posted February 02, 2010 10:35 AM         

THE GIFT OF ADHD:

HOW TO TRANSFORM YOUR CHILD'S PROBLEMS INTO STRENGTHS.

This book is a must read if you or anyone you know has been given the diagnosis of ADHD. It is also a must-read for teachers and health care providers.

It offers a radical new vision for seeing ADHD as a gift! This book does not just offer more information on ADHD, it offers a new vision that will transform you and your families life. As a parent, you have an enormous amount of power to heal your child.

Who This Book is For and How It’s Different
This book is intended for parents of children ages 6-12 who have been diagnosed with ADHD by a trained professional. This book is for parents who are interested in transforming not only their child’s symptoms, but their own vision of what ADHD means.

This book is also a must-read for the following groups of people:

: Adults diagnosed with ADHD

: Teachers at every level, from kindergarten to graduate level

: Psychologists

: Psychiatrists

: Pediatricians

: Any mental health provider

: Any Parent who has an imperfect kid - The book offers lots of exercises for accepting yourself as a parent if your child has any flaws and you have any tendency to blame yourself.

http://www.visionarysoul.com/gift.html

THE GIFT OF ADHD

By Lara Honos-Webb, Ph.D.

Chapter Summaries

The first four chapters of the book will review the paradigm shift represented in the vision of this book---that ADHD is a gift. Chapter 1 will review current understandings of the diagnosis as disorder and review a countertrend in psychology that argues that differences are not disorders. In line with this paradigm shift, chapter 2 will introduce you to the cognitive behavioral approach to transforming your child. Specific strategies for strengthening your bond to your child will be offered. Chapter 3 will suggest that this sweeping revision of this diagnostic label can also have the therapeutic effect of raising your child's self-esteem. This chapter will also review how self-esteem can be lowered by the diagnosis of ADHD and how each symptom of the disorder, such as impulsiveness, lack of motivation,and lack of attention can also be seen as a resulting from lowered self-esteem, not from the purported brain differences alleged to cause ADHD. Chapter 4 will encourage and support you in shifting both your vision and your behavior as you become an advocate for your child rather than his apologist.

In chapters 5 through 9 we will review specific nature of your child's gifts. In chapter 5 we will review the ways in which children who have been diagnosed with ADHD are creative. We will see, for example, how goofing off is a necessary requirement for creativity. In Chapter 6, we will review how your child is particularly gifted with an ecological consciousness---this means an attunement with the natural world. We will also consider the more radical idea that, given the current destruction of the environment, ADHD children can act as guides or "way-showers" with a connection to the natural world that may be what the world needs to save itself. In chapter 7, we will review the interpersonal intuition common in children diagnosed with ADHD. In chapter 8, we will review the ways in which hyperactivity can be viewed as a surplus of energy, as a form of exuberance to be tapped into rather than managed away. In this chapter, specific strategies will be offered for channeling this energy in ways that do not disrupt others. In chapter 9, we'll discuss the ways in which ADHD children are emotionally sensitive and expressive. The balance between appreciating the gift and managing the lack of control it can bring will be addressed with specific strategies. The final chapter will review strategies for navigating both educational and mental-health treatment systems. As you can see, The Gift of ADHD will offer you practical suggestions and strategies that accommodate both your inner voice that has appreciated your child's differences and the one that has grown impatient with his behavior and frustrated with the knowledge that his behavior can be a problem for others.

Chapter 1 Difference Is Not a Disorder or a Deficit Summary

As a pparent of a child with ADHD,your job is really cut out for you. You probably struggle with your own feelings of hopelessness about changing your child. You struggle with your child's motivation to change. Mental-health care and education systems may seem eager to change your child in ways with which you may not be fully comfortable. While navigating all of these complexly interacting pieces may seem overwhelming, the goal of reclaiming your child's gifts from the cloud of the medicalized diagnosis of ADHD is worth it. You have the power to connect to your own delight in your child's differences and to share your view of your child as gifted with your child, your child's teachers, and other significant individuals in your child's life.
Most importantly, through reclaiming the power of a supportive and validating relationship with your child, you reconnect with your child and have the relationship with him that you truly want. The healing of this relationship will be the most powerful agent of healing your child.

