Sue Scheff: We've Got Issues - Children and Parents in the Age of Medication

What a fascinating new book by Judith Warner.  Here are some highlights:

• Extraordinary stories from parents that reveal, in a very visceral way, the lived reality of having children who struggle with bipolar disorder, obsessive-compulsive disorder, autism, Asperger’s, ADHD, and other disorders.
  

• Why there is such a widespread perception that many of the treatments and services related to children’s mental health—whether medication, therapy, special education, or school accommodations—are basically a sham, a way for some parents to help their kids get a leg up on everyone else.  Warner also explores a much larger and darker reality behind this perception: Only parents with considerable means (and the time and the savvy that usually accompany such means) are able to navigate our school systems to get the services and accommodation to which kids with issues are entitled.  The startling truth is that for most kids in America, mental health care is nonexistent.
  

• Since the early 1990s the number of children receiving diagnoses of mental health disorders has tripled.  This vast increase has fed enormous skepticism, prompted talk of “epidemics,” and serves as a mainstay of the so-called naysayer position—namely that there were virtually no kids with mental health issues in the past, but somehow, suddenly, they’ve sprung up from nowhere.  Warner looks at key factors driving this widespread perception, including increased visibility and profound changes in how parents, teachers, and doctors look at and label kids who have problems.
  

• A look at what the author considers the true epidemic in this country when it comes to children’s mental health: the lack of quality care.  Says Warner, “At a time when we have treatments that actually work, when there’s more research than ever before, more knowledge, better understanding, more support in the schools, and more public awareness of the dangers of untreated mental illness, the actual caretaking that kids with mental health needs receive, is for the most part, really poor.”
  

• A look at what Warner calls “the new face of mental health stigma in our time”—a web of belief that combines doubts that mental health problems are real and aspersions cast on parents of children with problems with a tendency to conflate children’s disorders with bad behavior. The net result is that children are viewed symbolically—as canaries in the coal mine, showing the frontline symptoms of the toxicity of our pathological age—instead of as real people.  This so-called “naysayer” position, says Warner, “is voiced as concern, as a desire to save children, and as a wish to give childhood back to kids, but what it really is, most of the time, is prejudice.  And it’s a poison.”
  

• Why people have a hard time acknowledging that children’s disorders are common, impairing, at least in part genetic, and very real.  Warner also looks at what the latest scientific research has to say about the interplay between genes and environment in causing the kinds of disorders we’re seeing in kids. And she shows how this complex and nuanced way of thinking opens up avenues for understanding that are very different from those dictated by the more black-and-white terms in which children’s mental health issues are typically painted in the public debate.
  

• A look at the irresponsible marketing practices of Big Pharma; its control of published research; and its co-opting of government regulators and institutions, including the Food and Drug Administration and the National Institutes of Health.  Warner also looks at the damage done to the psychiatric profession by individual psychiatrists who have enriched themselves by becoming what amounts to shadow employees of the drug companies.  “For many people, the revelation of psychiatry’s extensive ties to the pharmaceutical industry are just proof of the inner corruption of the whole psychiatric enterprise in the age of biological psychiatry.”
  

• A debunking of the commonly held belief—fostered by a dizzying array of damning numbers that have made headlines over the past ten years—that kids are being given meds virtually like candy, by parents and doctors.   Warner shows that the total number of kids taking antidepressants and psychotropic drugs is far smaller than most people think.  Even after decades of rapid increase, the percentage of American kids taking medications—5 percent—is still just a fraction of the number of kids with diagnosable “issues.”
  

• The romanticization of mental illness.  Warner reflects on the harm done when depression, anxiety, obsessive-compulsive disorder, autism, and other disorders are treated as quirks of personality to be cultivated and preserved, even celebrated as expressions of individuality and a highly refined sensitibility.  She also explores the widespread, unthinking trivialization of mental health disorders in our public discourse and shows how it can lead parents to minimize their children’s problems and not seek help for them.
  

• A look at the seductive belief that our toxic world is either producing symptoms in children or classifying children as abnormal when they don’t conform.  Warner argues that the pathologies of our out-of-whack society just can’t provide a sufficient explanation for why some children develop disorders like autism, ADHD, Asperger’s, bipolar disorder, and so on, while the overwhelming majority does not.
  

