. With grades, whole categories of children were discovered who didn't fit onto the conveyor belt, providing an entire new realm of employment for adults who would diagnose, treat, and remediate these newly-discovered "learning disabled" children.

Responsibility for the success of learning shifted from teachers to students: when kids failed, it was their own fault, because they obviously had a defect or disorder of some sort.

A process of sorting and discarding the misfits began (just like in the shoe factory) which, to this day, rewards the "standard" and wounds the "different."

William Farish gained, but something precious was lost to generations of students thereafter: the mentored learning experience.

Research by Child Development Theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be 'true' "picture thinkers"

According to L.K. Silverman's research for over two decades, there is a high confidence (over 80%) that:

* At least one-third are strongly visual-spatial.
* One-fifth are strongly auditory-sequential.
* The remainder are a balance of both learning styles.

Of that remainder (who are not strongly visual-spatial nor strongly auditory-sequential):

* Another 30% show a slight preference for visual-spatial learning style.
* Another 15% show a slight preference for auditory-sequential learning style.

This means that more than 60% of the students in a regular classroom learn best with visual-spatial presentations and the rest learn best with auditory-sequential methods. http://psychology.wikia.com/wiki/Visual_thinking

To sum is up, schools use to be all about mentoring, one-on-on interaction between the student and teaching,adapting to the student's learning style. There were no grades which were based on factory systems. They were pass/fail. Mainstream schools involve auditory lecturing teaching, but it is only suitable for less than 40 percent of students in the regular classroom. If schools were like the schools before the 1800, the diagnoses of learning disabled,ADHD as well as the dropout rate would be considerably smaller. To address the students that are truly learning disabled (or should I say learning differenced),there are special education therapies that can address those things like auditory therapy,speech therapy,motor skills therapy. That's what special education programs are for. They are not just for children that are mentally retarded.

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Raymond

Supporting the Neurodiversity Movement

A Different Mind Is Not A Deficient Mind.

posted May 02, 2010 02:38 PM         

Gifted Students with Learning Disabilities

* High abstract reasoning ability
* Good mathematical reasoning ability
* Keen visual memory, spatial skills
* Advanced vocabulary
* Sophisticated sense of humor
* Imaginative and creative
* Insightful
* Exceptional ability in geometry, science, arts, music
* Good problem-finding and -solving skills
* Difficulty with memorization, computation, phonics, and/or spelling
* Distractibility and/or disorganization
* Supersensitivity
* Perfectionism
* Grasp of metaphors, analogies, satire
* Comprehension of complex systems
* Unreasonable self expectations
* Often, failure to complete assignments
* Difficulties with sequential tasks
* Wide variety of interests
(Baum, Owen, & Dixon, 1991; Silverman, 1989)

Here is stuff about ADHD and Gifted who are Bored:

Characteristics of Gifted Students Who Are Bored

* Poor attention and daydreaming when bored
* Low tolerance for persistence on tasks that seem irrelevant
* Begin many projects, see few to completion
* Development of judgment lags behind intellectual growth
* Intensity may lead to power struggles with authorities
* High activity level; may need less sleep
* Difficulty restraining desire to talk; may be disruptive
* Question rules, customs, and traditions
* Lose work, forget homework, are disorganized
* May appear careless
* Highly sensitive to criticism
* Do not exhibit problem behaviors in all situations
* More consistent levels of performance at a fairly consistent pace
(Cline, 1999; Webb & Latimer, 1993)

Characteristics of Students with ADHD

* Poorly sustained attention
* Diminished persistence on tasks not having immediate consequences
* Often shift from one uncompleted activity to another
* Impulsivity, poor delay of gratification
* Impaired adherence to commands to regulate or inhibit behavior in social
contexts
* More active, restless than other children
* Often talk excessively
* Often interrupt or intrude on others (e.g., butt into games)
* Difficulty adhering to rules and regulations
* Often lose things necessary for tasks or activities at home or school
* May appear inattentive to details
* Highly sensitive to criticism
* Problem behaviors exist in all settings, but in some are more severe
* Variability in task performance and time used to accomplish tasks.
(Barkley, 1990; Cline, 1999; Webb & Latimer, 1993)

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Raymond

Supporting the Neurodiversity Movement

A Different Mind Is Not A Deficient Mind.

posted May 02, 2010 02:44 PM         

If not and she truly has ADHD symptoms, then I would look into things that could cause her ADHD symptoms

Conditions that mimic ADD or ADHD
See many of the real physical Conditions that mimic behaviors often called ADD or ADHD

Hypoglycemia (Low Blood sugar) Low blood sugar can stem from thyroid disorders, liver or pancreatic problems, or adrenal gland abnormalities, or even an insufficient diet. Hypoglycemia can display the same ADHD like symptoms.

Allergies: 15 to 20 percent of the world has some type of allergy. A person can be allergic to nearly anything so check for all forms. Food is one of the primary causes of allergic reactions. Just like the Car and human analogy stated above. If a child eats food they are allergic to, the body will not run properly and that may affect behavior. Everyone has different sensitivities to allergens so just because you aren't affected does not mean your child won't be also. (Some examples, Allergic reactions to food dye, milk, chocolate, and grains, ect)

Learning disabilities: If the primary place of behavior problems is at school, learning disabilities may be the cause of ill behavior. One of the main things that affect a child's self-esteem is how well they do in school. If a child has an undiagnosed learning disorder that makes school much harder and sometimes impossible. Children with undiagnosed learning disabilities are labeled as lazy, stupid, and many other downgrading opinions that affect self-esteem. And many times when a child's self-esteem is at jeopardy they try to make up for it in other sometimes-nonproductive ways such as acting out, bullying, or becoming the class clown.

Hyper or hypothyroidism: An imbalance in metabolism that occurs from an overproduction or underproduction of thyroid hormones. This imbalance may cause a variety of behaviors and may affect all body functions.

