**************************************************
The ADD / ADHD Gazette
The FREE online ezine all about ADD and ADHD.
**************************************************

*** ISSUE #21 ***
27th November 1999

IN THIS ISSUE:
NEWS AND VIEWS
ARTICLE: Parents Of Special Needs Kids - Avoid Burnout
RESOURCES


******************SPONSOR ************************

AMAZON UK - The leading online book retailer of products that
inform, educate and inspire. Offering a catalogue of more than
1.5 million titles, as well as a variety of other resources including
customer reviews, personal recommendations and gift certificates
http://www.amazon.co.uk/exec/obidos/redirect-home/gailmiller

**************************************************

NEWS AND VIEWS

There is a relatively new list where parents can discuss the 'what
to do' and 'how to' issues of raising an ADHD child, with the accent
on hyperactive children. An on line support group for exchanging
information, helping one another or venting. Other issues to discuss
are problems with IEP's, medications, and ignorance of ADHD.
Welcoming professionals as well as parents ADHD Kids has it's
our own CHAT room too and urges you to invite others anytime
you wish. For more information - ADHDkids-owner@onelist.com
To subscribe - ADHDkids-subscribe@onelist.com

-----

For anyone who'se interested. I have been sent a number of copies
of my book, Wild Child, from the publisher to sell direct if any one
would like to buy one. All copies will therefore be signed :-))
and the price is £6.95 plus 80 pence P & P.

If you are in The States or any other country, and would still like
to order a copy you can alternatively get it online at
http://www.Amazon.co.uk/exec/obidos/ASIN/1872229247/gailmiller

Dr Christopher Green (author of Understanding ADHD and
Toddler Taming - the no 1 bestseller in WH Smiths Childcare titles
this week) says "Gail gives a technicolour description of her
confusion and pain, as she came up against a stone wall of
professionals. Followed by a moving account of the breakthrough."

-----

"Dear Gail,
I am a fourth year psychology student at the University of Kent,
and this year I am hoping to do some research into the stress of
parenting a child with ADHD. Having worked with several families
last year in Norwich, I know the strain this disorder can put on them,
but would like to understand more. I need to get in touch with as
many parents as possible who have a child with ADHD. I wondered
whether you could help with distributing a questionnaire. Thanks."

This lady will do her survey via email, therefore could anyone in
the UK who would be willing to partake in the survey please email
Wendy at wcf1@... who will forward the questionaire.

-----

Has anyone any experience with Aromatherapy and ADHD? I am
trying to find information on whether this therapy might help George.
Apparently there are many therapeutic benefits of essential oils but
so far I have not been able to find any information specifically
regarding ADHD being helped with Aromatherapy. If anyone has
any info or can point me in the direction or articles etc I would be
grateful. Gail  -  theadhdgazette@...

-----

For readers in the UK, I have heard about some new legislation
which might be coming in which could have a massive impact on
our kids. Apparently the Govt. wants to reduce the number of
temporary and permanent school exclusions and A HUGE sum of
money is being allocated for this. It is to be used to improve
attendance and reduce exclusions.

If these criteria are not met, part of the money will have to be paid
back, therefore, effectively schools will be "punished" for failing to
deal with the problem. Possibly this money might be available by
April next year but the initiative has to be in place for September.

This is all very tentative at present and it is just a whisper I hear,
but it sounds good to me! I would be interested to know though
what schools can actually *do* when behaviours are so bad that
they warrant exclusions? When everything else they have tried
fails? I wonder if the Govt bring along some strategies along with
the dollop of cash?


**************************************************

ARTICLE

Parents Of Special Needs Kids - Avoid Burnout
by Gail Miller

Parents of Special Needs children often find themselves trying to
burn the candle at both ends. It seems the stresses and strains we
endure on a daily basis go far and beyond what we would believe
ourselves able to cope with. But cope we do. Year in, year out –
often with little support injected from any outside agencies.

At one of our recent visits to our son’s clinical psychologist, I
was informed that if I were in a paid profession I would probably
be able to sue for ‘burnout’. It was at the end of the summer holiday
which ran for 7 weeks (bar two days) this year and by this time it
was easily apparent that I was at ‘the end of my rope’. As we have
battled for years with our Social Services department to get respite
care during the holidays and got nowhere, it is not difficult to see
why I often feel like an elastic band which has been stretched
beyond breaking point!

So how do we avoid ‘burnout’? Well, there are a number of
suggestions which help A LITTLE. However, I would not even
venture to suggest that the high levels of stress we have to work
through can be alleviated with one or two adjustments – they can’t,
but here are some tips which just MIGHT help over-stressed parents.

If there doesn’t seem to be enough hours in the day, let your
standards drop a little. So what if your house doesn’t look like a show
home – no matter. Take at least half an hour to an hour for yourself
every day. Have a coffee and read a magazine, take a scented
bath, paint your finger and toe nails.

Throw it away. List everything that is worrying you on a piece of paper,
from problems at work to relationship worries. When you have finished,
chop the paper into little pieces and throw it in the bin.

Don’t attempt to be superman or woman. Learn to accept that you can’t
do everything at once. It’s no good being the most perfect person in the
graveyard is it! Sometimes things just have to be put aside until you have
the time to get round to them. Learn to try to close your mind to
certain things.

Join on-line support groups. It is amazing, how much strength you get
from being able to ‘speak’ to others in a similar situation to yourself who
you can gain support from and give support to. There are hundreds of
mailing lists, newsgroups, clubs and message boards where you will find
friends who know exactly what you are going through.

Try getting to an exercise class once a week. Aerobics, line dancing,
step or any other group. All will give you a much needed energy, not to
mention confidence boost. Not only this but you will enjoy the social
aspect too.

Treat yourself occasionally. It could only be a lipstick or a new set of
undies, a new gardening tool or a CD record, but get yourself
something which makes you feel special and a person in your own right
– not just someone’s Mum or Dad.

Organise yourself. If you feel you have 1,001 things to do every day
apart from the usual round of school or medical appointments we often
have, getting the child (ren) ready and off to school, possibly going out
to work too, try to prioritise your tasks.  Make a list of everything you
have to do, starting with the most important and work down to the least
important ones. Tick off each job as it is completed. Even if you don’t
manage to get through the whole list, by prioritising, you will at least
know that you have completed your most important tasks.

Possibly sometimes easier said than done, but just try to cut down on
fatty and sugary food, takeaways and processed ready meals. Eat more
fresh fruit and vegetables, and cut down on caffeine and alcohol intake.
Check food labels and watch those additives, such as colourings, salt,
preservatives, and artificial flavours.