• How the bottom line—cost control measures decided upon by health insurance companies—is driving the mental health care of kids today.  Says Warner, “There should be gatekeepers within our health care system shepherding parents toward getting the best treatments.  There should be protocols for what these best treatments consist of.  There should be safeguards against profiteering and quackery.  There should be affordable access.  There should be guidance, and protections in place to make parents feel that they can trust whatever care their children receive is safe, necessary, and of proven efficacy.  None of this is happening.”
  

WE’VE GOT ISSUES concludes with a look at how we, as a society, can bring an essential and much-needed humanity to the treatment of kids with special needs.  The way to start, according to Warner, is by advocating for better care.  Among other things, she argues for health care reform that will allow annual or semiannual extended visits with pediatricians to talk about children’s lives and screen for mental health issues; the passage of long-stalled legislation to address the appalling shortage of doctors who specialize in child and adolescent psychiatry; better incentives to get more child psychiatrists and psychologists to participate in health insurance; and a legislative mandate that requires insurers to provide mental health services.  Warner also looks at the ways in which medical schools and academic research institutions, to greatly varying degrees, have started taking steps to reduce the influence of the drug companies, or at least avoid the appearance of conflict of interest.  She reflects on various efforts to change the way drug research is conducted and funded.  And she advocates for putting a stop to, or at least tightly regulating, the pharmaceutical industry’s direct-to-consumer advertising.        


Above all, Warner insists, it’s time not only to rethink our commonly held beliefs about “labeling” and “drugging” children but also to become more aware of what the lived reality of having children, or being a child, with special needs is.  Says Warner, “Those parents you see, going from doctor to doctor and trying pill after pill?  They’re scared.  They need help.  And so do their kids.”


Order on Amazon today.

Sue Scheff: Teen helping ADHD and Autistic Children

Danielle Herb (also known as The Horse Listener), 15, is a young social entrepreneur on a mission to improve the lives of 1,000,000 ADD/ADHD and Autistic children. The first item on her agenda is to raise $50,000 by Oct 1, 2009 to secure a world class training facility in Ocala, FL where she will be able to provide free horse therapy to kids.

The rapid growth and expansion of Danielle’s company has been inhibited by her current geographic location, which lacks accessibility. Nicknamed “The Horse Capital of the World,” Ocala lends itself to being the perfect location for Danielle to give and receive support, as well as to set up alliances and collaborate with other equine facilities. Danielle is asking for your support via a private donation of any amount at http://www.dropyourreins.com/ or the promotion or purchase of "Awaken the Social Capital in Your Business 10 Week Course", from which 100% of proceeds will be donated to her cause.

Danielle is the author of the forthcoming book, Drop Your Reins: Peaceful Transformation Techniques for ADD/ADHD and Autisic Children Through Natural Horsemanship.

Take 7 minutes of your time to get to know Danielle Herb. Feel her passion, hear her devotion, and experience her dedication to create a better world for millions of children today. WATCH VIDEO NOW.

Horses are amazing because they are sentient animals that mirror our personalities as well as our fears. -Danielle Herb

For more info: Contact Marianne St. Claire. You can follow Danielle Herb on Twitter and join her Facebook Fan Page.

Also on Examiner.com

Sue Scheff: How to help your ADHD child cope with the stigma

During my years as a parent of an ADHD child through Elementary and Middle School, I know firsthand the struggles that some of these kids can have. One of the hardest days was when my son was “labeled” as a shrimp by his peers, or worse when he had to go down to the nurses office for his noon medication. I am not quite sure parents realize just how difficult this is for young children.

As a Parent Advocate, I make it my job to find information and educational material for parents raising kids today.

In my networking, I was introduced to Kara Tamanini, Therapist and Author, specializing with ADD/ADHD children. She created a website with a wealth of information that is user friendly and easy to understand. I find many websites about ADD/ADHD are a bit over-overwhelming; however Kids Awareness Series has easy to understand articles and advice.