Hearing and vision problems: If a child can't see or hear properly, school and daily things in life are nearly impossible and it may cause ADHD like symptoms especially in educational settings.

Mild to high lead levels, even in the absence of clinical lead poisoning: research shows that children with even mildly elevated lead levels suffer from reduced IQs, attention deficits, and poor school performance. Lead is the leading culprit in toxin-caused hyperactivity..

Spinal Problems: Some spinal problems can cause ADHD like symptoms because if the spine is not connected to the brain properly nerves from the spinal cord can give the brain all of signals at once making a child rambunctious and always on the go.

Toxin exposures: Children are more vulnerable to toxins than adults. Such as pesticide-poisoning (Eating vegetables and fruit not washed thoroughly, they can be exposed to them by playing outside on the ground), also by gasoline fumes, and herbicides. Inside there are also many toxins. Disinfectants, furniture polishes and air fresheners are toxins that can affect some children's behaviors. Beds and carpets are one of the most dangerous places in the house because they are full of different types of dust, and other toxins. Toxins can cause hyperactivity, attention deficits, irritability, and learning problems.

Carbon Monoxide poisoning: Thousands of children each year are exposed to toxic levels of this gas each year. Sources include gas heaters, and other gas appliances such as fireplaces, dryers, and water heaters.

Seizure disorders: The most overlooked is the absence Seizures. During an absence seizure, the brain's normal activity shuts down. The child stares blankly, sometimes rotates his eyes upward, and occasionally blinks or jerks repetitively, he drops objects from his hand, and there may be some mild involuntary movements known as automatisms. The attack lasts for a few seconds and then it is over as rapidly as it begins. If these attacks occur dozens of times each day, they can interfere with a child's school performance and be confused by parents and teachers with daydreaming.

Metabolic disorders: They reduce the brain's supply of glucose, the bodies fuel and can cause ADHD like symptoms.

Genetic defects: Some mild forms of genetic disorders can go unnoticed in children and display some of the same symptoms of ADHD. Mild forms of Turner's syndrome, sickle-cell anemia, and Fragile X syndrome are some examples. Almost any genetic disorder can cause hyperactivity or other behavior problems, even if the disorder isn't normally linked to such problems. Many genetic diseases disrupt brain functions directly, through a variety of paths. A simple blood test can rule out genetic disorders.

Sleeping disorders: or other problems causing fatigue and crankiness during the day.

Post-traumatic subclinical seizure disorder: It causes episodic temper explosions. These fits of temper come out of the blue for no reason. Some of these seizures can be too subtle to detect without a twenty-four-hour electroencephalogram (EEG).

High mercury levels: One of the most interesting things regarding high mercury levels is that it can relate to dental fillings. Children who have mercury amalgam fillings in their mouth and grind their teeth are at risk of high mercury levels. American dental associations are defensive on the subject of mercury fillings but many European countries have discontinued the use of them because of side effects. There are also other causes of high mercury levels.

High manganese levels

Iron deficiency: Iron is an essential component of hemoglobin, the oxygen carrying pigment in the blood. Iron is normally obtained through the food in the diet and by the recycling of iron from old red blood cells. The causes of iron deficiency are too little iron in the diet, poor absorption of iron by the body, and loss of blood. It is also caused by lead poisoning in children.

B vitamin deficiencies: Many experts believe that one of the main causes for inattention, hyperactivity, impulsivity, temper tantrums, sleep disorders, forgetfulness, and aggression are caused by faulty neurotransmissions a problem with the neurotransmitters in the brain. Vitamin B-6 is a necessary vitamin used in the making of neurotransmitters that affect behavior. A lack of this vitamin or really any other vitamin can cause a child to act inappropriately.

Excessive amounts of Vitamins: Excessive amounts of vitamins can be toxic to the body and may cause the same ADHD like symptoms. It is possible to overdose when taking vitamins so make sure you contact a physician and check for vitamin deficiencies before taking extra vitamins.

Tourette's syndrome: Tourette's syndrome is a rare but disruptive condition. It involves multiple tics (small, repetitive muscle movements), usually facial tics with grimacing and blinking. Tics may also occur in the shoulders and arms. This is usually accompanied by loud vocalizations, which may include grunts or noises, or uncontrollable (compulsive) use of obscenities or short phrases. The tics are worse during emotional stress and are absent during sleep. The cause is unknown. It occurs most often in boys, and may begin around age 7 or 8 or not until the child is in his or her late teens or early twenties. It may, at times, run in families. This disorder can be mistaken for not being able to sit still or impulsive behavior.

Sensory Integration Dysfunction: Sensory Integration Dysfunction is the inefficient neurological processing of information received through the senses, causing problems with learning, development, and behavior. These children are over-sensitive or under-sensitive dealing in touch, taste, smell, sound, or sight. For example, some of these children crave fast and spinning movement, such as swinging, rocking, twirling, and riding the merry-go-round- without getting dizzy. These children may move constantly, fidget, enjoy getting into upside down positions and be a daredevil. These children may become overexcited when there is too much to look at words, toys, or other children. They may cover their eyes, have poor eye contact, be inattentive when drawing or doing desk work, or overreact to bright light. These children often act out in an attempt to cope with their inability to process sensory information such as acting out in crowded or loud places.

Early-onset diabetes: Symptoms include aggression, depression, and anxiety. If you have a family history of diabetes checking for this is a must.

Heart disease: It affects blood and oxygen flow to the brain affecting brain function that in-turn affects behavior.

Cardiac conditions: It can reduce the supply of blood, oxygen and nutrients to the brain. Defective blood vessels between organs to the brain.

Early-Onset Bi-Polar disorder: Also know as child-like Bi-polar. The experts state that 85% of children with child-like Bi-polar also meet the criteria for ADHD. The symptoms are extremely close. Most people when they think of Bi-polar disorder, think of Adult like Bipolar which mood swings happen over a somewhat long period of time. In child-like Bipolar, the mood swings can happen many times within a twenty-four hour day, known as rapid cycling. At one moment they're calm and the next minute they could be in a full fledge temper tantrum. Some of the symptoms are Distractibility, Hyperactivity, impulsivity, separation anxiety, restlessness, depressed mood, low self-esteem, and many more. Early-Onset Bi-polar should be ruled out before ADHD is considered mainly because they are treated with different medications if you choose medications that is. ADHD is treated with stimulant medications which will make a Bipolar child worse possibly psychotic.