Fill your house with your favourite type of music. Even if you only have
chance to listen while doing the dusting, play tracks which evoke joyful
memories for you.   ~   Good luck


************************************************

RESOURCES

Around the world in twelve songs with Boowa and Kwala.
Check out two new fun sites where kids can play and learn.
Interactive coloring games for small children (and their older siblings)
are available at http://www.coloringpage.org. A selection of original
and fun games is available at http://www.kidsgames.org - the kids
will have something to do on those long, cold winter evenings...
These sites will be updated with new games and activities every
month that will be based on Boowa and Kwala, Transylvanian
Petshop and many other fun cartoon characters we all know & love.

*******ADS*************************************

Looking for articles on business, home, family, marketing,
computers, life, etc. to use in your Web site, newsletter, or just
to read? Visit http://www.ideamarketers.com for 1,000's of
articles. Plus get your articles featured for free!

-------

For a LIMITED time you can get a FREE web site diagnostic.
Let us review your site FREE of charge and tell you what you
could be doing better. E-mail us today
mailto:webmaster@...?subject=DIAGNOSTIC

-----

A lawyer is on his death bed and a friend visits him and sees him
madly flipping thorough the bible. The friend asked the lawyer
what he was doing and the lawyer replied "Looking for a loophole!"
* GET JOKES LIKE THIS FROM RWEjokelist! JOIN OUR CULT! *
* JOIN UP AT OUR WEBSITE: http://rwe.virtualave.net/   *


************************************************

IMPORTANT DISCLAIMER
Items herein are published for education/information purposes
only. Any therapy, product, service, or featured web site mentioned
does NOT imply endorsement by The Gazette. Accuracy and
content of any web sites featured cannot be guaranteed. Views
and statements written by contributors are not necessarily the
views of The ADD / ADHD Gazette.

**********************************************

LINKS
If you have a website and are looking for links. I am happy to add
a reciprocal link to The ADHD (UK) Website. Take a look at my
site http://home.freeuk.net/theadhdgazette and email me to swap links

**************************************************

SEE YA NEXT TIME ~ Gail Miller 1999
theadhdgazette@...

And remember ..........
"If your not making waves than you ain't kicking

**************************************************
The ADD / ADHD Gazette
The FREE online ezine all about ADD and ADHD.
**************************************************

*** ISSUE #20***
November 6th 1999  (now going to 2,190 subscribers worldwide!)

IN THIS ISSUE:
ARTICLE: House Rules About Homework
BITS AND BOBS
RESOURCES


******************SPONSOR ************************

AMAZON UK - The leading online book retailer of products that
inform, educate and inspire. Offering a catalogue of more than
1.5 million titles, as well as a variety of other resources including
customer reviews, personal recommendations and gift certificates
http://www.amazon.co.uk/exec/obidos/redirect-home/gailmiller

**************************************************

House Rules About Homework by George W. Dorry, Ph.D.

It's the child's homework to do, but your job as a parent to be sure
that it is done. The ideas below will minimize your part of the job
and help to teach the child about their responsibility as a student.

AT  SCHOOL :
Each assignment is written down in a notepad as soon as the
teacher says it.  If the teacher(s) are willing, pre-printed lists of
the day's or week's homework make the job more productive for
any student. Review the pad at the end of the day to know
what books and materials to bring home.

AT HOME:
Have all the materials (pencil, paper, books, ruler, dictionary, etc. )
in one place. Use the same place every day. It should be well lit,
comfortable, quiet (use earplugs), with no visual distractions
(face a blank wall, not the window), and no one else around.
Minimize distractions!

No phone calls, no TV or stereo at the same time, no friends
allowed unless the homework is done consistently well every day.
Start without any extras and allow one for each acceptable report
card. When the grades drop or the teacher reports that the
homework is not acceptable, cut out the extras.

When the child comes home from school, the bookbag goes
to the desk right away, as opposed to being piled at the entrance
door. After school, play or TV time can come before homework, but
only if the homework is consistently done on time. AD/HD children
need some time to settle down before starting homework. Do not allow
active play just before starting homework. It will be harder to get the
child to stop playing and the homework will seem like punishment
because it interrupts playtime. Homework following a less desirable
task, such as a chore, will seem a relief from the other task.

The "Clean Desk Rule" states: Start and finish with a clean desktop!.
That means nothing to see or fiddle with except the few materials
necessary for the one task at hand. When it is time to start homework,
have a parent or adult there to structure the moment. Without the
parent to help model how to get started, or the Clean Desk Rule,
distractions abound.

Take out the assignment pad and plan the order in which the
homework will be done (for example, spelling first, then math, etc.).
Select harder tasks early on, so that the easier tasks come as the
patience wears out. Take the necessary items from the bookbag and
put them on the desk. Lay out only what you need for that part of the
homework. Put everything else away, including the parent, who can
be a source of distraction if they stay.

Decide how long that part of the homework should take. Set
reachable short-term goals for each part of the assignment. Clearly
show the child how much you expect to be done before the child
comes to you to check the work (for example, when one-half of the
math problems are done) before the break or snack.

Limit break times and trips away from the desk. Trips to the toilet,
to get a glass of water, or any other break only happens AFTER the
parent has approved part of the homework. When you have reviewed
that part and it is acceptable, praise the work done, define a SHORT
break by using a timer-alarm to measure the minutes, and then have
the child back at the desk and working. If you let the child extent the
break time, the message is "you can push the limits and get away with
it". Repeat the process by choosing what part of the homework will
be done next.

Have a general idea from the teacher how much homework is
assigned each day in each subject. Give the teacher stamped, self-
addressed envelopes, and have the teacher mail you a description
of any long-term projects, such as book reports.

As soon as is assigned a Long-term project, sit down with the
child and help them to organize the plan for getting each step of the
project done. "Backwards planning", where you set the schedule
from the due-date and plan backwards in time to the present moment,
works best for the long-term projects. Read "The Procrastinator's
Paradox" for more on Backwards Planning".

One last thought: students can accomplish their homework better
when there is a co-operative effort with the teacher. Find out what
her favorite flowers are, know what flavour cookies tickle his tonsils
best. A proactive plan before the beginning of the school-year will
help to avoid the crisis that might otherwise arrive soon after
school starts.

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

Copyright George W. Dorry, Ph. D.
Dr Dorry is a psychologist in private practise who specialises in the
assessment and treatment of childhood and adult ADD. He is the
Executive Director, Attention and Behavior Institute, Colorado and
member of the ADDAG Board of Directors and served as their first
Chairman of the Board from the organisation’s inception in
March 1988 until January of 1995.

*************************************************

Bits and Bobs

I read this tongue in cheek posting to ADDvocate by one of our British
parents this week and would love to share it with you all. It highlights
the problems we have here with the notion which many of our professionals
still hold of bad parenting being to blame for our children's problems:-

"Now come on, come on!  If a child is behaving badly in any way, shape
or form, then that means the parental boundaries are not firm enough.
That is the only possible reason.  So if parents say boundaries are firm,
then parents must be lying/self-deceived/weak as water.  Because if they
had got firm boundaries the child would not behave like that.  This circular
argument can be kept up ad infinitum.  Heads I win, tails you lose.

