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The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
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*** ISSUE #6 ***

The ADD / ADHD GAZETTE. A FREE online ezine all about
the issues surrounding ADD / ADHD and co-morbid conditions
and syndromes. Authors' veiws are not necessarily the
views of The ADD / ADHD Gazette.


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IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- UK FOCUS

#3 -- ARTICLE:
Changing Your Perspective -- Parent or Advocate

#4 -- LETTER FROM GAIL

#5 -- RESOURCES

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The ADD / ADHD Gazette requires letters, articles
etc. for possible publication, and SWAP-ADS with
other health ezines are welcomed. Subscribers'
email addresses wil NOT be passed to a third party
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!!!Items in this newsletter are published for educational
and / or informational purposes only. Any therapy, product,
service, or featured web site mentioned here, does not
imply endorsement or approval by The ADD / ADHD Gazette.
The accuracy and content of any web sites featured here
cannot be guaranteed. Thoughts, views and and statements
written by contributors are not necesarily the views of
The ADD / ADHD Gazette. !!!

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# 1 News & Views

New medication may benefit ADHD kids more than Ritalin

ADHD has been commonly treated with the stimulant drug
Ritalin for the last two decades. A new study, led by
psychologist William Pelham of the University of Buffalo
in New York, has now compared Ritalin to Adderall, a
longer-lasting stimulant. The research team tested
effects of different doses of Ritalin, Adderall and
a placebo. Daily evaluations were made by teachers of
the children in the study and classroom behavior and
academic performance were monitored. Parents also
scored their children's behavior too each day. In the
duration of the tests neither the researchers, parents
or children knew exactly what each individual child
took throughout the day. The team found that three
times as many teachers favored Adderall over Ritalin,
as the children on Adderall scored significantly better.
This drug stayed in children's systems for up to six
hours in some cases; two hours more than Ritalin.
This is good news for both students and educators
because the taking of medication often becomes
problematic in school as many institutions refuse to
administer medications.

On the other hand, the researchers did find side
effects with Adderall including sleeping trouble,
loss of apetite and anxiety. One child was pulled
out of the study because it appeared that the drugs
exacerbated the child’s existing tics. Adderall was
aproved by The Federal Food and Drug Administration
in 1996 and this new study shows evidence of the
drug's superiority to existing stimulant medication.

However some controversy surrounds using stimulant
medication for behaviour modification. Concern has
been voiced by one lab scientist, who argues that
long-term use of amphetamines could produce
schizophrenia-like symptoms. Although Adderall appears
to be as good as Ritalin as part of the treatment for
ADHD, it is still advocated that other treatments are
needed for the best possible outcome, such as behaviour
management and educational accomodations. The research
study, funded by Adderall's manufacturer, appeared in
the April Internet version of the journal Pediatrics.

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Dear Gail,
Could anyone help me with a question? I am in The States
and I have a student who is having difficulties. He was
diagnosed with ADHD by a doctor and has been on medication
in the past, however the family found that he was very
lethargic, and therefore was doing less work than without
medication. The boy is 9 years old.

I have tried to rule out dyslexia. Phoneme Awareness is
age appropriate. He is able to spell fair at word level.
Spelling is considered poor in written work. Errors are
phonetic (e.g., forty = fhorte, way = wa, really=rele).
He occasionally omits sounds (e.g., Bob Dole = bodol).
He has had difficulty with reading in the past, however
he has demonstrated good progress in that area. He has a
lot of difficulty with fine motor skills.

The student was evaluated by the school and did not
qualify for services under perceptual communicative
disorder. He is able to pass spelling tests, yet he
does not (or cannot) apply the spelling rules to his
writing. He describes writing as "torture".

Is it possible for him to qualify for services under
ADHD according to IDEA? Thank you for your assistance.
If anyone could offer advice, please contact me.
Sincerely V.D. Dare.Victoria@...

---------------------------------------------------

A SPECIAL MESSAGE from Bob Seay. ADD on The Mining Co.
http://add.miningco.com

Hello,
The ADD Community has given a lot to this site over the
past two years. Now, its time that ADD on The MiningCo
give something back to the community. Specifically, I
want to give as many $1000 scholarships as possible -
at least three; more if we can do it. So, how are we
going to do this?