CAPD (Central Auditory processing Disorder) will sometimes occur in children who have had a history of ear infections and/or PE tubes. Symptoms include distractibility, inability to follow a set of verbal instructions, "space out", etc.

Worms: Such as Pinworms lay their eggs in the anal area, causing tickling and itching, which are most bothersome at night. The lack of sleep from this type of infestation can cause crankiness or bad behavior during the day. When asleep, nightmares may be present. This problem is mostly found in very young children preschool to kindergarten because of primitive toileting skills, they tend to put their fingers in their mouths, and they participate in a lot of hands-on activities with other kids and with pets. Roundworms, hookworms, and tapeworms are other examples that can make a child display ADHD like symptoms. Worms cause hyperactive behavior, learning problems, depression, or attention deficits by making children miserable on the inside.

Viral or bacterial infections: When a child is affected by an infection that might cause problem behavior.

Malnutrition or improper diet: Many children in the United States do not eat a well balanced diet. A proper diet is necessary to growing children. An improper diet can affect a child's behavior in an ill way.

Head injuries: Such as the postconcussion syndrome. Some of the symptoms include Irritability, emotionality, memory problems, depression, and sleep disturbances. A concussion can disrupt brain functioning causing ADHD like symptoms.

Dietary Factors: (For example to much caffeine and sugar) At doses as low as 250 milligrams a day, a level many American children exceed- caffeine can cause rambling speech, attention and concentration problems, agitation, heart palpitations, insomnia, and hyperactive behavior. In a way, it is true we are what we eat.

Some disorders such as anemias reduce oxygen to the brain causing disturbance in the brains chemistry causing ADHD like symptoms.

Fetal alcohol syndrome (FAS) or Fetal alcohol effects (FAE): FAS is a name that doctors use to describe the damage done to children's brains and bodies when their mother drink heavily during pregnancy. It is the leading form of mental retardation today. Prenatal alcohol impairment, however, also comes in a milder form called fetal alcohol effects (FAE). Children with FAE often don't look disabled, and they tend to score in the low-normal or even normal range of intelligence. But these kids aren't normal. Their mal-developed brains cause them to exhibit a wide range of behavior problems, including hyperactivity, attention problems, learning disorders, and ethical problems such as stealing, lying, and cheating.

Intentionally or unintentionally sniffing materials: such as modeling glue or other house hold products.

Some drugs:, (both prescription and illegal) can cause the brain to atrophy, leading to disturbed cognition and behavior. If your child routinely takes prescription or over-the-counter medications for asthma, hay fever, allergies, headaches, or any other condition, consider the possibility that the drugs are causing or contributing to behavior problems.

A beta-hemolytic streptococcus: better known as "strep.") Although these bacteria are most commonly thought of as the cause of strep throat. Left untreated, strep can cause rheumatic fever and a movement disorder called Sydenham's chorea. Moreover, recurrent infections can lead, in susceptible children, to a group of symptoms collectively known as PANDAS (Pediatric autoimmune neuropsychiatric disorders) Some symptoms of PANDAS include obsessive-compulsive behavior, Tourette's syndrome, hyperactivity, cognitive problems, and fidgeting.

Lack of exercise: "Hyper Couch Potatoes" are children who aren't moving enough. Some children because of lack of exercise may seem as though they are always in motion, but often that motion is in fits and spurts: leaping up from a chair, spinning around in the lunch line, bouncing in a chair while watching TV. Quite a few hyperactive children actually do not get enough sustained, strenuous exercise to stay healthy mentally and physically. Exercise can make people happier, less anxious, less hyperactive, and less depressed. One reason is that exercise increases serotonin levels in the brain exactly what Prozac, Elavil, and similar drugs do.

Gifted Children: Gifted children often display ADHD like symptoms because most of the time they are bored with what other kids their age are doing. Behaviors associated with Giftedness are poor attention, boredom, daydreaming, low tolerance for persistence on tasks that seem irrelevant, their judgment often lags behind their development of intellect, their intensity may lead to power struggles with authorities, and they may have a high activity level. They may need less sleep compared to other children, and they may question rules, customs, and traditions. If your child scores above average on IQ tests, aces exams, has no trouble with homework, has no apparent learning disabilities, and primarily exhibits his or her problems mostly at school, maybe seeking a more challenging class or school would help.

Emotional problems: Kids who are experiencing emotional problems most often display ADHD like symptoms. For example, kids who are constantly subjected to bullying at school can display ADHD like symptoms. These are normal kids that act out because they are scared. They experience sleeping problems, sadness, and they develop physical symptoms, especially if they think those symptoms will keep them home from school. Often they can't concentrate in class, partly because they are worried and partly because they are suffering from sleep deprivation. Really any emotional problem at school or home in which a child is having trouble coping with can result in ADHD like symptoms.

Some kids are spoiled and undisciplined: A number of children labeled hyperactive are merely under-disciplined children. They tend to run their household and get away with anything. Dr Syndey Walker stated this problem best of why parents under-discipline their children. He stated that he blamed not the parents but on the psychological experts who have counseled parents for several decades that children are fragile, easily traumatized little flowers who could be ruined for life by a cross look or a scolding which is very untrue. Children need firm discipline and strict rules not abuse but setting rules and standards and demanding those standards be met, and giving consequences when your rules are broken. Labeling undisciplined kids as ADHD who are not gives them an excuse for their misbehavior, which will often make it worse.