Couldn't help but laugh. We have al been there unfortunately ....

-----

The ADHD Website http://home.freeuk.net/theadhdgazette has a
new (brand new) message board, which can be reached via the site
or at http://server5.ezboard.com/btheadhdgazettemessageboard
Why not drop by and leave a message. You are welcome to ask and
offer advice, and should there be any messages which require
information, I am happy to put the question out in this newsletter too.

------

ADHD Day Conference ( A multi-disciplinary Approach)
Friday 3rd March 2000 at the University  College Worcester,
Henwich Road, St Johns Worcester. UK
9am registration 9.30am- 4pm ( buffet Lunch and refreshments included )

Speakers
Dr Colin Tineline & chaired by him Consultant  child and Adolescent
psychiatrist Worcestershire NHS
Dr Geoff Kewley consultant Paediatrician learning assessment Centre
Barry Bourne Educational Psychologist
Dianne Zacceo Social Worker family Therapist
For more information email adhd.worc@...
or ring 01905 745556 or 359700

-----------

It's just what you've been looking for, an e-zine created FOR
and BY Christian homemakers.  You'll find each issue packed with
creative, fun, and useful homemaking helps, such as tips, advice,
ideas, humour, recipes, cleaning hints, web links, inspirations, and
more.  Subscribe now and start receiving the weekly e-zine each
Tuesday that will bless you as you create a loving, Christlike
atmosphere in your home.  One issue of this family-friendly
homemaking e-zine and you'll be hooked! For a sample copy,
write to homefires@....
To subscribe, go to
http://www.homestead.com/homefireshearth/index.html  or send
e-mail to Homefires_Hearth-subscribe@onelist.com

-------

ADDvocate  ~~~  The UK ADHD online support group for
parents, sufferers and professionals who live and work with
these children. Join us at ADDvocate-subscribe@onelist.com
where you will find support, humour & advice. We are an extremely
friendly bunch and welcome all-commers with open arms.

*******ADS*************************************

ARE YOU CONCERNED WITH YOUR FAMILY'S SAFETY?
You owe it to yourself AND your family to get the facts and
reap the benefits of  my risk-free trial offer to: "FamilyFirst:
Making Your World Better... Safer!"

This monthly newsletter features:  *  A full range of common
sense approach family safety tips  *  Crucial information on
Missing Children * You will learn about offers from other
subscribers  *  Participate in my "Special Bonus", Subscriber-only,
Monthly Contests  *Links to family- related sites*  And More!

Your family IS a high priority for us! "FamilyFirst: Making Your
World Better... Safer!" WILL make a huge difference in your life!
mailto:cellis@...

-------

Max's World is probably the net's funniest jokelist! If you like
jokes we are the place! Heck what do you think over 60,000
people every month get from us???
To subscribe mailto:maxsworld-subscribe@onelist.com
Or visit: http://maxsworld.8m.com

------

The Busy Educator's Newsletter is a free monthly newsletter
featuring information about top Internet sites for busy teachers,
librarians and parents.

Once a month, read about educational resources such as book
reviews, software reviews, educational game reviews and the latest
news on Internet projects and tips on how to integrate the Internet
into your curriculum. Back issues are available at our web site
http://www.glavac.com

-------

FREE EZINE SUBSCRIPTION! FREE AD FOR A MONTH!
Get your free 25 word ad in the ASTI Traffic Infozene
Newsletter every week for 1 month just for subscribing.
Send e-mail to asti2-subscribe@egroups.com
http://www.egroups.com/group/asti2/info.html

------

Diet and Foods Ezine.  Your Nutritional and Life Information Source.
FREE.  Three times weekly.  Articles, Tips, Reviews that will bring
ZEST to your life.  Give Life to your whole self.
Sample: mailto:dfsample@...
Subscribe: mailto:dietandfoods-subscribe@...
Zest and Life. Free. Three Times Weekly!  Subscribe Now!

************************************************

IMPORTANT DISCLAIMER
Items herein are published for education/information purposes
only. Any therapy, product, service, or featured web site mentioned
does NOT imply endorsement by The Gazette. Accuracy and
content of any web sites featured cannot be guaranteed. Views
and statements written by contributors are not necessarily the
views of The ADD / ADHD Gazette.

**********************************************

LINKS
If you have a website and are looking for links. I am happy to add
a reciprocal link to The ADHD (UK) Website. Take a look at my
site http://home.freeuk.net/theadhdgazette and email me to swap links

**************************************************
SEE YA NEXT TIME ~ Gail Miller 1999
theadhdgazette@...

And remember ..........
"If your not making waves than you ain't kicking hard enough"

**************************************************
The ADD / ADHD Gazette
The FREE online ezine all about ADD and ADHD.
**************************************************

*** ISSUE #20***
November 6th 1999  (now going to 2,190 subscribers worldwide!)

IN THIS ISSUE:
ARTICLE: House Rules About Homework
BITS AND BOBS
RESOURCES


******************SPONSOR ************************

AMAZON UK - The leading online book retailer of products that
inform, educate and inspire. Offering a catalogue of more than
1.5 million titles, as well as a variety of other resources including
customer reviews, personal recommendations and gift certificates
http://www.amazon.co.uk/exec/obidos/redirect-home/gailmiller

**************************************************

House Rules About Homework by George W. Dorry, Ph.D.

It's the child's homework to do, but your job as a parent to be sure
that it is done. The ideas below will minimize your part of the job
and help to teach the child about their responsibility as a student.

AT  SCHOOL :
Each assignment is written down in a notepad as soon as the
teacher says it.  If the teacher(s) are willing, pre-printed lists of
the day's or week's homework make the job more productive for
any student. Review the pad at the end of the day to know
what books and materials to bring home.

AT HOME:
Have all the materials (pencil, paper, books, ruler, dictionary, etc. )
in one place. Use the same place every day. It should be well lit,
comfortable, quiet (use earplugs), with no visual distractions
(face a blank wall, not the window), and no one else around.
Minimize distractions!

No phone calls, no TV or stereo at the same time, no friends
allowed unless the homework is done consistently well every day.
Start without any extras and allow one for each acceptable report
card. When the grades drop or the teacher reports that the
homework is not acceptable, cut out the extras.

When the child comes home from school, the bookbag goes
to the desk right away, as opposed to being piled at the entrance
door. After school, play or TV time can come before homework, but
only if the homework is consistently done on time. AD/HD children
need some time to settle down before starting homework. Do not allow
active play just before starting homework. It will be harder to get the
child to stop playing and the homework will seem like punishment
because it interrupts playtime. Homework following a less desirable
task, such as a chore, will seem a relief from the other task.