Chapter 2 How You Can Transform Your Child Summary

In this chapter we reviewed some general strategies for beginning to transform your child's problems into strengths. The main techniques of cognitive behavioral therapy involve challenging negative thoughts, examining the evidence for negative expectations, generating positive expectations for you and your child, and reframing negative traits and expectations into positive traits and expectations. This chapter reviewed some general strategies that will guide you through many of the exercises in the rest of the book.

Chapter 3 Reclaiming Self-Esteem for Your Child Summary

This chapter offered many different strategies for helping your child improve his self-esteem and his ability to try harder in managing his behavior in school settings and in relationships. Remember that if you or your child don't like any of the exercises, it's best not to push these games. They will only work if you and your child have fun with them. You don't need to do every exercise to transform your child. If only one or two of these games works well for both you and your child, it is better to do that exercise repeatedly. Remember also that the more creative and fun you can be in making these games rather than tasks as chores, the more success you will have. Your child has an immense capacity for imagination, and the more your rely on using that imagination in pretend games rather than on moralizing about the right way to behave, the more you will engage your child's attention. You will also be building a strong relationship with him that will become the foundation for transforming his problems into strengths.

Chapter 4 How to Become Your Child's Advocate, Not Apologist Summary

The main point of this chapter was to remind you that what your child wants and needs more than anythin in the world is a close connection to you. Your child's relationship with you will be the cornerstone for turning her problems into strengths.

Chapter 5 The Gift of Creativity Summary

This chapter reframed the ADHD symptoms of distractibility,daydreaming,and impulsiveness as creativity. Children with ADHD are gifted in imagination and original thought. Specific exercises and strategies were recommended for discovering ways in which what the doctors and teachers call symptoms are actually signs of creativity.

Chapter 6 Showing the Way: Ecological Consciousness Summary

This chapter reviewed the way in which symptoms of ADHD can be seen as a form of ecological consciousness or engagement with the natural world. Rather than being a deficit or disorder, ADHD may represent a surplus of sensuous attunement with plants,trees,and animals.

Chapter 7 Interpersonal Summary

This chapter reviewed how symptoms of ADHD can be seen as an interpersonal gift. Children with ADHD are very sensitive to the emotions of the people around them. They are prone to emotional contagion, or reflecting and acting out unexpressed emotions of people they feel connected to. This ability can lead to interpersonal disturbances, but it can be channeled to reveal and enhance your child's emotional sensitivity and deep connection with others.

Chapter 8 Your Exuberant Child: Reframing Hyperactivity Summary

This chapter reviewed the way in which symptoms of hyperactivity can be seen as valuable resource. If your child can learn to focus her high levels of energy, she can use the very same symptoms to fuel productive accomplishment. Your child's energy can make her exuberant,charismatic,and fun to be around. By following the techniques in this chapter, this high energy level can be transformed so that she can use it to achieve her goals.

Chapter 9 Your Emotionally Expressive Child Summary

This chapter reviewed that way in which symptoms of ADHD can be seen as a form of intense emotional sensitivity. Your child's sensitivity can be seen as a gift, increasing his capacity to create and to connect with others. One strategy for helping your child preserve his sensitivity and maintain socially appropriate behavior is to encourage him to ask for help when he finds his emotions getting out of control. This strategy gives your child permission to admit that he cannot control his emotions while giving him a technique for learning on-the-spot methods for effectively handling social situations. The chapter also offered specific techniques for monitoring and managing emotions as they emerge.

Chapter 10 How To Navigate Educational and Mental-Health Systems Summary

This chapter summarized the main principles for transforming your child. As you change your perception of your child from disordered to gifted and stay connected to your child, you will help her transform. This chapter also offered strategies for coping with the "real world," in which the perceptions of your child will not be informed by the new vision you have gained. Specific strategies were provided for interacting with the mental-health systems and educational systems in which your child participates.