The ADD on The MiningCo. ADD Scholarship Clickathon.
Here's the deal:

Statistics tell us that the Average Internet User viewing
the Average Internet Website will go through about three
pages before they surf off to somewhere else. For example,
if you hit this site - add.miningco.com - then click on
the link marked "net links", and then click on the link
marked "ADD Information Links", that would be three pages.
Then you would see a list of links to other pages from
other websites, and off you go - hopefully to return
after you have looked at the other site's page. Then you
may click through an average of three more pages before
you surf off again.

What does this tell us, other than the fact that people
who keep track of such things really need to get a life?
I have no idea. But, we can use the information to prove
a couple of points:
1.You are not an Average Internet User.
2.This is not the average Internet website.
This gets tricky, so hang with me here.

Apparently the going rate for thoughts is one penny. This
market value was determined by my mom, who has been saying
"a penny for your thoughts" for as long as I can remember.
So, since thoughts are a penny a piece, and since there
are apparently an average of three page views per thought,
and since E=MC2 and a whole bunch of other equations equal
a whole bunch of other numbers and letters and cool looking
Greek symbols, we have decided, using logic that only an ADD
person could understand, that three page views (that would
be the average user) are going to be equal to one penny
(that would be the average value of the average thought).

Got it?
To put it simply, ADD on The Mining Co will contribute
one-third of a penny for every page that you look at on
the website beginning Monday, April 19 and ending Sunday
April 25, to the scholarship fund. There is also another
reason for the one third of a penny figure. That is how
much MiningCo. pays me to do this site. You click three
times, I get one penny. I've been doing this for two years.
My bedroom floor is covered in pennies - about 6 and a
half inches deep. Takes forever to roll the stupid
things. But, ALL the pennies earned during the Clickathon
will go towards the scholarship.

You can read more about this scholarship at
http://add.miningco.com/library/scholarship/blclickathon.htm
http://add.miningco.com/library/scholarship/blinfo.htm

Will you please help? Just so you know, only the pages
with my face on them count towards the total. Pages from
other sites that are linked from my own do not count. So,
look for me. Pages on the ADD Bulletin Board also count -
again, because they have my smiling face.

One penny for three pages may not sound like much, but those
pennies add up quickly. Three hundred thousand page views
will create a one thousand dollar scholarship. One Million
of them will create three one thousand dollar scholarships.
You can do the math from there. Tell everybody you know about
what we are doing here. Explain to them that it will not cost
them anything. If they are willing to click a mouse, they
can help us send two, three, or more kids to college. I know
this sounds like one of those urban myth email things that go
around. The difference here is that this is legit.

If you are on a maillist, please explain what is going on.
If you are involved in a CHADD chapter somewhere, or some
other support group, or if just have some friends who have
some time to kill at the computer, please tell them about
our scholarship and our goal. You could even invite a couple
of friends over so you could take turns clicking. You could
invent party games that involve clicking the mouse. Maybe
you could get with your Significant Other and see if you
can sustain a hug without becoming distracted or implusive
during the time it takes for a page to load. Be creative,
but please keep clicking. Who knows.. you might even find
something helpful while you read.

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# 2 UK Focus

As there have been many, many new British subscribers
to The Gazette since the last issue, I thought it might
be useful to include a section of resources and information
of relevance to the British Readership. UK readers are
always hungry for information on ADHD and other childhood
disorders and syndromes and because of the awareness
situation here (or lack of awareness situation)I feel
that a UK section SHOULD be here for those who need to
locate relevant health and educational information.

CONFERENCE 2000
“Learning must be fun”
The University of York, 21 & 22 July 2000

A two day residential ‘special needs, working
together’conference of importance to education,
health, social services, criminal justice professionals
and affected families. (Postgraduate certificates
supplied) The conference, seating up to 1,200 delegates
is entitled “Learning Must be Fun.” - "How much of
the disability lies with the referred individuals and
how much lies with the ignorance of society & not knowing
how to nurture their qualities?” asks organiser Bob Breen.

Attention Deficit Hyperactivity, language and
communication disorders, Aspergers syndrome, Dyslexia
and other related difficulties will be discussed.
International specialists will come together to share the
very latest information, and with what promises to be the
largest number of delegates ever assembled in Britain and
in the very impressive University of York’s Central hall.