The "Clean Desk Rule" states: Start and finish with a clean desktop!.
That means nothing to see or fiddle with except the few materials
necessary for the one task at hand. When it is time to start homework,
have a parent or adult there to structure the moment. Without the
parent to help model how to get started, or the Clean Desk Rule,
distractions abound.

Take out the assignment pad and plan the order in which the
homework will be done (for example, spelling first, then math, etc.).
Select harder tasks early on, so that the easier tasks come as the
patience wears out. Take the necessary items from the bookbag and
put them on the desk. Lay out only what you need for that part of the
homework. Put everything else away, including the parent, who can
be a source of distraction if they stay.

Decide how long that part of the homework should take. Set
reachable short-term goals for each part of the assignment. Clearly
show the child how much you expect to be done before the child
comes to you to check the work (for example, when one-half of the
math problems are done) before the break or snack.

Limit break times and trips away from the desk. Trips to the toilet,
to get a glass of water, or any other break only happens AFTER the
parent has approved part of the homework. When you have reviewed
that part and it is acceptable, praise the work done, define a SHORT
break by using a timer-alarm to measure the minutes, and then have
the child back at the desk and working. If you let the child extent the
break time, the message is "you can push the limits and get away with
it". Repeat the process by choosing what part of the homework will
be done next.

Have a general idea from the teacher how much homework is
assigned each day in each subject. Give the teacher stamped, self-
addressed envelopes, and have the teacher mail you a description
of any long-term projects, such as book reports.

As soon as is assigned a Long-term project, sit down with the
child and help them to organize the plan for getting each step of the
project done. "Backwards planning", where you set the schedule
from the due-date and plan backwards in time to the present moment,
works best for the long-term projects. Read "The Procrastinator's
Paradox" for more on Backwards Planning".

One last thought: students can accomplish their homework better
when there is a co-operative effort with the teacher. Find out what
her favorite flowers are, know what flavour cookies tickle his tonsils
best. A proactive plan before the beginning of the school-year will
help to avoid the crisis that might otherwise arrive soon after
school starts.

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

Copyright George W. Dorry, Ph. D.
Dr Dorry is a psychologist in private practise who specialises in the
assessment and treatment of childhood and adult ADD. He is the
Executive Director, Attention and Behavior Institute, Colorado and
member of the ADDAG Board of Directors and served as their first
Chairman of the Board from the organisation’s inception in
March 1988 until January of 1995.

*************************************************

Bits and Bobs

I read this tongue in cheek posting to ADDvocate by one of our British
parents this week and would love to share it with you all. It highlights
the problems we have here with the notion which many of our professionals
still hold of bad parenting being to blame for our children's problems:-

"Now come on, come on!  If a child is behaving badly in any way, shape
or form, then that means the parental boundaries are not firm enough.
That is the only possible reason.  So if parents say boundaries are firm,
then parents must be lying/self-deceived/weak as water.  Because if they
had got firm boundaries the child would not behave like that.  This circular
argument can be kept up ad infinitum.  Heads I win, tails you lose.

Couldn't help but laugh. We have al been there unfortunately ....

-----

The ADHD Website http://home.freeuk.net/theadhdgazette has a
new (brand new) message board, which can be reached via the site
or at http://server5.ezboard.com/btheadhdgazettemessageboard
Why not drop by and leave a message. You are welcome to ask and
offer advice, and should there be any messages which require
information, I am happy to put the question out in this newsletter too.

------

ADHD Day Conference ( A multi-disciplinary Approach)
Friday 3rd March 2000 at the University  College Worcester,
Henwich Road, St Johns Worcester. UK
9am registration 9.30am- 4pm ( buffet Lunch and refreshments included )

Speakers
Dr Colin Tineline & chaired by him Consultant  child and Adolescent
psychiatrist Worcestershire NHS
Dr Geoff Kewley consultant Paediatrician learning assessment Centre
Barry Bourne Educational Psychologist
Dianne Zacceo Social Worker family Therapist
For more information email adhd.worc@...
or ring 01905 745556 or 359700

-----------

It's just what you've been looking for, an e-zine created FOR
and BY Christian homemakers.  You'll find each issue packed with
creative, fun, and useful homemaking helps, such as tips, advice,
ideas, humour, recipes, cleaning hints, web links, inspirations, and
more.  Subscribe now and start receiving the weekly e-zine each
Tuesday that will bless you as you create a loving, Christlike
atmosphere in your home.  One issue of this family-friendly
homemaking e-zine and you'll be hooked! For a sample copy,
write to homefires@....
To subscribe, go to
http://www.homestead.com/homefireshearth/index.html  or send
e-mail to Homefires_Hearth-subscribe@onelist.com

-------

ADDvocate  ~~~  The UK ADHD online support group for
parents, sufferers and professionals who live and work with
these children. Join us at ADDvocate-subscribe@onelist.com
where you will find support, humour & advice. We are an extremely
friendly bunch and welcome all-commers with open arms.

*******ADS*************************************

ARE YOU CONCERNED WITH YOUR FAMILY'S SAFETY?
You owe it to yourself AND your family to get the facts and
reap the benefits of  my risk-free trial offer to: "FamilyFirst:
Making Your World Better... Safer!"

This monthly newsletter features:  *  A full range of common
sense approach family safety tips  *  Crucial information on
Missing Children * You will learn about offers from other
subscribers  *  Participate in my "Special Bonus", Subscriber-only,
Monthly Contests  *Links to family- related sites*  And More!

Your family IS a high priority for us! "FamilyFirst: Making Your
World Better... Safer!" WILL make a huge difference in your life!
mailto:cellis@...

-------

Max's World is probably the net's funniest jokelist! If you like
jokes we are the place! Heck what do you think over 60,000
people every month get from us???
To subscribe mailto:maxsworld-subscribe@onelist.com
Or visit: http://maxsworld.8m.com

------

The Busy Educator's Newsletter is a free monthly newsletter
featuring information about top Internet sites for busy teachers,
librarians and parents.

Once a month, read about educational resources such as book
reviews, software reviews, educational game reviews and the latest
news on Internet projects and tips on how to integrate the Internet
into your curriculum. Back issues are available at our web site
http://www.glavac.com

-------

FREE EZINE SUBSCRIPTION! FREE AD FOR A MONTH!
Get your free 25 word ad in the ASTI Traffic Infozene
Newsletter every week for 1 month just for subscribing.
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************************************************

IMPORTANT DISCLAIMER
Items herein are published for education/information purposes
only. Any therapy, product, service, or featured web site mentioned
does NOT imply endorsement by The Gazette. Accuracy and
content of any web sites featured cannot be guaranteed. Views
and statements written by contributors are not necessarily the
views of The ADD / ADHD Gazette.