Spirited children: When dealing with spirited children the problem usually does not lie with the child but with society's perception of what normal childhood behavior is. Many normal children, according to some people, display ADHD like symptoms not because they are hyperactive or lack sufficient attention spans but because the person forming the opinion has unrealistic standards of how a child should behave.

Lack of understanding and communication skills: One of the main reasons why a child acts out and throws temper tantrums when they have a problem is because of their lack of understanding of a problem and lack of expressing how they feel. Children do not have the vocabulary or know how to express their emotions like adults do, that's why many act out when they are in a difficult situation. They are not able tell you something is wrong so they show you instead. This is one reason why any emotional or medical problem can cause acting out behavior in children.

Early stage brain tumors: Found rarely in children but should still be considered. Statistically, this diagnosis may not be important but to individual families, they assuredly are.

Brain cysts: Another rare cause of hyperactivity but should still be considered when searching for the reasons behind displayed ADHD like behavior.

Temporal lobe seizures: The Temporal lobe is a part of the brain. Any brain malfunction can cause inappropriate behavior. That's why conducting brain scans is a must when trying to figure out behavior problems.

Klinefelter syndrom: A Genetic disorder in which a male has an extra X chromosome (XXY)Many individuals experience learning, behavior, and social problems. A degree of subnormal intelligence appears in some affected individuals. Many affected individuals are skinny and taller than most of their peers. A simple blood test can rule this disorder out.

Genetic Disorder XYY: The extra Y chromosome has been associated with antisocial behavior.

Porphyria: A hereditary enzyme-deficiency disease. Enzymes are very important to our body's chemical reactions. Really nothing occurs in our body without enzymes. A lack of enzymes causes body malfunctioning which can cause ill behavior.

Candida Albicans infestation (Yeast Infection) : Candida infestations cause hyperactivity in children. Most children who do suffer from Candida infestations have some underlying problem frequently an immune disorder, or a disorder affecting carbohydrate metabolism and thus altering blood sugar levels. So immune disorders can cause other problems that also have the same symptoms of ADHD.

Intestinal parasites: Parasites rob the body of needed nutrients which in-turn affects behavior.
http://www.ritalindeath.com/Conditions-that-Mimic-ADHD.htm

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Raymond

Supporting the Neurodiversity Movement

A Different Mind Is Not A Deficient Mind.

posted May 02, 2010 02:57 PM         

Vetiver (mental balancing,deep relaxant), Lavender(calming), Cedarwood (stimulating the nervous system),and Frankincense (ability to lower anxiety and depression,calming) have been used to treat ADHD. http://www.naha.org/

BRAIN GYM
Brain Gym is a series of twenty-six exercises designed to help learners coordinate their brains and their bodies better. It consists of simple movements similar to natural movements. The goal of the program is to improve sense of balance and ability to focus as well as relieve stress. http://www.braingym.org/

PACE and BRAINSKILLS
Processing and Cognitive Enhancement (PACE) is a program of exercises designeed to strengthen weak skills such as difficulties with memory or processing speed. BrainSkills is a simplified version of the PACE program developed for home use. Both programs are done with the parent or tutor working one-on-one with the person. The program can address skills such as processing,auditory analysis,and logical reasoning. www.brainskills

DAVIS DYSLEXIA CORRECTION
Davis Dyslexia Correction is a program that is geared to the creative strengths of people with neurodivergence. It combines certain techniques to resolve perceptual problems and attention focusing issues with a method for mastering sight words and improving reading fluency and comprehension that is geared to the creative thinking strengths that are involved with neurodivergence. It is a two-stage program beginning with a one-week, intensive program of counseling and guidance that breaks down major learning barriers and often results in reading improvement. The second stage is practice and implementation of the Davis methods at home that include mostly clay modeling. Koosh balls are also used to help develop coordination and balance. www.dyslexia.com

FATTY ACIDS
It has been recognized that fats have a very important role in the metabolism and development of the body. There is some evidence that a nutritional or dietary deficiency of long chain polyunsaturated fatty acids (LCPs) or Essential Fatty Acids (EFAs) may play a part in neurodivergent conditions.
Lineolic Acid is found in many vegetable oils. Alpha-linoleic acid is found in vegetable oils and dark-green leavy vegetables. Docasahexaeonic acid is found in fish and algae. Eicosapentaeonic acid is found in fish. http://en.wikipedia.org/wiki/Essential_fatty_acid

FEINGOLD DIET
Feingold Diet was developed by Dr. Ben Feingold to treat hyperactivity in children. He recommended removing artificial colorings and flavorings, salicylates, and some preservatives from children's diets. Salicylates are a group of chemicals related to aspirin and found in certain fruits and vegetables. His view was that that many children were being seen and treated for hyperactivity due to the increase in artificial ingredients being added to our food and the increase in the consumption of processed foods. www.feingold.org

INTERACTIVE METRONOME
Interactive Metronome (IM) uses special interactive equipment in order to improve your child's sense of rhythm and timing. This is a form of occupational therapy that enhances the mental ability to plan sequence and process information. The person performs a series of repetitive hand or foot exercies in time with a computer-generated beat. He wears headsets to listen to guide tones, and sensors attacheed to his hand or foot send signals back to the computer. If he hits ahead of the beat, he hears an auditory tone in the left side of the head. If he hits after the beat, the tone comes from the right. When the person is able to hit on the beat, a reward tone is heard through both ears. The person becomes better able to to sustain focus,disregard distractions,and stay on task for longer periods of time. www.interactivemetronome.com

Nervine herbs including Hops,Chamomile,Scullcap,Catnip,Lavender,and Spearmint have been used treat ADHD symptoms. http://www.nlm.nih.gov/medlineplus/druginfo/herb_All.html#N http://www.herbmed.org/index.asp

LEVINSON MEDICAL CENTER
Dr. Harold Levinson is a psychiatrist and neurologist who believes that neurodivergent conditions stem from a disturbance in the inner ear which is important for equilibrium. According to him, this disturbance causes the brain to receive scrambled signals which in turn produces the symptoms commonly associated with neurodivergence. Dr. Levinson treats patients with a combination of medications that include anti-motion sickness antihistamines and medications used to regulate attention. www.levinsonmedical.com