Raymond

------------------
"Nothing matters absolutely;
the truth is it only matters relatively"

posted February 02, 2010 06:51 PM         

I know there are a lot of people out there who don't agree with giving kids drugs to help control them, but having been a child with ADD myself...it's a MUST in some situations.

As a child I wasn't hyper, but I also couldn't concentrate for the life of me. I remember sitting in class and trying so hard to focus, but I couldn't. So I'd sit there and write poetry. It's very frustrating and people who haven't experienced this themselves, won't get it. The school wanted my mom to put me on Ritalin and my mom was hell bent not to put me on any drugs. And now that I look back at just how hard it was for me, I wish she would have put me on the meds. Maybe I would have excelled instead of being in special classes. Not all special classes, but I was in a couple. It just ticks me off how people judge others for putting their kids on meds when they have NO CLUE!

Anyway.. I have also had 3 boys with ADHD. One of whom lives at home with me now and he's 10. He is on 3 different maintenance med's. Concerta to help with school. Otherwise he can't sit still, talks, gets into things, gets loud, can't concentrate for the life of him. The Concerta wears off around the time he gets off school. So he takes a very low dose of Ritalin upon leaving school. Why? So he can concentrate enough to do his homework...otherwise, forget it. He flat out refuses. And you can see it in his eyes, he's so wound up that he can't help himself. His little body can't sit still. His mind can't stay focused. He will start on one topic and wander off to another. It's frustrating for the both of us. And last.. Trazadone to help him sleep at night or he's up all hours of the night bouncing off the walls. Like last night for instance. I left him with my mom while I went shopping. I gave my mom his pill and told her when to give it to him. When I got home, he was running all over the house...couldn't sit still. He was driving us all crazy. And he can be up all hours of the night into the next morning because he just can't get his little body to calm down.

His teacher told me that she can tell if he hasn't had his afternoon pill. That small dose of Ritalin makes THAT MUCH of a difference. And I've had days when he runs completely out of Concerta and I send him to school thinking he can get by with missing one day....nope. Without knowing he's missed a dose, his teacher will call me every time telling me that he can't concentrate and to come get him.

With my other boys, we tried not to use drugs such as Ritalin...there were a few we tried but can't remember the names right now. We tried using natural remedies but they were very expensive and didn't work very well. And believe me I've tried other alternatives includiing therapy, which actually is required with keeping my son on the maintenance meds.

posted February 03, 2010 03:57 AM         

If it wasn't for William Farrish, there wouldn't be auditory sequential teaching methods mainly in schools nor the grading system that was based on factory workers. Before William Farrish, teachers adapted to the student's learning style and not the student having to adapt to the teacher's teaching style.

I have ADHD along with Dyslexia and Dyspraxia,and I would never be on medication. I have been in special education, but that was mainly from severe Dyslexia,Dyspraxia. My ADHD wasn't diagnosed until 2004.

There are many alternatives to medication too.

I wouldn't say anything against people that believe in medication for ADHD. That's their lives. To each,his/her own.

I just don't believe that it's a disorder that requires to be medicated. I don't see myself as disordered and need medication. I am very bothered by the neurotypical view of ADHD as disorder. I just think that it's just an alternative way of being,thinking,and learning that doesn't fit mainstream,routine,linear processing environments. These traits are great for entrepreneurs,explorers,inventors,and pioneers. Mainstream education environments definitely didn't fit Thomas Edison who went to school after William Farrish's education policies became the norm. The Founding fathers of USA didn't have to go through what Thomas Edison went through.

The findings of DRD4 7R, a novelty-seeking gene seem to contradict ADHD being a disorder but more of an adaptive trait that was useful in hunting-gathering societies,helping humans thrive and survive as well as figure into epic migrations. Thom Hartmann calls it the Edison Gene, and he wrote a book about it. It is said to be connected to half of ADHD cases. There are many things that cause ADHD traits. Even hypoglycemia can cause ADHD traits. So can mineral/vitamin deficiencies. Omega 3 fatty acid deficiencies can too.

I believe that chemical differences in the brain aren't necessarily chemical imbalances. They could just be personality types like INFP,ESTJ.