**********************************************

LINKS
If you have a website and are looking for links. I am happy to add
a reciprocal link to The ADHD (UK) Website. Take a look at my
site http://home.freeuk.net/theadhdgazette and email me to swap links

**************************************************
SEE YA NEXT TIME ~ Gail Miller 1999
theadhdgazette@...

And remember ..........
"If your not making waves than you ain't kicking hard enough"

**************************************************
The ADD / ADHD Gazette
The FREE online ezine all about ADD and ADHD.
**************************************************

*** ISSUE #19 ***
October 15th 1999

IN THIS ISSUE:

ANOTHER SUGGESTION FOR KIDS WITH ODD
HELP US IN BRITAIN!
ARTICLE: The Flowers and the Thorns by Peter Jaksa, Ph.D.
RESOURCES


******************SPONSOR ************************

AMAZON UK - The leading online book retailer of products that
inform, educate and inspire. Offering a catalogue of more than
1.5 million titles, as well as a variety of other resources including
customer reviews, personal recommendations and gift certificates
http://www.amazon.co.uk/exec/obidos/redirect-home/gailmiller

**************************************************

I got this letter from a reader this week regarding Kids
with Oppositional Defiant Disorder:-

When they defy you, such as go out the door despite being
grounded, that is the perfect opportunity to strip their room. Take
down all posters, remove all TVs, VCRs CD players. Store at a
neighbor's or relative's house. Remove all their cool clothes.
You leave them generic clothing only: plain tee shirts, a few pairs
of jeans, basic shoes. Basically a prison-cell/bare bones room is left.
Remove all the perks. As a parent you are obligated to feed, clothe
and house them; but no where does the law require the parents
to house the child in a room full of electronic toys, Nike tee shirts,
shoes and designer jeans. They'll realize who's in charge real quick.

Got this tip from a The Defiant Child by author Douglas Riley.
http://www.Amazon.co.uk/exec/obidos/ASIN/0878339639/gailmiller

**************************************************

Help Us In Britain   ... by Gail

I wonder if anyone on the list could help please. This week there
was printed in one of our National dailies, an extremely ANTI Ritalin
article. The language used by the journalist was very emotive, what
was written was exaggerated, inaccurate or downright crazy. My
colleagues and I are completely mystified as to what possessed this
woman to write such an article when advocates like us are trying our
damndest to get the TRUTH out about ADD / Ritalin / It's (or their)
effects. We are at the sharp end, taking calls from desperate parents
every day and believe me, some of the wild and outrageous claims
this journalist makes just DONT happen here! Our professionals are
ULTRA conservative - I CANNOT see this happening here.

The article is completely over the top and basically puts back the
movement here years. Contrary to what this journalist writes the
situation is dire here. Ritalin is NOT being given out willy nilly to
kids who "lack attention, haven't been shown how to do things
and who are suffering from electro-magnetic radiation??????"

I would urger people to read Paragraph 20 particularly - It's ludicrous.
It talks about 'modern life' being responsible for ADD. Oh and lack
of excersize, reheated or vacuum-packed food and the 'supermarket
culture'. Come on friends and colleagues out there in The States, ......
this is bunkum ........ isn't it? If all this modern day stuff is
responsible,
how come Professor Still outlined ADHD in the early part of this
century? The whole article can be found at
http://www.educationunlimited.co.uk/egweekly/story/0,5500,91123,00.html

I would like to write a counter article to this and I need concrete
facts. Could someone please take the time out to look at this article for
me and help me filter the facts from the tripe (as we say here) so I can
submit something to this newspaper. Things are bad enough here
without this sort of thing doing the rounds and stirring hatred up
from the ignoramusses who are quick to comment on something they
know nothing about . HELP!!

Also, should you wish to make your own reply, there is a feedback
page at The Guardian Newspaper site and I also have the email
address of the writer which I would gladly pass on to anyone
wanting to make their feelings known to her!

HELP !!!!!!!

**************************************************

The Flowers and the Thorns by Peter Jaksa, Ph.D.

The ongoing discussion over how to define this phenomenon
called ADD is heating up again. One of the key addresses at the
CHADD 1999 conference in Washington DC will apparently
challenge the metaphors that Thom Hartmann uses to conceptualize
ADD, as a natural biological condition which is ill suited for modern
society. The real issue of course is not Thom, an exceedingly bright,
charming, and well meaning fellow whose writings have provided
hope and inspiration for thousands of people with ADD. The real
issue is how we conceptualize ADD, which in turn has profound
implications for how we perceive ourselves, and how we communicate
our perceptions to our children and other significant people in our
lives. Are people with ADD inherently flawed people? Are they
simply different, in ways that can be both good and bad? Are people
with ADD privileged in some ways, perhaps even gifted? Opinions
can - and do - run to both extremes.

The "battle lines" are roughly drawn up between the empirical
research-based approaches offered by Dr. Russell Barkley and
his colleagues, and the more experiential approaches offered by
Thom Hartmann and a few others. The researchers look at statistics
garnered from people who by and large seek treatment for problem
behaviors and are struggling in their lives. Lo and behold, this
"clinical" population is experiencing higher incidences of problems
of all types, school and job failures, emotional problems, substance
abuse, legal problems, and so on. The conclusions often reached are
that ADD is a very negative condition that ruins people’s lives, and
indeed that any perceived benefits of having ADD are a "myth."
What are needed are more services, more accommodations, and
more laws to protect this impaired ADD population.

Not so fast, claims the "other side" -- which not so coincidentally
is often represented by people who have ADD themselves. There
are many positive qualities associated with ADD which are
beneficial for the person. I have ADD, many will publicly claim,
and I LIKE a lot of what ADD does for me. The researchers
studying their sample populations don’t see people like Jack
Sandner. Jack experienced a wild youth, became a Golden Gloves
boxing champion, talked his way into Notre Dame University even
though his grades did not qualify him, and later became the high
powered head of the Chicago Mercantile Exchange, earning
millions of dollars and becoming a fixture in Chicago society.
Jack publicly announced last year in a Chicago Tribune article
that he has ADD, because he wanted others to know that it’s
not something to be ashamed of and that indeed ADD has
benefited him in his life through the high energy, creativity,
and daring that was required to achieve the level of success
he achieved. People like Jack never show up in the research
statistics on the pathology of ADD, because they seldom seek
treatment and don’t volunteer for research studies.