This will be a 48 hour program for both the delegates and
speakers and accommodation in this favoured location is
soon booked out. Full details from conference organiser
Bob Breen. PLEASE SEND AN S.A.E. marked "CONFERENCE G Miller"
to 30, The Paddock, York,Great Britain. YO26 6AW.
Telephone 01904 782556 or email mark-breen@...

http://devvtc.ngfl.gov.uk/profdev/senco/sources/orgspubs/ace.html
Is where you will find The Advisory Centre for Education
Publications. Their reports and papers are listed here for
you to order. Very useful site to bookmark

CharityNet which offers links to over 1,000 charity websites
is an information service provided by the Charities Aid
Foundation (CAF). http://www.dchallenge.clara.net/useful

Department for Education and Employment offers some extremely
useful and interesting sites for parents wanting various
information about the education of their special needs children:
http://www.dfee.gov.uk/
Standards Site, The - offers practical guidance to help
raise education standards, particularly in literacy and numeracy

http://www.standards.dfee.gov.uk
Choice & Careers Division - and its publishing house, COIC

http://www.dfee.gov.uk/ccdintro.htm
Information for Parents - provides advice and materials
on education and related issues

http://www.dfee.gov.uk/par_cent/index.htm
Special Educational Needs - provides advice and materials
for teachers, parents, and others working with children
with special educational needs

The Sussex ADHD Support group have organised a study day
on ADHD and related subjects for Saturday September 25th
with several excellent speakers including Dr Geoff Kewley
and John Sanford. The event is being held in the Clair
Hall, Haywards Heath, West Sussex. Tickets are
just £5 for members and £10 for non-members and this is
for the whole day! Lunch is also provided in this
extremely reasonable ticket price. For further details
ring 01323 505422 or 01293 421252

====================================================

#3 Changing Your Perspective -- Parent or Advocate
by Emily Goldsmith

In October 1993, I started a new job. I became a parent
of a child with a developmental disability. Although
it would be ten months before we were to have a name
for this disability, my job as my child's advocate
started well before she was diagnosed with Attention
Deficit Disorder.

I was fortunate in that I had years of training for
this job. I felt confident and self assured. I knew
exactly what I needed to do and how to do it. You see,
I had worked in the field of developmental disabilities
for over 15 years--most recently as an advocate for
parents of children with developmental disabilities.
The only change I anticipated was in my job title.
Instead of being an advocate for parents, I would now
be a parent advocate. It was time for me to practice
what I preach. Piece of Cake I thought. Little did I know -

As my daughter entered 4th grade, I began to realize
that she was having difficulty learning the material
for that curriculum. Although in previous years she
had experienced some problems, each year I saw progress.
As concern grew that there might be something going on
beyond normal development and adjustment, I put my
training to work and consulted with the school staff.
I expected that we would work together to discover the
cause of her difficulties.

I was shocked at the school's response. When I questioned
whether she might have a learning disability or an
attention deficit, they practically laughed me out of
the room. They felt that I was creating a problem by
looking for something that did not exist. When I raised
issues like poor self esteem, an inability to learn
lessons or complete assignments independently in a timely
fashion they assured me that their tests indicated that
she had average intelligence and performed average work.
They attributed her behavior to other causes, including
my parenting style.

By the end of the 4th grade, my daughter frequently
complained of stomach aches and did not want to go to
school The schools' answer to this new development was
HORMONES! I left each meeting in tears. I did not know
what to do. I wondered if they were right. After all,
they were the professionals. I was just the parent. I was
lost and confused. Me -- the one with training in
developmental disabilities and advocacy. I even began to
question my ability as a professional. How could I
continue to work at my job when, according to the school,
I was looking for something that did not exist and was
creating problems for my own daughter?

When my emotions calmed down, I decided to follow the
advice I always give to parents -- access services in
the community. I called my professional contacts. I
called other parents dealing with similar issues. I
spoke with a friend whom I knew had children with ADD.
They listened and supported my belief that an evaluation
was indicated.

The golden rule of professionals in the field of
disabilities is that parents know their children best.
I always remind the families I work with that although
I can provide some choices, they are the ones who hold
the knowledge as to what is best for their child. How
could I have ignored my own golden rule? I was furious
at myself and began to "beat myself up" for all my mistakes.
Now I was ignoring my second golden rule: As parents we
must do the best we can with good intentions, and accept
that we all make mistakes.

Well, I could see that I was in a fine mess. This was
harder than I thought and much harden than my job. It
took me a while to figure out that I needed to "hire
myself" as an advocate rather than be my child's "mother".
I could think and act much clearer as a professional than
I could as a parent. It is easier to do now than when I
first started. Sometimes I slip, but for the most part I
am able to maintain my emotional distance.