I am definitely not going to have my children go to a regular school. I am going to have them go to a Waldorf or Montessori School. They focus on multisensory teaching methods as well as encourage creativity. I am also going to get them early intervention after I see any early warning signs that they have Dyslexia,Dyspraxia. I will even train them myself with things like the Davis methods. I also will make sure that they have adequate Omega 3 fatty acid DHA intake as well as have good nutrition.

Different doesn't mean deficient nor disorder. That's one of the things that I stress as a neurodiversity advocate.
I will definitely be pushing for both education and psychiatric reform as long as I run the nonprofit neurodiversity organization that I plan on forming this year.

Raymond

------------------
"Nothing matters absolutely;
the truth is it only matters relatively"

posted February 04, 2010 11:58 AM         

For myself I even experience it in adulthood. A few years back the place I work at sent me to a MS Excel course held at the company. I had such a hard time concentrating. I remember trying so hard to concentrate because I really wanted to learn it. But my concnetration would slip so badly that I'd be stressing about having the instructor call on me to respond to a question.

And seeing how frustrated my own kids have been thru the years...I can really empathize with them. And my own kids have had problems with getting in trouble for being too figety, disrupting the other children... my autistic son would crawl on the floor, talk out loud while the teacher was talking. My youngest is well known by the teachers at his school lol. And while he needs to be held accountable for his own actions, there is still a small part of that he can't help.

Soooo... with my older kids, we tried the herbal remedies at our local Wild Oats store, but like I said, it's hella expensive and wasn't all that affective.

And with my son.. his teacher said she's been with the school for over 20 years and never had to or wanted to move a child from one seat to another due to them bugging their neighbors... my son broke that record lol. She is an awesome teacher who takes a personal interest in my son's education. She stays after school to meet with parents on a daily or weekly basis to keep kids in check.. she's just plain awesome. But when you have 27 kids in the class, there's only so much she can do with focusing on one child.

posted February 04, 2010 12:29 PM         

Irvine, Calif., Jan. 8, 2002 -- A variant form of a gene associated with
attention-deficit hyperactivity disorder (ADHD) indicates that the disorder is a
recent affliction and may once have helped humans thrive and survive, according
to a UCI College of Medicine study.

The human gene study, which appears in the Jan. 8 issue of Proceedings of the
National Academy of Science, suggests that behavior now considered inappropriate
in a classroom may be related to behavior that once helped humans overcome their
environment.

Robert Moyzis, professor of biological chemistry, and his colleagues studied
genes from 600 individuals worldwide. Among numerous new genetic variations of
the receptor for the dopamine neurotransmitter, they found one linked strongly
to both ADHD and a behavior trait called "novelty seeking," a condition often
underlying addiction. Their analysis of the genetic variations also suggests
that this variation occurred recently in human evolution between 10,000 and
40,000 years ago.

Between 10,000 and 40,000 years ago, anthropologists concur that humans were
developing the first signs of complex societies, replete with agriculture,
rudimentary governments and the creation of cities for the first time. Humans
also were rapidly expanding and exploring the planet. These revolutionary
changes in human societies may have changed the forces that selected for certain
genetic traits.

"Our data show that the creation of the 7R allele was an unusual, spontaneous
mutation, which became an advantage for humans," Moyzis said. "Because it was an
advantage, the gene became increasingly prevalent. This is very different from
other genes that predispose to genetic disorders, where the mutations are
detrimental. We believe this helps explain why a disorder with such a strong
genetic association is so common today."
http://www.healthcare.uci.edu/news_releases.asp?filename=ADHD-advantageousGene.htm