Is Jack typical of most people with ADD?   No, of course
not - Jack is probably not "typical" of anyone. What his story
illustrates however is that he discovered and acknowledged
strengths and qualities related to his ADD which benefited him
in his career and his life.  These strengths are overlooked in the
research studies, would be very difficult to quantify and
measure, and vary a great deal from person to person.  The
controlled research studies and survey studies have focused
on the problems associated with ADD, and the areas of
impairment ADD can cause for many people.  This is important
and helpful work in understanding problems and finding effective
treatments and coping behaviors, but it doesn't tell the whole story.

On July 23, 1999, at a benefit dinner for ADDA in Schaumburg,
Illinois, we premiered the independently produced documentary
film on adults with ADD titled "Outside In." The film will be
shown on PBS in the Fall, and is currently available on videotape.
This film tells the story of four individuals who are interviewed
and followed around in their daily routines, along with expert
commentary from Edward Hallowell MD, Kathleen Nadeau PhD,
Patricia Quinn MD, Thomas Phelan PhD, Tom Brown PhD, Arthur
Robin PhD, Sari Solden MS, Sam Goldstein PhD, and others. This
film, which provides an excellent depiction of what it’s like to be
a successful adult living with ADD, was very well received by the
150 people attending the benefit dinner, many of whom were
themselves adults with ADD.

Part of the appeal is that the people in the movie are "real" people,
not numbers, statistics, symptoms, or stereotypes. Listening to
these individuals talk about themselves, and also to family
members talking about them, one gets the impression of people
who struggle with problems, who can be frustrating and
challenging at times, but also are very much capable of achieving,
loving, and being very likable people.  These are people who
learn, understand, deal with the challenges and responsibilities
in their lives, and never use ADD as an excuse. One of the people
interviewed, a motivational speaker named Phil, speaks glowingly
of how his ADD features make him a more exciting speaker,
comedian, and motivator. Some in the audience looked skeptical
when he called ADD a "gift," but many others applauded him for it.
Whether or not ADD is a "gift" for Phil, he has clearly learned
how to use certain features of it to benefit him in his work.
Perhaps other features were impairing at different points in his
life ("when teachers found out I was going to be in their class,
they took early retirement!" Phil states kiddingly), but again the
point is that he found positive features and used them to his benefit.

Many people with ADD intuitively know that there is much
more to this biological condition than numbers and statistics
could ever capture. Many of the leading professionals and
experts on ADD, such as Dr. Hallowell, Dr. Ratey, Dr. Quinn,
Dr. Nadeau, and many others, also express an appreciation for
the positive sides of ADD in their writings and talks, as well as
acknowledging the problems and impairments that ADD can
cause. It should come as no surprise perhaps that each of these
professionals has also acknowledged that they have ADD. The
cynics may interpret that as a sign of positive bias or even
wishful thinking. Those who live with ADD can appreciate these
views as indications of insights and understanding that can never
come from a controlled study or tabulated questionnaire responses.
After a lifetime of struggles, frustration, failures, and loss of
self-esteem, many individuals with attention deficit disorders
NEED to recognize, appreciate, and use such potential strengths
to benefit themselves.  The identification of strengths should not
be regarded as the spinning of "myths," but rather as a crucial
part in treatment and coping with ADD.

Some will be tempted to view these negative/positive
conceptualizations of ADD as a battle between negativity versus
hope, pathology versus benefits, statistics versus people, even
light versus dark. Taking extremist positions is seldom to anyone’s
benefit of course, not to mention the damage done to fairness and
simple truth. Thom won’t put on a Luke Skywalker costume, and
Dr. Barkley won’t take the stage in a Darth Vader suit. These
stereotypes should not be thrust on either of them. We should,
to be fair, take a realistic look at what each approach has to offer.
Only blind arrogance believes in the sanctity of it’s own version
of the truth.

Let me offer yet another metaphor for ADD: that of a rose bush.
For all I know this may not even be an original idea, but it is one
that captures the dichotomy of what can be good or bad about
this biological condition. The researchers can very well look at
the symptoms and problems of ADD based on a clinical population,
and see primarily thorns and the effects of those thorns. "Look at
how sharp the thorns are, look at the scratches, at the blood, at the
damage they have done," the researchers tell us. And so they have,
in different ways, for different people, at different periods in their
lives. It would be foolish to deny that ADD can cause serious levels
of impairment, or to ignore the problems that stem from this. The
Pollyanna ostrich approach is a recipe for disaster.

The thorns do not define the essence of what the rose bush is,
however, because the picture is incomplete. It takes writers like
Thom Hartmann, and clinicians such as Hallowell and Ratey in
Driven To Distraction, Nadeau and Quinn in their many books
and in ADDvance Magazine, and others like Sari Solden, to point
out the flowers nestled among the branches and thorns. Are the
thorns more "real" than the flowers? Hardly. They are part of the
larger whole, and need to be regarded seriously and dealt with
realistically. This is why education plays a crucial role, along with
medication, therapy, coaching, and requesting services and
accommodations when those are necessary.  The thorns should
not be mistaken as the primary feature of the rose bush, nor the
feature that gives the rose bush it’s purpose and defines it’s
identity.  The problems, impairments, and disabilities associated
with ADD do not by themselves fully define the nature of this
complex biological condition either. The presence of strengths
and potential benefits is no "myth."  The best of our writers,
clinicians, and indeed researchers know and understand this.
Those who don’t run the risk of being much too narrowly focused,
limited in the scope of their thinking, and simply wrong.  We must
strive for a balanced perspective that deals with the problems
without denying the strengths.

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

About The Author
Peter Jaksa, Ph.D., is a clinical psychologist in Deerfield, IL. He is
the current President of National ADDA and author of
25 Stupid Mistakes Parents Make  (Lowell House/NTC Contemporary).
http://www.amazon.com/exec/obidos/ASIN/073730121X/theaddadhdgaze
Dr. Jaksa may be reached at e-mail address: DrJaksa@...

************************************************

RESOURCES

Ooops...Wrong Planet! Syndrome http://www.isn.net/~jypsy/
Excellent site all about Autistic Spectrum Disorders

Natural Treatments for ADD and Hyperactivity by Skye
Weintraub, N.D. Discussing topics of nutritional deficiencies,
what parents and teachers should know, a review of commonly
used drugs, and effects of environmental factors.
http://www.Amazon.co.uk/exec/obidos/ASIN/1885670362/gailmiller

Dyslexia - the Gift http://www.dyslexia.com/
Exploring the positive talents that give rise to dyslexia, and sharing
knowledge about the best ways for dyslexic people to learn.

Developmental Verbal Apraxia or Developmental Apraxia of Speech
http://www.tayloredmktg.com/dyspraxia/das.html DAS is a speech
disorder that interferes with a child's ability to pronounce sounds,
syllables and words. It is the loss of ability to consistently position
the articulators (face, tongue, lips, jaw) for the production of speech
sounds and for sequencing those sounds into syllables or words

What do you think Eclectic Homeschooling means? What creative
things are you doing for your children? Read the excellent article
at http://eho.org/features/eclectic.htm to find out.