Deeper massage techniques, as well as joint compression are thought to be helpful with autism. Massage meets the basic human need for contact or touch often assumed to be absent in people who have autism. It provides them with positive experiences with being touched and touching. Massage may also be helpful in dealing with ADHD. the goal is to stimulate the parasympathetic relaxation response when working with individuals with ADHD. http://www.intamassage.com/

NEUROFEEDBACK
Neurofeedback is a learning technique that helps a person become aware of and learn to regulate his own brain wave activity. Neurofeedback training is given through the use of specially designed computer games. The person sits near a computer monitor displaying a computer game with electronic sensors placed on his earlobes and scalp to monitor brainwave activity. As the person relaxes and focuses his mind, the computer responds by moving elements on the computer screen. http://www.isnr.org/index.cfm

RAPID PROMPTING METHOD (RPM)
RPM is a method used for teaching academics by eliciting responses through intensive verbal,auditory,visual,and/or tactile prompts. RPM aims to increase students' interest,confidence, and self esteem. Prompting is intended to keep students focused while allowing students to be successful. This is a very low-tech method requiring only paper and pencil. A lesson might begin with a teacher's simple statement, followed by a question about what was just said. Next, the teacher writes possible answers and spells answers. RPM was developed by Soma Mukhopadhyay. Originally, Soma taught her son and then tried her method,improving and adapting it to different learning styles in a classroom of severely autistic children in Los Angeles for two years. www.halo-soma.org

SENSORY INTEGRATION THERAPY
Sensory Integration Therapy is a specialized form of occupational therapy aimed at helping a person to better integrate and manage sensory input. It was developed by Dr. Jean Ayres, an occupational therapist who believed that many learning and behavior problems arose from difficulties children had in responding and reacting to stimuli such as noises,light,touch,and movement. It is thought that they avoid certain types of sensations or seek preferred stimuli in order to balance out their nervous system. Techniques may include deep brushing, swings for vestibular input, contact with various textures, bounce pads, scooter boards, or weighted vests, and other clothing. http://www.spdfoundation.net/aboutspd.html

TOMATIS METHOD
Dr. Alfred Tomatis found that neurodivergent children often have difficulty distinguishing between low and high pitched sound frequencies and do not perceive high frequency sounds well. He also theorized that language problems could be caused by right ear dominance. Sounds captured by the right are directly transmitted to the language center in the left hemisphere of the brain. Sounds captured by the left ear go first to the right brain hemisphere of the brain before being transmitted to the language center in the left hemisphere of the brain which is less efficient for listening to the sounds of language. Dr. Tomatis developed a device to retrain the ear by switching constantly between two channels, low-pitched sounds and high-pitched sounds. The switching forces the ear to adjust continually to changing sounds. The children listens to electronically filtered recordings of Mozart,the mother's voice,and Gregorian chants through headphones that have a special bone conductor on the top. The listening exercises are gradually combined with active exercising using the voice to maintain learning. Through this training, children essentially relearns the listening process. http://www.tomatis.com/English/index.htm

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Raymond

Supporting the Neurodiversity Movement

A Different Mind Is Not A Deficient Mind.

posted May 02, 2010 03:23 PM         

I work with children as well, over ten years, and have worked with special needs children, etc.
Secondly you said that I said

quote:

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She's a Gem, she must be ADHD

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I will be back with more questions. I need time to absorb all of it.
EDIT: we taken EVERYTHING away from her as far as things that are a privelege. games, tv, phone,etc. so even when she is in her bedroom alone, she cant focus. Im done with the spanking, she is too old. Her father is intimidating and controlling and she still cant seem to get her grades up! I want her to be herself, but we have to make it through 6th grade and beyond!

quote:

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Your intuition is so keen, in fact, that you would make a fine counselor and/or healer. You seem to understand people before they reveal their inner being themselves

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posted May 02, 2010 04:16 PM         

She has Sun conjunct Mercury with 1'56 orb.
Mercury rules the signs, Gemini and Virgo.
With Sun conjunct Mercury, she can easily relate to traits of Gemini and Virgo in regards to high degree of mental energy,restlessness.

So the Sun in Gemini can easily be explained by her Sun conjunct Mercury.

There is danger of mental burnout with Mercury that close to the Sun. They call that "combust"

Her North Geocentric Chiron Node in 23'38 Libra trines her Mercury, and so collective associations with healing,woundedness are in harmony with her thinking.

Her Mars is the last planet to rise before the Sun. It's the last planet clockwise from her Sun. Therefore, Mars is her oriental planet. It's her guiding planet.

Mars Skill Symbol people tend to make an impression on the world through force of will and personality. They believe strongly in themselves and have the drive to overcome any obstacles on their path. As Guiding Planet, Mars bestows a keen sense of unseen forces, powers and ambitions operating behind the social and political scene.
http://www.khaldea.com/planets/oriental_mars.shtml

Her Mercury is not square Uranus. I don't even see a wide square
Her Venus is square Uranus which I already pointed out.

She has Mercury square Jupiter with 3'22 orb,and that indicates that her thinking,communications and expansion,optimism,judgment are friction with each other. There is a possibility tha she can be grandiose in her thinking and be judgmental to the point that she think that she knows everything. If she avoids all that, she can be a teacher and a person with good ideas motivated by her expansive mind.

I also looked at her Geocentric Mercury Nodes
Aspects to Mercury Nodes are like aspects to Mercury, but they are also about personal associations,connections.

her North Mercury Node is in 13'12 Gemini
conjunct Mars
trine Uranus

so the mental faculties and their connections,associations with others merge with assertion,passion,physical drive and in harmony with indepedence,innovation,change.