I want to point out that even though DRD4 7R gene is strongly connected to ADHD
with approximately half of ADHDers having DRD4 7R gene, it doesn't mean that all
nor most DRD4 7R gene people have ADHD. Many DRD4 7R gene people aren't
diagnosed as having ADHD, and it could be for a variety of reasons like not
dealing with the public school system and were in schools like
Montessori,Waldorf,and Sudsbury. They could have been homeschooled. They could
have learned a lot of discipline,especially if they got spanked by their parents
a lot. Some might have been viewed as troublemakers,delinquents. Some might even
be misdiagnosed Bipolar. Some might even been thought of as "he's just one of
those Tom Sawyer-like boys,Huckleberry Finn-like boys"
Some might have found outlets to channel their DRD4 7R traits. Some of those
could be sports like football,track n' field,swimming,hockey,and basketball.
They could also have been involved in creative,artistic outlets. There are
numerous reasons that DRD4 7R gene types aren't diagnosed as having ADHD. Even
neurodivergent conditions that tend to be comorbid with ADHD could mask the DRD4
7R gene traits like Dyslexia and Dyspraxia. The more severe the
Dyslexia,Dyspraxia (especially if having both), the more likely they will be
viewed as being disordered and placed in special education classes which tend to
have negative stigma attached to them, being known by many as "retard classes".

page 4 - 5 THE EDISON GENE ADHD And The Gift Of The Hunter Child by Thom
Hartmann

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 hyperfous
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

ADD - The Hunter Trait http://people.tribe.net/4b0cf8c4-1fc3-4171-92d3-b0915985bf95/blog/55f12aef-1155-479f-b680-fd574736dfee

History of the Grading System,Lecture Teaching http://people.tribe.net/4b0cf8c4-1fc3-4171-92d3-b0915985bf95/blog/2097d45c-e61a-41c3-961d-13c8d3985338

I seem to come from a family with strong ADHD-D4RD4 7R gene traits. Every one of
us are novelty seekers. My mother and all 4 of her paternal half-siblings
dropped out of high school ,and found their own niches,doing well in their
careers. My mom didn't even complete the 9th grade. My grandfather never even
went to high school. I barely graduated from high school,and I ran into a brick
wall academically in 10th grade but started with my problems in Algebra in 9th
grade. Of course,I was in the special education system for 3 years in early
elementary school years,and I had unconventional behavior in early childhood. I
am very quick,was a very fast runner. I even even ran track briefly,but I had to
stop because of bad grades. Swimming was a longtime childhood hobby of mine. I
was diagnosed inattentive type ADHD at 32 years old after being misdiagnosed
Bipolar when I was almost 28 years old.
My Uncle Eddie was recommended to be medicated for his hyperactivity when he was
a child,and he was born in 1961. He was once expelled from his junior high
school. He also spent some time in special education. His son,Joey is very
hyperactive like him. Hyperactivity,Restleness seems to run in the family.
Alcoholism,drug use (including especially smoking pot) is very common in my
family.

My maternal grandfather's father didn't want to stay and do farming with the
family. He went to San Francisco, a city known for its novelty and ended up
being a bartender as well as drifting. My Uncle Dino had major job instability
with over 10 jobs within 10 years including jobs as bartender. My Aunt Dede was
restless when it came to men as well as had romantic relationships with women.
Her daughter,Shavon was diagnosed as having ADHD at the age of 7 years old,got
involved with gang activity,selling drugs,and even got shot(drug-related),and
her other daughter Gina got into trouble too,even ran away from home with her
boyfriend,and she smokes pot.
Both of my uncles had a tendency to drive fast. They also had a history of
selling marijuana as teenagers.
I was born in San Francisco where my parents met. My mom had my halfbrother at
15 years old. She ran away to San Francisco,and met my father there. She had me
when she was 17 years old. She was friends with unconventional people including
my own father. My maternal grandmother was born and raised in San Francisco. She
left my mother when she was a baby because she never wanted her. She might have
been a novelty-seeker too.

these are just some examples of my family being a strong ADHD/DRD4 7R gene type
family.

It seems that there could be a lot of DRD4 7R gene types in San Francisco
compared to other cities with its reputation to attract people who are
liberal,progressive,openminded,unconventional,and involved in alternative life
styles.