Now that I was in the right frame of mind, I began to
search for the best route to take getting an evaluation.
I discussed it with my pediatrician, other professionals
and parents. It was my feeling that in addition to
attention or learning issues, there was an emotional
component that needed to be addressed. I kept this in
mind when identifying a place to do the evaluation.

My first choice turned me down because my daughters;
profile was not significant enough to warrant an
evaluation at their facility. Believing that I knew my
daughter best, this did not deter me from pursuing an
evaluation elsewhere. I knew I could do this! I forged
ahead and chose another professional who proceeded with
testing. I was disappointed in that their report was
incomplete. They were able to identify some weak areas,
but I felt this did not explain all of the things I was
observing. See, I was doing a much better job as an advocate.
I trusted my instinct about what was needed and when I did
not get it, continued the search. Ten months after starting
the process, my daughter was diagnosed with ADD. After
reviewing the evaluation and learning all I could about
ADD, I felt this diagnosis was accurate and that we were
headed down the right path.

Well, 5th grade was better than 4th, but there were still
a few things that concerned me. I was getting nowhere
with the school in having them provide services, and
there was a nagging question in the back of my mind ....
Do we really have an accurate picture of my daughters'
abilities? What were the supports she needed? Her current
evaluation showed attentional difficulties, hence the
diagnosis of ADD, and in addition symptoms of Overanxious
Childhood Disorder were found. But I saw her doing specific
things that I could not relate to these disorders. What
made her tick? I truly felt that I was missing some
pieces of this puzzle.

So, I went back to being her advocate and started
doing research. I read every article I could get my
hands on, went to workshops on ADD, and also became
involved in my local school districts' ADD parent
support group. I knew that once I had the information
I needed concerning my daughter, I would need to know
the mechanism within my school district on how to obtain
the support she required.

Toward the end of her 5th grade year, I went to a
conference presented by Mel Levine. I sat there all
day and listened to him talk about my daughter. Now,
of course he didn't really know my daughter, but
everything he said related to the behaviors I had
observed. Finally, I found someone who knew my child
and what she needed. So, I kept my advocate hat on and
began to learn all that I could about Dr. Mel Levine.

I read his books and talked to others, including my
pediatrician. The more I heard, the more convinced I
became that he used an evaluation method that could
determine her actual skill level. So, to my phone I
went and called Dr. Levine at his office in North
Carolina. He referred me to a pediatrician in the
Buffalo area who had studied under him and learned to
administer the evaluation he had developed. After
contacting the doctor in Buffalo and interviewing him
on the phone, I felt confident that the evaluation he
offered made sense for my daughter in providing the
missing pieces of the puzzle.

Both he and Dr. Levine were very gracious about talking
to me. There were a number of doctors and clinics in the
Rochester area who refused to talk to me -- even to
answer my questions -- because my daughter was not a
patient. They wanted to do their evaluation first, and
then they would be available to talk to em. Well, I was
not going to make a decision without knowing specifics
about their service and whether they would meet our
needs. Again, I was able to act as an advocate.

The doctor in buffalo needed an educational
evaluation from which to draw the most accurate
pictured. As one had never been done, this was
certainly one of the missing pieces of the puzzle.
He referred me to a psychologist who recommended two
people. Again, I was able to interview both on the
phone. I decided to use someone from Buffalo. Boy,
was she the greatest! In less than 2 hours she knew
my daughter inside out. She was able to take all my
individual concerns and all my observations and tie
it up into one neat package. This diagnostician filled
in so many of the missing pieces for me and gave me
ideas on how to go forward.

One of her suggestions was to start counseling. So,
back to the phone I went, calling anyone I could
think of who might be able to recommend someone.
My resources were limited and the first few counselors
called had no openings for new clients. Unfortunately,
this is an area out of my expertise and I had not
researched it before I started calling. I was limited
in the questions I asked and was unsure if the answers
were the right ones. We started with a counselor who
seemed to be knowledgeable. But after each session,
we felt less and less comfortable with her treatment
plan. Although I didn't know what should actually be
in the treatment plan, I felt that her plan was not
for us. When you are desperate for help it is very hard
to break away and start all over, but deep down I knew
that we were almost making things worse.

A good friend of mine helped me to pull off my parent
hat and replace my advocate hat. And so once again,
back to the phone. But this time, in addition to
identifying recommended counselors, I researched what
questions to ask and what to expect in a treatment plan.
I called 5 counsellors and interviewed them on the phone.
During one of those calls, the counselor commented about
how knowledgeable I was. We began with a new counselor
and have established a working relationship. We work as
a team and she listens carefully and respects what I say.