With Kara Tamanini’s permission, I am sharing her latest tips on how to help your child cope with an ADHD stigma as school is opening. Be an educated parent.

1.) As a parent, the first thing you need to do to reduce the stigma of ADHD, is to not make a big deal about it. Watch and control your reaction about the symptoms of ADHD when they rear their ugly head. You making a big deal about having ADHD or that they have to take medications or an alternative treatment (natural vitamins or therapy) will only increase the challenge that they are already fighting.

2.) Don’t tell your child not to tell anyone! This definitely sends the message that having ADHD is something to be embarrassed or ashamed of.

3.) If your child is embarrassed to take medications for ADHD at school then work with your child’s pediatrician or psychiatrist on finding a way for your child to take medicines before or right after school. Many children and especially older children and teenagers are embarrassed in front of their friends no matter what you say to them about taking medication.

4.) Remind your child regularly that ADHD is merely a different way of thinking about things and that their brain works differently. Don’t treat ADHD as something awful, I have found that ADHD has many positive aspects and treat it as a gift. Do not treat your child differently because they have ADHD and expect less of them, they will act accordingly and will lower their own expectations of themselves.

5.) Determine as a parent whether or not you plan to share a diagnosis of ADHD with your child or teen’s school. Parents often differ in this regard on whether or not they want their child’s teacher and school to know of an ADHD diagnosis. I highly recommend to parents that they share their child’s diagnosis of ADHD with the school and discuss strategies that need to be implemented for your child in the classroom. Your teacher should also not lower his/her expectations for your child. Yes, the ADHD child may have to have a modified curriculum, but it does not mean that they cannot learn like everyone else.

6.) Talk openly with your child about an ADHD diagnosis in order to take away the stigma of the diagnosis. Boost their self-confidence and explain how those around them may perceive their ADHD behaviors. Unfortunately, many children at your child’s school will discriminate against a child that has ADHD and often because ADHD children struggle socially, they have difficulty making and keeping friends. Encourage your child to participate in activities that will raise their self-esteem and emphasize their positive attributes. When you see your child doing something good or helpful, point it out.

7.) Encourage your child to be around other children that have similar strengths and weaknesses. ADHD is a common problem and your child may benefit from attending a social skills or an ADHD group with children that are experiencing similar struggles. Psychological treatment is also another option, where your child can learn self-confidence, coping skills, social skills, and parents can learn about how to manage negative behaviors associated with ADHD.

8.) Children and parents need to surround themselves with individuals that are positive and supportive of ADHD. The last thing a child needs to hear is that, “ADHD is not a real diagnosis, it’s just an excuse to misbehave.” This a very common misconception among the general public and many parents will experience this very thing as will their children.

9.) Lastly, use the resources that are available to you. Discuss with other parents, teachers, family members, or a local or national support group about your child’s ADHD. Information for parents and educating those around you about what ADHD is and how it affects your child and adults is the best weapon against the stigma of ADHD. Get your child the help they need at school so that they are NOT discriminated against.

Let’s start off this school year the right way and give your child every opportunity to learn and be successful!

For more info: Kids Awareness Series, Understanding My ADHD.

Also on The Examiner.com

Sue Scheff: Parenting Teens with ADHD

Source: More4KidsToday

By: Jennifer Shakeel

You know that your child has presented special challenges to you as they have grown. This is true of all kids, however when your child is living with ADHD those challenges can be extreme. No one said that parenting was easy… parenting a child with ADHD is not easy… and parenting a teenager with ADHD can be, well, even more challenging. We all know the lovely teen years. Our children go into the teenage phase, they turn into some unrecognizable species that have their own rules to go by.

Depending on the time of the day or some other circumstance, they display their utmost warm love. Then at a flip of a coin, they do not want anything to do with you and think of you, their parents, to be morons. They want you when it is appropriate to them and hold you responsible for ruining everything, including their lives.