I believe that just because a person has a brain difference doesn't mean that
they have a disorder. Just because a person has a chemical difference doesn't
mean that it's a chemical imbalance. These seem like perceptions in regards to
people that don't fit what is termed as "normal" which is actually determined by
what the majority of society believes is right and acceptable. Norms can change
over time. What's a disorder today can be a difference that is tolerated
tomorrow. Homosexuality was once viewed as disorder and listed in the Diagnostic
Statistic Manual of Mental Disorders, and it is not now. People of different
races have been viewed as disordered,but they aren't now. 100 years from now,
ADHD will not be viewed as a disorder. I believe that as we advance more and
more into a high tech society to the point that schools will be high-tech to the
point of virtual reality equipment being used in hands-on education environment,
the brains of ADHDers will be more appreciated for their ability to think
outside the box. Schools will nurture independent minds. There will be Thomas
Edison-types that won't be sent home,labeled "stupid" to the point they don't
want to go school and so have to be homeschooled. Schools will have teaching
methods that will reach all types of learners and not just the auditory
sequential learners which will cut down on learning disability diagnoses,boredom
in the classroom,and high school drop-out rate. Education will be
interesting,fun,appealing to the novelty-seeking student. People that are made
to be explorers,entrepreneurs,leaders,pioneers will not be trained to be factory
working types. No more drugging the hell out of them to make their minds conform
to what "normal" minds are supposed to be.

That's what I envision for the DRD4 7R gene type as well as everybody that
doesn't fit the neurological norms of society.

Different,divergent doesn't mean deficient,disordered,deficient

Diversity can be a good thing.

DRD4 7R gene is found in half of ADHDers

DRD4 7R gene figured strongly in migration

The gene that wouldn't sit still
Classroom fidgets and epic migrations may share a common genetic root http://www.usnews.com/usnews/culture/articles/020819/archive_022328.htm

DRD4 R7 Gene is also found strong in nomadic societies

A propensity for attention deficit hyperactivity disorder (ADHD) might be
beneficial to a group of Kenyan nomads, according to new research published in
the open access journal BMC Evolutionary Biology. Scientists have shown that an
ADHD-associated version of the gene DRD4 is associated with better health in
nomadic tribesmen, and yet may cause malnourishment in their settled cousins. A
study led by Dan Eisenberg, an anthropology graduate student from Northwestern
University in the US, analyzed the correlates of body mass index (BMI) and
height with two genetic polymorphisms in dopamine receptor genes, in particular
the 48 base pair (bp) repeat polymorphism in the dopamine receptor D4 (DRD4)
gene. http://esciencenews.com/articles/2008/06/09/adhd.advantage.nomadic.tribesmen

Whether DRD4 7R gene people are "disordered" or not seem to depend on the
environment that they are in.

Raymond

------------------
"Nothing matters absolutely;
the truth is it only matters relatively"

posted February 04, 2010 12:37 PM         

ADD/ADHD (has overlapping symptoms and comorbidity with Dyslexia,Dyspraxia,and autistic spectrum....so the essential oils could help with those conditions)
primary:
vetiver,lavender,cedarwood

sandalwood,cardamom,peppermint,frankincense

SCHIZOPHRENIA (disorganized type of schizophrenia have overlapping symptoms with neurodivergence like confusion/disorientation,poor coordination,memory problems,left/right confusion,disorganization,speech irregularities....that's why I stress the importance of differentiating neurodivergent conditions from psychiatric disorders......Ronald D. Davis believes that confusion/disorientation is the cause of neurodivergent issues connected to their being primarily a visual,picture,multidimensional thinker)

primary:
peppermint,frankincense

other single oils:
cardamom,cedarwood,vetiver,melissa,rosemary,valerian

THE FOLLOWING HAS TO DO WITH EARS,HEARING.
Dr. Levinson believes that neurodivergent conditions are caused by cerebellar vestibular dysfunction aka vestibular disorder, inner ear problems. He says that inner ear problems can even be a cause for phobias,depression,and anxiety. Vestibular Disorders Association (VEDA) confirms that. Auditory processing problems are common in Dyslexics. They are also common in ADHDers,and it can be misdiagnosed as ADHD. Many auditory,phonological Dyslexics have a history of ear infections and even had tubes in their ears. Glue Ear is a cause of acquired Dyslexia.