Now back to Buffalo: My daughter was finally evaluated
by the pediatrician in Buffalo using Mel Levine's
diagnostic tools and they indeed shed more light onto
the whole picture of my daughter's disabilities. I
was also looking for a working document to use with
the school in establishing an educational plan. The
evaluation was so thorough that it included
recommendations that were out of the realm of education.
Although it was useful in treating her, I did not feel
that it was in my daughter's best interest to share all
of the information with the school. In addition, some of
the important and specific educational issues that the
doctor discussed with me did not appear in the written
report. I requested that these concerns be addressed and
that a more user friendly report be prepared for the
school. Unfortunately, in spite of our best efforts,
after consultation with the three other professionals
who were involved with my daughter at that time, it was
agreed that it would do more harm than good to submit the
report, in its entirety, to the school

So, I invoked my parental right and did not share the
written report with the school. It was unfortunate that
this doctor was unable to write an appropriate evaluation
for the school setting, but at least I didn't get "burned".
Early on when he told me of his plan to send a copy of his
report to me and another to the school, I requested that
both be sent to me and that I would take responsibility
for sharing it with the school I had remembered another
golden rule: Never allow anything to be submitted to the
school before you have read and approved it. I know that
I could have removed it from the file, but I believe that
once they read it the damage would already have been done.

Now for the big question. Am I sorry I took this route?
Definitely not! Although there were some bumps along the
way, we received wonderful recommendations and are
currently benefiting from counseling with a psychologist.
She has been instrumental in helping with school issues
and personnel. She is helping my daughter and I deal with
each other. She provides that much needed buffer so that
we can come to some kind of consensus and move forward.
In other words, she prevents us from killing each other!

Oh, in case you're curious, the testing showed my
daughter to be of superior intelligence. Once her
disability was diagnosed and an appropriate plan which
included medication was instituted, she grew tremendously.
I recognize that there are still weak areas that need to
be worked on, but I am extremely pleased with her
progress. I don't want to brag, but what the hey, I
am her mother! I am very proud of the fact that she
has been able to deal, at least in part, with her
disability. She attained the high honor roll for the
'95-'96 school year!

Now, my goal in writing this story is not to tot my
own horn, nor to make you feel inadequate in your role
as a parent. And most important, I am not trying to tell
you that the route I took is right for everyone. My
purpose is to show you that you do have options. There
are many different routes that can be taken, and you
and only you know the one that is right for your child.
You are the one on the front line with your child every
day, day after day, year after year.

There are many professionals in our community, each with
their own area of expertise. You need to find the
professionals who have the knowledge specific to your
child's needs. Just as no two children are alike, no
two professionals are either. You hold the information
to be able to make the appropriate match.

Now, you're probably sitting there reading this and
asking, "What do I look for? "How will I know when
I've found it?" All I can tell you is, you will.
Listen to your instincts -- something deep down inside
will feel it is right. If something is not sitting well
with you, or if you have questions that are going
unanswered, keep looking for that person who will be
able to answer those questions in a way that makes sense
to you.

Don't ever underestimate your knowledge of your child.
As you can see from my experiences, it does not matter
how much educational or experiential training you have.
What matters is the connection to your child that only
you have. Let it guide you and the, only the, will you
be on the right path. One final thing that I can tell
you is that you need to network. Is it easy? No. Does
it take time? Yes! But it is an important tool.

So -- read, read, read. Go to workshops. Meet and make
connections with other parents who are going and have
gone through what you hare experiencing. Listen to what
everyone has to say but only use what feels right. Ask
lots of questions, especially from professionals, but
reserve the strength to walk away from situations and
people who are not answering your questions to your
satisfaction. There are lots of resources in our community.
Take the time to identify them and make good use of then.

Will you make mistakes along the way? Yes, we all do.
Don;'t be angry at yourself, but rather praise yourself
for being able to recognize your mistakes and make them
work for you as you learn from then. Try to distance
yourself from your emotions so that you will be able to
make appropriate decisions. Don;'t react from fear or
frustration. And always remember that you, the parent,
hold the key to the most appropriate treatment plan for
your child. Use it and open the door to the best future
for your child.