Her South Mercury Node is in 11'36 Cancer
and oppose her Moon

so the mental faculties and their associations,associations can be at odds with how she feels

Mars trine Uranus with 40 minutes of arc indicates that assertion,passion,physical drive and unpredictable,independence are in harmony with each other. This indicate a gift for action led by independent,innovated impulses. The theme is even stronger with her Mars conjunct the Geocentric North Node in 14'19 Gemin,oppose the Geocentric South Node in 13'37 Sagittarius, and conjunct/oppose Heliocentric Uranus Nodes in 13'59 Gemini/Sagittarius. Aspects to Uranus Nodes are like aspects to Uranus, but they have to do with the collective.

Her Mars also trines the Geocentric North Neptune Node in 13'18 Aquarius, and that's like having Mars trine Neptune but a collective energy. The assertion,energy,physical drive are in harmony with idealism,inspiration. That's only 8 minutes of arc, and so a strong theme.

Her North Mars Node in 2'11 trine her Neptune, and so her assertion,passion,and physical drive and their associations are in harmony with idealism,inspiration

she has Mars-Neptune node double whammy.
a strong Mars-Neptune theme

Her Geocentric North Mars Node also sextiles/trines Midheaven/Imum Coeli...so the assertion,passion,physical drive and their associations work well with her aim of life and in harmony with her domestic environment.

Her Geocentric South Mars Node in 11'57 Libra
square her Moon
trine her Mars

This indicate assertion,passion,physical drive and their assocations are in friction with her emotional nature and in harmony with her assertion,passion,physical drive

Her Geocentric South Jupiter Node in 15'03 Capricorn
trine her Venus

collective associations with expansion,optimism,judgment are in harmony with her love-life,relationships,value systems
It's only 1 minute of arc,and so a strong theme.

The Heliocentric Chiron Nodes are prominent in her chart

The Heliocentric Chiron Nodes in 29'21 Libra/Aries
conjunct her Ascendant/Descendant axis 29'11 Libra/Aries

She is strongly connected to collective Chiron energy . Therefore she is strongly connected to collective associations,connections involving healing and woundedness as well as being a maverick that affect how she relates with others and her environment.

I also looked at direct midpoints within 1 degree. This only includes conjunction,opposition. I didn't include Pluto because it's a dwarf planet.

Aries Point(0'00 Aries)
conjunct her Sun/Moon in 00'34 Aries

The public combine the integration of her ego,self expression,vitality and emotional nature,feelings,intuition

That is very significant. Sun/Moon midpoint is one of the most important midpoints because it involves both luminaries in the halfsum. Sun/Moon midpoint is midpoint about marriage,relationships (inner and outer). Aries Point is most impersonal point of the chart and has to do with the public.
It can indicate that she and her relationships can be in the public eye.

Jupiter conjunct Moon/Mars - '47
Expansion,optimism,judgment combine with the integration of the emotional nature,feelings,intuition and assertion,passion,physical drive

Sun oppose Uranus/Ascendant - '08
Ego,self expression,vitality combine with the integration of independence,innovation,change and relationship with others,environment
(This could fit with novelty seeking traits that could get labeled ADHD)

Node oppose Jupiter/Uranus
connections,associations combine with the integration of expansion,optimism,judgment and independence,innovation,change.
(This could fit with novelty seeking traits that get labeled ADHD. It could indicate progressive,liberal associations)

I also looked at what is called "Isosceles Triangles","Magi Quads",and Planetary Pictures.

That is.....midpoint-midpoint conjunctions,oppositions.

Only 30 minutes of arc.

Moon/Node in 7'18 Scorpio
Venus/Saturn midpoint in 7'38 Taurus
Uranus/Midheaven midpoint in 7'45 Taurus

integration of emotional nature,feelings,intuition and connections,associations

and

integration of love,relationships,value systems and stability,security,structure

and

integration of independence,innovation change and aim of life

combine with each other

(I could see some conflict with conventional norms and the unconventional that that involve important female associations.)

Saturn/Midheaven in 16'38 Gemini
Sun/Mars in 16'55 Gemini

integration of stability,security,structure and aim of life combine with integration of ego,self expression,vitality and assertion,passion,physical drive
(I could see the possibility of fighting against the status quo)

Moon/Jupiter in 18'13 Aquarius
Node/Midheaven in 18'36 Leo

integration of emotional nature,feelings,intuition and expansion,optimism,judgment and connections,associations and aim of life.
(This can be great for making connections with others that benefit her, and they can involve females (Moon) ).

Moon/Mercury in 1'32 Aries
Node/Ascendant in 1'41 Libra

integration of emotional nature nature,feelings,intuition combine with integration of connections,associations and relating to others,environment

Mercury/Midheaven in 12'50 Cancer
Jupiter/Ascendant in 12'36 Capricorn

integration of communications,thinking,mental processes and aim of life combine with integration of expansion,optimism,judgment and relating with others,environment

Ascendant/Midheaven in 16'06 Virgo
Saturn/Neptune in 16'01 Pisces
(it's because of her Saturn-Ascendant opposition squares her Neptune-Midheaven opposition)

integration of relating with others,environment and aim of life combine with integration of stability,security,structure and idealism,inspiration,imagination

Ascendant/Midheaven is the most personal midpoint of all. It's a very important midpoint. It is connected to Saturn/Neptune which is a midpoint that is known to be involved in serious medical problems. This could be as a patient, but it can also be as a person that works in the medical field.
There could be some issues with the immune system, oversensitivity to drugs/medications,depression,anxiety.
There is also challenges of needing to ground idealism,mystical,inspiration so she is practical and have her feet on the ground.

Neptune/Ascendant in 15'29 Sagittarius
Jupiter/Node in 15'06 Gemini

integration of idealism,imagination,inspiration and relating with others,environment combine with the integration of expansion,optimism,judgment and connections,associations
(This seems like a religious,spiritual theme to me...she could have important religious,spiritual associations)

------------------
Raymond

Supporting the Neurodiversity Movement

posted May 02, 2010 05:45 PM         

What Mars does is fire up Mercury, it energises the mind and in Gemini it's social and communicative anyway.