EAR ACHE

primary:
niaouli,wintergreen,manuka,melrose

other single oils:
thyme,lavender,tea tree,rosemary,helichrysum,roman chamomile,ravensara,peppermint, eucalyptus radiata

EAR INFECTIONS
thyme,wintergreen

HEARING IMPAIRMENT

primary:
helichyrsum

other single oils:
juniper,geranium,peppermint,lavender,basil

TINNITUS (Ringing in the ears)

primary:
helichrysum

other single oils:
juniper,geranium,peppermint,lavender,basil

THE FOLLOWING ESSENTIAL OILS CAN BE USED FOR THE FOLLOWING EMOTIONAL,PSYCHOLOGICAL ISSUES THAT ARE COMMON ISSUES WITH NEURODIVERGENCE. SOME OF THEM COULD BE SECONDARY PSYCHOLOGICAL SYMPTOMS TO THE NEURODIVERGENCE ITSELF. THAT IS SOMETHING TO BE AWARE OF.

CONFUSION
cedarwood,cypress,juniper,lavender,lemon,basil,helichrysum,myrrh,orange,peppermint,rosemary,sandalwoord,ylang ylang

DAY-DREAMING
ginger,spruce,lavender,helichrysum,lemon,myrrh,peppermint,rosewood,rose,rosemary,sandalwood,thyme,ylang ylang

CONCENTRATION
cedarwood,cypress,juniper,lavender,basil,helichrysum,myrrh,orange,peppermint,rosemary,sandalwood,ylang ylang

FORGETFULNESS
cedarwood, roman cedarwood, roman chamomile, frankincense,rosemary,basil,sandalwood,peppermint,thyme,ylang ylang

RESTLESSNESS
angelica,bergamot,cedarwood,basil,frankincense,geranium,lavender,orange,rose,rosewood,ylang ylang, spruce,valerian

BOREDOM
cedarwood,spruce,black pepper chamomile,cypress,roman chamomile,cypress,,rachamomile,cyprss,frankincense,juniper,
rosemary,sandalwood,thymes,ylang ylang

OBSESSIVENESS
clary,sage,cypress,geranium,lavender,marjoram,rose,sandalwood,ylang ylang,helichrysum

STRESS
lavender,roman chamomile,blue tansy,cedarwood,marjoram,rose,sandalwood,frankincense

ANXIETY
orange,roman chamomile,ylang ylang,lavender

DEPRESSION
frankincense,lemon,sandalwood,geranium,lavender,angelica,orange,grapefruit,ylang ylang

MOOD SWINGS
bergamot,clary,sage,geranium,juniper,fennel,lavender,peppermint,rose,jasmine,rosemary,lemon,sandalwood,spruse,yarrow,ylang ylang

PANIC
bergamot,roman chamomile,frankincense,lavender,marjoram,wintergreen,myrrh,rosemary,sandalwood,thymes,ylang ylang, spruce

FEAR
bergamot,clary sage, roman chamomile,cypress,geranium,juniper,marjoram,myrrh,spruce,orange,sandalwood,rose,ylang ylang

AGITATION
bergamot,cedarwood,clary sage,frankincense,geranium,juniper,lavender,myrrh,marjoram,rosewood,rose,ylang ylang,sandalwood

ANGER
bergamot,cedarwood,roman chamomile,frankincense,lavender,lemon,marjoram,myrrh,orange,rose,sandalwood,ylang ylang

DISCOURAGEMENT
bergamot,cedarwood,frankincese,geranium,juniper,lavender,lemon,orange,spruce,rosewood,sandalwood

FRUSTRATION
roman chamomile,clary sage,frankincense,ginger,juniper,lavender,lemon,orange,peppermint,thyme,ylang ylang,spruce

DISAPPOINTMENT
clary sage,frankincense,geranium,ginger,juniper,lavender,spruce,orange,thyme,ylang ylang

IRRITABILITY
all oils except eucalyptus,peppermint,black pepper

Raymond

------------------
"Nothing matters absolutely;
the truth is it only matters relatively"

posted February 04, 2010 12:40 PM         

It's ADHD that is considered a psychiatric disorder that needs to be medicated. However, discoveries of the novelty seeking-gene DRD4 7R gene and how it's found to be an advantageous gene dated back between 10,000 to 40,000 years ago that helped humans thrive and survive in huntering-gathering societies contradicts ADHD being a disorder that needs to be medicated. They have a different way of learning that is a mismatch for mainstream teaching environment. They are much better off in schools that have multisensory teaching methods and not just auditory sequential teaching methods. I already posted things and made my points about that.