We know that they will grow out of it, and that even if they don't want to completely admit, they need us. What is even more important is that you know they need you, and this can be especially true if your child is living with ADHD. Our son has ADHD, was diagnosed in the 2nd grade. Up until I gave in and believed what the specialists were saying… and seeing my baby boy almost give up, and we started him on medication, I had lost count of the number of phone calls from the principal. I had a stack of notes from the teacher. Yes we even had in school and after school suspensions. It wasn't his fault, he needed help… and once he got it, he was a changed boy. READ More on Parenting Teens with ADHD

Sue Scheff: Summer Survival Tips for Families Managing ADHD

Source: PowerMomsUnite

Striking a Balance: Summer Survival Tips for Families Managing ADHD

One major issue with ADHD and summer vacations is the bored factor. Once the novelty of having all that free-time-to-do-anything wears away, what to do with all that free time becomes a problem. On the other hand, over-scheduling and over-planning the summer can lead to burn-out and irritability for both parents and children. The art of managing ADHD during the summer is really about the art of finding balance. Several strategies can help strike this balance.

Keep a calendar: Use a monthly or weekly calendar and write down vacation, camp and community trip dates. Kids need routine to feel secure, but be sure to leave some dates empty to allow for free time to simple create and imagine in the back yard.

Prescript your day: Early in the day, sit with your child and review what they want to accomplish and what you need to accomplish. Negotiate how each of you will spend your time so as not to conflict. Explicitly state how you expect your child to behave for any important activities (like that very important conference call at 1PM) and be sure to reward them for following the “script.”

Make a summer contract: Use the summer as an opportunity to help your child explore their interests, reinforce their academic skills, and find their passions. Write out a contract with your child, in which they list their goals for the summer. Goals could include places they would like to visit, books they would like to read, cub scout activities they would like to complete, models they would like to build- the list of possibilities is endless. Include goals you and the teacher identify as well. If you have a therapist, consult them regarding activities to persue over the summer break. Activities can be focused on building a friendship with a particular friend, trying new foods with dinner, volunteering at a local soup kitchen, or learning the steps to complimenting a sibling. Set a due date and reward for completing each goal. Consider rewarding the child with a bonus for completing all their goals for the summer.

Loosen up but keep a routine: Part of the brillance of summer is the long days and lazy nights without a tight schedule to keep. The occasional later bedtime and relaxation of the rules are part of the inherent beauty of summer vacation. That being said, basic family rules, chores, and routines still need to be followed. Be mindful that a little sleep deprivation can lead to meltdowns for both parent and child any time of year. Rules about not playing on the computer all day, still need to be followed, even during the summer. Too much screen time robs kids of opportunities to build social skills and develop interests as well as leads to irritability.

Manage medicine: Some parents take a medication vacation over the summer, in an effort to allow their children to gain some weight and height. There is little evidence however, that ADHD medications permanently impact a child’s height. Kids often grow slower than their non-medicated peers, but do eventually catch-up.
Before taking a medication vacation, consider all the aspects of your child’s summer. Will you be taking a long trip, during which time your child will need to sit still? How will you all survive the trip? Will your child be in camp, where she will need to follow directions? Will ADHD behavior make it hard for her to participate in group activities or attend to social cues from new friends? Will your child have lots of unscheduled time with neighborhood kids, in which impulsive behavior could result in unsafe decisions or poor peer interactions? Before taking a medication vacation, consider all these potential situations.

ADHD is a chronic lifelong condition that needs to managed- will your child’s self-esteem, self-image, and social skill acquisition benefit from a medication vacation? Consider your goals for your child’s summer and how a medication vacation could affect your child’s success in their summer activities.

In lieu of a complete ADHD medication vacation, consider the use of shorter acting medications for the most challenging activities of your child’s summer- like a long car ride or plane trip. Shorter acting medications can cause fewer appetite- suppressing effects. Speak with your child’s physician, and collaborate with your child, as you make these decisions. Remember that as you are modeling healthy management of a condition that will likely be a lifelong journey for your child. Fuel their passions, provide opportunities to build skills, and model a healthy approach to symptom management.

Relax: Use the summer to reconnect and play. Just as your kids schedule time to do homework during the school year, schedule regular time to play with your kids every day after work. Play catch, go for a swim, bike down to the ice cream shop- do activities together to build your relationship and create a healthy self- image. Enjoy your summer together!