If you don't want your daughter on meds there are alternatives starting with her diet.
Another thing that works is exhausting them with sports.
They're still talking, but not moving so much.

I have 2 ADHD kids and I was one myself.
(it runs in the family)
One child I medicated and the other I didn't.
I chose home schooling.

Good Luck

posted May 02, 2010 06:20 PM         

She does have the Geocentric North Mercury Node conjunct Mars

Geocentric North Mercury Node in 13'12 Gemini
conjunct Mars in 13'09 Gemini

planetary nodes can be verified here http://www.true-node.com/pos/

She does have Sun parallel Mars with 22 minutes of arc in declinations which can also be high energy and impulsivity aspect.
That can be the impulsivity and high energy of ADHD.

That Sun parallel Mars parallel Varuna. So there is transneptunian energy added there for intensity.

I also think that it really depends on the the ADHD person.

for instance, it is said that many people with ADHD are more sensitive and imaginative than the average person. Many are said to be nonconformist,unconventional too. They tend to have problems with linear,routine things. Many entrepreneurs are thought to have ADHD.

ADHDers are said to hyperfocus on their interests. That would fit with Pluto as well as even the other transneptunians. The intensity that these energies have.

DRD4 7R gene is a novelty seeking gene that is connected to half of ADHD cases. Thom Hartmann calls it "The Edison Gene" because it was believed that Thomas Edison had ADHD. He was also thought to have Dyslexia too. If you look at Thomas Edison's chart, he has Sun conjunct Neptune. Sun is also conjunct the Mercury/Neptune midpoint. His Mercury was conjunct the transneptunian dwarf planet, Makemake.

The outerplanets and the transneptunians planets might be involved in ADHD. I believe that the transneptunians are more involved in ADHD and other neurodivergent conditions than the outerplanets. Transneptunian energy is more sensitive,nonconformist than outerplanet energy. These energies would fit with the Indigo,Crystal traits. It's just that these objects weren't discovered until 2000. Therefore, when astrologers looked at people's charts before 2000, they had no idea that highly transneptunian people were strong in other transneptunian energies besides Pluto. Therefore, they would focus on the outerplanets and Pluto.

------------------
Raymond

Supporting the Neurodiversity Movement

posted May 02, 2010 07:24 PM         

I came across this:

"My son will be 10 on February 3rd. He doesn't have a lot of friends since he has ADHD so there wont really be friends coming for a party so its usually just family. Especially this year since times are so hard for everyone I think he would love it if he could get cards from a lot of people. Even better if everyone could put just $1 in each card it would add up quick so he could take the money and buy something he wants." http://www.wishuponahero.com/wishes/?id=68838

It was in 2009.

so he was born

Feb 3, 1999

Sun-Mercury-Uranus conjunction
all orbs within 3 degrees.

That right there indicates an independent,unconventional,innovative type. Somebody. that might come across as not "normal"

Transneptunian dwarf planet candidate Sedna was in 14'44 Taurus. Sun-Mercury-Uranus square that. Sun square Sedna no more than 1 degree.

------------------
Raymond

Supporting the Neurodiversity Movement

posted May 03, 2010 03:05 PM         

I think she wants to learn, but only learn what she is interested in.

I don't think its an ADD problem, its just the homework isn't interesting enought for her.

Not surprisingly, I still fight within myself to do school work that i'm not intrested in doing, I just procrastinate.

As for your daughter, its a shame you had to book an appointment. The school should have contacted you that there is a problem and work with you to find a solution.

The only thing I whould suggest is to make your daughter see the usefullness of her homework or to see how it relates to the real world.

If you can make homework fun or intresting.

Please don't think I'm nuts but lets say do multiplication at the Zoo, by counting the animals.

If is unique and diffrent she won't forget it and is alot easier to learn.

Failing that, switch schools and talk to your daughter and ask her how the enviroment is at the school shes at.

ps- I had a simmilar problem as your daughter in Grade 5 and I ended up switching schools.

posted May 03, 2010 04:11 PM         

All those suggestions can be good for people with ADHD though.

One of the things that people misunderstand about ADHD is that they think that ADHDers have problems paying attention period.

The issue with ADHD is an attention inconsistency. ADHDers tend to have problems paying attention to things that they are interested in,and they hyperfocus on things that they are interested in.
ADHD is strongly connected to novelty seeking.

For instance, I was into mythology, and I would read anything that I could on the subject. I knew few other kids that were into mythology like I was. I liked going to library and checking out books and reading them. However, I hated reading those school textbooks and answering the questions in the back of every chapter. I also didn't like certain textbook material. I liked World History,and I read up on that a lot. I didn't like American History nor California History.

"Consistency

While hyperactivity is normally constant, inattention is not always consistent. A child with hyperactivity always seems to have endless energy, even in sleep. Hyperactivity can be easy to recognize. Inattention, however, is more difficult to diagnose. A child may be able to pay attention when something holds their interest. They may be able to watch a television show or play video games. They may be able to participate in sports or other activities with high stimulus levels to keep them interested. When faced with activities that do not hold their interest, such as studying, they may not be able to focus and pay attention for an extended period of time. They may become distracted easily or daydream constantly. This inconsistency is very confusing for parents, who may not understand why their children can focus one moment, but are unable to the next." http://www.healthcentral.com/adhd/add-adhd-39880-5.html

imho

Attention Deficit Hyperactivity Disorder should be given another term

Attention Divergence Hyperactivity Difference

There are few books that can are good about ADHD

The Edison Gene by Thom Hartmann http://www.amazon.com/Edison-Gene-ADHD-Hunter-Child/dp/0892811285

Thom Hartmann's Complete Guide to ADHD: Help for Your Family at Home, School and Work http://www.amazon.com/Thom-Hartmanns-Complete-Guide-ADH D/dp/1887424520/ref=sr_1_1?ie=UTF8&s=books&qid=1272916968&sr=1-1

Driven To Distraction : Recognizing and Coping with Attention Deficit Disorder from Childhood Through Adulthood http://www.amazon.com/Driven-Distractio n-Recognizing-Attention-Childhood/dp/0684801280/ref=sr_1_1?ie=UTF8&s=books&qid=1272917021&sr=1-1

Delivered From Distraction http://www.amazon.com/Delivered-Distracti on-Getting-Attention-Disorder/dp/0345442318/ref=sr_1_1?ie=UTF8&s=books&qid=1272917078&sr=1-1

------------------
Raymond

Supporting the Neurodiversity Movement

posted May 03, 2010 04:21 PM         

What is ADD/ADHD?