*******ADS*************************************

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If you could pay your CPA $100/month to save you $600 - $800 a
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by at least 50% would you be interested.  Would you like to get
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the boss would you be interested.  IF so, Go right now to:
http://www.auditproof.com and  http://www.profitsathome.com/young.htm


************************************************

IMPORTANT DISCLAIMER
Items herein are published for education/information purposes
only. Any therapy, product, service, or featured web site mentioned
does NOT imply endorsement by The Gazette. Accuracy and
content of any web sites featured cannot be guaranteed. Views
and statements written by contributors are not necessarily the
views of The ADD / ADHD Gazette.

**********************************************

LINKS
If you have a website and are looking for links. I am happy to add
a reciprocal link to The ADHD (UK) Website. Take a look at my
site http://home.freeuk.net/theadhdgazette and email me to swap links

**************************************************
SEE YA NEXT TIME ~ Gail Miller 1999
theadhdgazette@...

And remember ..........
"If your not making waves than you ain't kicking hard enough"

**************************************************
The ADD / ADHD Gazette
The FREE online ezine all about ADD and ADHD.
**************************************************

*** ISSUE #18 ***
October 10th 1999  (This is a special issue)

IN THIS (special) ISSUE:
UK International ADHD Conference
Ideas For ODD Teens' Discipline From A Parent
New British Special Needs Website
Desperate Plea From A US Parent
ADHD in Girls May be Underdiagnosed


******************SPONSOR ************************

WILD CHILD - A Mother, A Son and ADHD - by Gail Miller
The true story of one mother, driven to the edge of despair
by her unruly son and her fight with 'the powers that be' for
recognition and treatment for his condition.
http://www.Amazon.co.uk/exec/obidos/ASIN/1872229247/gailmiller

**************************************************

Hi all,
I know I said that the ADD / ADHD Gazette will be published
every three weeks from now on, and it will. However, I have had
such a lot of important information sent to me recently which is
building up and up and in order that it doesn't get lot or deleted
I really need to get out. So this issue is coming to you as an
addition to the 'normal' issue. No article this time therefore in
this bulletin, but there will be one in the normal issue which
comes out on the 17th October.  Best wishes - Gail (Miller)

**********************************************

UK International ADHD Conference

The Third Annual ADDISS Conference
25, 26, 27 November 1999 at Jarvis Parkway Hotel, Leeds UK

Speakers:-
Professor Eric Taylor
Dr Geoffrey Kewley, Consultant Paediatrician
Dr J.J Van Der Meere, Clinical Psychologist, Holland
Jerry Mills, Teacher, Singer/Songwriter, ADHD Adult, USA
Professor Peter Hill, Consultant Child & Adolescent Psychiatrist
Professor Loretta Giorcelli, Faculty of Education and Languages,
University of Western Sydney
Dr Daphne Keene,Consultant Paediatrician, St Georges Hospital
Dr Ron Weinstein, Clinical Director, The ADD Center & The Family
Conflict Centre of New England, Connecticut

Workshops
ABC of Educational Management of ADHD and Related Problems.
A brilliant combination of classroom practice, research and innovation
in meeting the challenges of learning and attention problems

Language Disorders in the Classroom
Their impact on learning and behaviour: successful management

Language, Learning and Behaviour Disorders in Adolescents
The contribution of Language disorders to learning disabilities,
its interaction, learning styles and details of management.

Identification of the ADHD Child in School: How ADHD confounds
the interpretation of Psycho-educational testing. Determining the
validity of tests and measurements for the AD/HD child.

Also
ADHD and Asperger Syndrome
ADHD and Dads: The Good, The Bad and The Ugly
ADHD and Tic Disorders
ADHD, Adolescents and Substance Abuse
Educational Implications and Classroom Approaches to
Pupils who Display ADHD and ADD in The School Setting
Changing Behaviour: It’s not only for Kids
Collaborative Management of ADHD - the Ed/Med Approach.
Dyspraxia and other Confusing labels Interacting with ADHD
Family Therapy: Helpful or Harmful?
How to Distinguish ADHD from Motivational Problems
How YOU Can Reach Even Your Most Challenging Students
Medication: Its Use, Its Abuse and How to Tell The Difference.
Prescribers Masterclass (doctors only).
Socialisation Groups for Children
Special Educational Needs and the Law – Know your Rights.
Teachers/Therapists as Coaches: Empowering Students With
Social and Emotional Tools
Teaching Social Skills to Children with ADHD

Adults
Adult ADHD: Assessment and Treatment
Coaching: What is Coaching and How can it help.
Growing into Adulthood with ADHD
How ADHD Affects Relationships: Friends and Marriage

For FULL details http://www.addiss.co.uk/Lectures.htm

**********************************************

Ideas For ODD Teens' Discipline From A Parent
(reproduced with permission)

We have found that Magic 1-2-3 seems to work for younger
kids.  (For those who aren't familiar with that process, that
where you say, "That's one, "etc. until you get to "That's three,
take 5 minutes.")  BUT that hasn't ever worked on my teens.

We have come up with something that seems to help us
keep our cool and not get sucked into the uproar.  We made
a list of the ODD things our teens commonly do.  When they
start doing the stuff, we say, "That's one," or what ever the
number is that we have assigned to our list.  It frustrated the
kids, but it keeps the parents from getting frazzled.

This is our list:

1. Deny.  When confronted with facts, our ODD kids deny
it completely.  That can really frazzle a parent.  When they do
this in front of others, the parent looks like the idiot and the
kids look like are the ones making sense because they are
so calm and collected.  Outsiders are then inclined to
believe the ODD kids instead of really looking at the facts.

2. Derail.  When denial won't work, our ODD kids derail
the confrontation by focusing on some trivial aspect instead
of the issue at hand such as whether the paper is actually
green or yellow rather than what is written on the paper.
(In that case we may also say, "It's purple.  Whatever,"
and keep to the point of what is written on the paper.)

3. Attack the accuser.  When denial and derailing don't
work, our ODD kids attack the accuser.  "You made me do it."
"It's all your fault that I ...." "IF you hadn't...., then I wouldn't
have had to ..."  To the outsider, the ODDs position looks
like it is fully justifiable.  To outsiders, The ODD position
looks like righteous indignation.

4.  Run away.  When the first three tactics don't work for
the ODD kids, they can't take it.  They run away.  They can
simply tune out.  They can turn to drugs and alcohol.  Or they
can actually run away physically (to their room, away from
home, etc.)