Emily Goldsmith works at the Arc of Monroe County
assisting families win the community that have members
with d3evelopmental disabilities and is co-coordinator
of the PASE (Parents Advocating for Special Education)
Group in her local school

-------------------------------------------------------------
Ed. Note: This article appeared in the "GRADDA" Newsletter
The Greater Rochester Attention Deficit Disorder Association
PO Box 23565, Rochester, New York 14692-3565.
gradda@... Their excellent web site can be found
at http://www.netacc.net/~gradda

Thank you sincerely to Dick Smith, the GRADDA Newsletter and
Web Page Editor for his kind permission to use this article.
=============================================================

#4: Letter From Gail

For new subscribers, I am Gail Miller, and since 1994,
have been an advocate for families affected by ADD. Founding
the West Yorks ADHD Support Group in 1994, since then I
have edited a British National ADHD Newsletter subscribed
to by schools, professional, parents and sufferers.
Last year I had a book published; Wild Child - telling
the story of mine and my son's battle with the powers
that be to get recognition and treatment for his
condition (s). http://www.gailmiller.clara.net

George, my son, is diagnosed with ADHD and Asperger
syndrome but is not on any medication at present.
This is a sore point, as I feel he is being left to
struggle when he could be helped if our professionals
would take the responsibility of prescribing.

As for this newsletter; It is neither pro-or anti
medication. Publishing a newsletter often puts you in
the firing line and I have already had complaints for
publishing info on sites about 'natural' alternatives to
Ritalin. On the other hand I have been attacked by some
almost evangalistic ANTI - Ritalin people too! But I
believe that every parent should be able to make their
own minds up about the pros and cons of the various
treatments and because you cannot 'please all of the
people all of the time' I will therefore continue to
include any sites or information which parents might
benefit from knowing. EVEN IF THEY DON'T AGREE WITH IT.
So, if you are totally against stimulant medication or
vehemently distrust the efficacy of natural alternatives,
please understand that there are many, many views on this
and everything should be able to make up their own minds.
Gail

==========================================================

#5 Resources

I have just come across another VERY interesting and
useful Australian site - A.D.D.I.S.S. which stands for
Attention Deficit Disorder Information and Support
Services. Check it out, at:-
http://www.fed.qut.edu.au/addiss/

CARLA NELSON'S BOUNCING BRAINS website. An excellent
place to go to read LOADS of articles and find extensive
and entertaining information on 'bouncing brains'
http://bouncingbrains.com/Default.htm

A new book; Positive Discipline A-Z: 1001 Solutions to Everyday
Parenting Problems" by Jane Nelsen, Lynn Lott, H. Stephen Glenn
http://www.amazon.com/exec/obidos/ASIN/0761514708/theaddadhdgaze
If your child has had one too many temper tantrums in the
grocery store at rush hour, "Positive Discipline A-Z" will
come in handy. It's packed with "parenting pointers" and
suggestions for working through hundreds of sticky situations,
from aggression to messy rooms and all points in between.

Dr Steve Richfield has developed a very unique program
for ADHD children by using "Coaching Cards". The system
falls under two headings: Parent Coaching and Classroom
Coaching. His work has been endorsed by some of the
leading ADD experts and further details can be obtained
by visiting his most interesting website at
http://www.parentcoachcards.com

Purdue University researchers have found that boys
with low blood levels of essential omega-3 fatty acids,
have a greater tendency to have problems with behavior,
learning and health consistent with attention deficit
hyperactivity disorder or (ADHD). Full details;
http://www.purdue.edu/UNS/html4ever/9606.Burgess.html

Excellent Articles For Caregivers ~ I have found some
really excellent recourses for caregivers, including a
short but extremely relevant article; Ten Tips For
Family caregivers at The Intellihealth site at
http://www.intelihealth.com Just go to this page and
in the search box, put “Caregiver Zone” (no
apostrophies) and you will be taken to a long list
of articles which are of great relevance to carers.

REDIRECTING CHILDREN'S BEHAVIOUR - The awesome class
being taught all over the world is now available as a home course
with a 2 hour video and workbook. Further details at
http://www.theparentingnetwork.com/162.htm

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LINKS
If you have a website and are looking for links. I am happy
to add a reciprical link to The ADHD (UK) Website. Take a
look at my site at http://www.gailmiller.clara.net and
email me if you would like to swap links

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SEE YA NEXT TIME ...............
Gail Miller 1999 gailmiller@...


"It is in vain to say human beings ought to be satisfied
with tranquillity: they must have action; and they will
make it if they cannot find it." - Charlotte Bronte