ADD (Attention Deficit Disorder) or ADHD (Attention Deficit Hyperactivity Disorder) is a neurological condition that is usually genetically transmitted. It is characterized by distractibility, impulsivity and restlessness or hyperactivity. In both disorders these symptoms are present from childhood on, and with a much greater intensity than in the everyday person, so that they interfere with everyday functioning.

In my opinion, ADHD is a terrible term. As I see it, ADHD is neither a disorder, nor is there a deficit of attention. I see ADHD as a trait, not a disability. When it is managed properly, it can become a huge asset in one’s life. I both have ADHD myself and I wrote a book with Catherine Corman profiling a collections of fabulously successful adults all of whom have ADHD, so I know whereof I speak.

As I like to describe it, having ADD is like having a powerful race car for a brain, but with bicycle brakes. Treating ADD is like strengthening your brakes–so you start to win races in your life.

In my work as a psychiatrist who treats ADHD, I see myself not as a doctor who treats a disability, but rather as a doctor who helps people, adults and children alike, identify, develop, and celebrate their talents. That’s why I love my work!

ADD/ADHD Diagnosis

Diagnosis is made primarily by reviewing one’s history; there is no foolproof “test” for AD/HD (the preferred abbreviation for both disorders). In arriving at an accurate diagnosis it is important to look for other problems that may occur along with ADD, such as low self-esteem, depression, substance abuse or family turmoil. While the following lists may give you an idea if an evaluation for ADD/ADHD is appropriate, we strongly recommend getting diagnosed by a mental health professional if you suspect that you or your child may be ADD/ADHD.

ADD/ADHD in Children

* If your child exhibits at least eight of the following behaviors for at least a six-month period, consider an evaluation by a team of AD/HD professionals.
* Often fidgets with hands or feet or squirms in seat (in adolescents or adults) and may be limited to subjective feelings of restlessness.
* Has difficulty remaining in seat when asked to do so.
* Is easily distracted by extraneous stimuli.
* Often blurts out answers to questions before they have been completed.
* Has difficulty following through on instructions from others.
* Often shifts from one uncompleted activity to another.
* Has difficulty playing quietly.
* Often talks excessively.
* Often interrupts or intrudes on others.
* Often does not seem to listen to what is being said to him or her.
* Often loses things necessary for tasks or activities at school or at home.
* Often engages in physically dangerous activities without considering possible consequences.

ADD/ADHD in Adults

If you have exhibited at least twelve of the following behaviors since childhood and if these symptoms are not associated with any other medical or psychiatric condition, consider an evaluation by a team of AD/HD professionals:

* A sense of underachievement, of not meeting one’s goals (regardless of how much one has actually accomplished).
* Difficulty getting organized.
* Chronic procrastination or trouble getting started.
* Many projects going simultaneously; trouble with follow through.
* A tendency to say what comes to mind without necessarily considering the timing or appropriateness of the remark.
* A frequent search for high stimulation.
* An intolerance of boredom.
* Easy distractibility; trouble focusing attention, tendency to tune out or drift away in the middle of a page or conversation, often coupled with an inability to focus at times.
* Often creative, intuitive, highly intelligent
* Trouble in going through established channels and following “proper” procedure.
* Impatient; low tolerance of frustration.
* Impulsive, either verbally or in action, as an impulsive spending of money.
* Changing plans, enacting new schemes or career plans and the like; hot-tempered.
* A tendency to worry needlessly, endlessly; a tendency to scan the horizon looking for something to worry about, alternating with attention to or disregard for actual dangers.
* A sense of insecurity.
* Mood swings, mood lability, especially when disengaged from a person or a project.
* Physical or cognitive restlessness.
* A tendency toward addictive behavior.
* Chronic problems with self-esteem.
* Inaccurate self-observation.
* Family history of AD/HD or manic depressive illness or depression or substance abuse or other disorders of impulse control or mood.
http://www.drhallowell.com/add-adhd/

more, click here.
9. Q: How do you help someone of any age who resists the diagnosis of ADD get comfortable with it?

A: I tell them the truth. The truth is that ADD can be a major asset in your life, if you manage it correctly. I tell them about the many fantastically successful men and women I know who have ADD. The only time to be afraid is when you do not know you have ADD. These are the people who get into trouble. Once you know you have it, you can work with someone like me to turn it into an asset, to get on your way to being a champion in life. This is a totally realistic and achievable goal. That’s why making the diagnosis is such good news. Far from being something to fear, it is something to embrace.
10. Q: What is the best analogy you use to describe ADD?

A: Having ADD is like having a race car for a brain, A Ferrari engine for a brain. It will propel you to win many races in your lifetime. However, there is one problem. You have bicycle brakes! So, you need to see a brake specialist, someone like me. Once you get your brakes strengthened, then the race car can win races instead of spinning out on on turns.
To get the best outcome, it is CRUCIAL that you take a positive approach to treatment and that you work with a doctor who can help you do this. I see myself not as someone who treats disorders and disabilities, but as someone who helps people develop their talents and realize their dreams. That kind of positive approach to treatment makes all the difference in the world.
http://www.drhallowell.com/add-adhd/top-10-newest-findings-about-addadhd/

------------------
Raymond

Supporting the Neurodiversity Movement

A Different Mind Is Not A Deficient Mind.