There are many ways to address ADHD, and that includes things like better nutrition(making sure getting enough vitamins/minerals,cutting down on sugar/junkfoods),dealing with food sensitivities/allergies,the use of cod liver/fish oil for Omega 3 fatty acid intake,the use of flaxseed oil for Omega 3 fatty acid intake, biofeedback/neurofeedback therapy,meditation,behavior modification. Their ADHD can be channeled into certain activities like artistic/creative outlets and physical outlets such as sports,working out. Herbs like Ginkgo Biloba,Chamomile.

I have a book called MEDICAL ASTROLOGY Healing for the 21st Century
Marcia Stark listed treatments for ADHD

1. Avoid any chemical additives in foods,pesticide sprayed vegetables and fruits,sugar and sweeteners. Avoid hot spicy foods that tend to aggravate liver heat.
2. Avoid fluorescent lighting and household chemicals used for cleaning.
3. Eat a balanced diet with emphasis on whole grains for B complex vitamins, and dark green vegetables for their natural chlorophyll,which is the magnesium ion.
4. Use chelation therapy to get rid of heavy metals such as mercury,cadmium,lead,and aluminum
5. Ozone treatments are very helpful for clearing the liver and getting rid of toxic material.
6. Supplementation with important minerals and nutritional factors is very important. In research with ADD Children, deficiencies in the essential fatty acids and in zinc were common.
7. acupuncture and magnet therapy are helpful. Certain acupuncture points work to calm the spirit,as do magnets applied to the inside of the elbow and the inside of the wrists.
8. Finding the homeopathic constitutional remedy is very important.
9. Color therapy has worked well to relax the nervous system. Sound therapy has worked very well to balance the spirit and supply tones that may be missing from the individual's range.

SUPPLEMENT RECOMMENDATIONS FOR ADHD

GLA is one of the EFA's (essential fatty acids) which is found in evening primrose oil,borage oil and black currant seed oil.

EPA and DHA are the Omega 3 long chain fatty acids that are found in fish oils. They are particularly helpful for those with allergies and chemical sensitivities.

Zinc helps the body in cases of chemical detoxification. It is very important for the immune system and regulates the function of the white blood cells.

Magnesium a key mineral for the nervous system and helps in the assimilation of calcium as well. It can be supplemented through liquid chlorophyll, as well as through capsules.

Manganese helps the nervous system and also helps in blood sugar disorders.

B Complex Vitamins are important for stress and for the normal functioning of the nervous system. Deficiencies can contribute to depression,insomnia,and irritability.

Bioflavanoids with Quercitin help the immune system and are important in protecting from allergic substances and chemical sensitivities. They also are necessary in circulation and and in manufacturing vitamin C in the body.

Vitamin E is a strong antioxidant which helps to prevent the breakdown of nutrients.

Glutathione and L-cysteine----Glutathione is in intoxidant;it helps protect against environment toxins and heavy metals by detoxifying those chemicals. It is obtained from L-cysteine or N-acetyl cysteine.

Probiotics are very important in producting the B vitamins in the body; they also help with food assimilation. They may be taken in powdered or capsule form.

HERBAL RECOMMENDATIONS
Nervine herbs including hops,chamomile,scullcap,catnip,lavender,and spearmint are very helpful as teas.

Alfafa tea is good for making the body more alkaline and balancing the blood sugar.

Parsley tea made from fresh organic parsley simmered in water alkalizes the body and clears the kidneys.

Raymond

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"Nothing matters absolutely;
the truth is it only matters relatively"