When they run away physically, they run to someone
else who will listen with a sympathetic ear.Then the ODD
kids  lie, lie, lie to others about the facts and start the
uproar all over again in a larger circle.  For us, it is important
to remember these four things that our ODD kids do.  It keeps
us calm and focused on the issues.  This calmness goes a
long way in making the teens ODD behaviour unsuccessful
and in presenting a rational response to outsiders who are
easily misled by the ODD teens.

Different kids use different behaviours.  Yours may whine
instead of, or in addition to, derailing.  Make your own list.
See if it helps you to keep from getting sucked into the uproar.

Be prepared for your teen to react strongly to you new
calmness.  ODDs are grand manipulators and thrive on the
uproar and the "Let's you and him fight" scenario.  If what they
have been doing no longer works, they will try MORE to get
the ODD behaviour to work.  This includes exaggerated
behaviour at home, running away, and huge lies.

We have chosen to count from the list instead of being
sucked in to the uproar.  As a result, my husband and I are more
united.  One of us can usually spot which item on the list the
ODD is using and acknowledge that verbally so the that it
breaks the cycle of uproar.  We feel better - not always being
pulled until we want to snap.  Our teens hate it and claim to others
that their parents are crazy....  but they probably did that before
as well.

Try it.  See if this works for you.
As with any advice, take what works for you and your family and
ignore the rest.  Each family and each child is different and not
everything works for everyone. Best of luck to all. T

*************************************************

New British Special Needs Website

I have a new UK website up at http://home.freeuk.net/specialneedsuk
here you will be able to find special needs information, articles,
listings of special schools, info on bullying, home schooling and a
section on individual disabilities and disorders. If anyone would
like me to include anything I have missed could they please email
me with the information or if any readers have any (short - medium
length) articles they have written, which they would like me to include
please feel free to send them to me on this address or
specialneedsuk@...

************************************************

Desperate Plea from A US Parent

My daughter has been diagnosed ADHD. ODD, Bipolar, it's pick
your shrink pick your diagnosis! Everyone wants to blame it on
the fact that she doesn't get along with my husband, who adopted
her. I will admit that may be a factor in slowing her progress, but K
has been a difficult child since birth! I did not meet my husband till
after she was 5. Chicken or the Egg syndrome!

They don't know how to handle her, but expect us too. Yes she
also has allergies. I remember seeing a Donahue on that subject
before Oprah came along! We've done antibiotic therapy,
antihistamines etc. As a small child she tested positve to milk, peanuts,
apples, chocolate ,etc etc. Later she tested positive to grass, pollen,
mold, smoke animals, etc etc. (Should I put her in a bubble? - at 17,
she probably wouldn't mind if John Travolta was there too!) Nothing
we did try seemed to work. We had no medical insurance, and
seemed to make just enough money to disqualify us for the services
we did find!

My biggest gripe is the school system. They should be there to help
us find resources! I've been asking for years, well they've pushed me
too far. They've made me feel like it's all my fault. I refuse to take the
blame any longer, it's not my fault, any more than it is theirs. It just is!
Now maybe you can put some blame on genetics, I think I'm ADHD
too! Because it interferes with her education, the law says they are
supposed to help. 504 spec. ed. IEP. I don't care at this point, but they
better do something to help! They all think I'm wacky, and keep
dragging their feet in re: to testing.

After writing a letter, and sending it to her guidance counsellor,
the superintendent of schools, and the office of civil rights, we
finally have an appointment with the school psychologist next Friday.
I told him if they had to label me crazy to help her they were more than
welcome to tattoo it across my forehead! Whatever it takes, just help
this child! I'll shut up for now. If anyone can offer advice, could they
please email Gail at theadhdgazette@... Thanks, Paula

**************************************************

ADHD in Girls May be Underdiagnosed

Although girls with attention-deficit hyperactivity disorder (ADHD)
exhibit the same inattentiveness, impetuousness and hyperactivity as
boys, they are less likely to be as disruptive, according to recent research.
And it is this disruptiveness that typically drives a parent to seek
medical help that leads to the ADHD diagnosis. Full article at
http://www.drkoop.com/news/stories/july/adhd_girls.html

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************************************************

IMPORTANT DISCLAIMER
Items herein are published for education/information purposes
only. Any therapy, product, service, or featured web site mentioned
does NOT imply endorsement by The Gazette. Accuracy and
content of any web sites featured cannot be guaranteed. Views
and statements written by contributors are not necessarily the
views of The ADD / ADHD Gazette.

**********************************************

LINKS
If you have a website and are looking for links. I am happy to add
a reciprocal link to The ADHD (UK) Website. Take a look at my
site http://home.freeuk.net/theadhdgazette and email me to swap links

**************************************************
SEE YA NEXT TIME ~ Gail Miller 1999
theadhdgazette@...

And remember ..........
"If your not making waves than you ain't kicking hard enough"

**************************************************
The New Look ADD / ADHD Gazette
The FREE online ezine all about ADD and ADHD.
**************************************************

*** ISSUE #17 ***
September 25th 1999

IN THIS ISSUE:
Help4ADD@HIGH SCHOOL
Test Of Varied Attentions (TOVA
New Mailing List For Parents
Pen Pal Wanted
ARTICLE: AD/HD & Relationships. Communication is the Key!
Slow & Steady, Get Me Ready
Resources


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can submit as many of your URLs as you like, at no extra cost.
  http://www.trellian.com/cgi-bin/msw/entry?id=9210&file=swolf/

**************************************************

Help4ADD@HIGH SCHOOL

I have recently read a stunning new book for the teen ADDer.
Help4ADD@HIGH SCHOOL by Kathleen Nadeau, Ph.D
http://www.amazon.com/exec/obidos/ASIN/0966036611/theaddadhdgaze
which is laid out like a web site with buttons, sidebars and
banners giving small info bites (or should it be bytes?) Down to
earth and written in an easy to read style, the book's chapters are
set out in small paragraphs with plenty of bullet points, making it
very easy for the ADDer with concentration problems to read.

The author has enabled the reader to dip in and out of the book
picking out the parts of most interest, without losing track of
what's gone before. Just a few of the sections included are:-

* How Do You Know You Have ADD?
* Exploring ADD And Your Family Tree
* A Tick List For If You Have ADD
* Exploring High School Hassles
* Medication, Therapy, Coaching And Tutoring
* Making Life More ADD Friendly
Plus there's loads more ...... including sections on sex, pregnancy
and S.T.D.s, home hassles, and girls with ADD.

Very inspirational with a strong emphasis on raising self esteem
and lots of super illustrations (my son especially liked the one of
the "ADD Toxic Teacher") this book, I feel, is a 'must have' for
anyone struggling to help their teens negotiate their way through
life and Upper School.

Particularly helpful are some of the strategies given to the student
to assist in navigating their way through the curriculum subjects;
math, languages, reading are all looked at, along with general
strategies for beating procrastination, planning projects, developing
negotiation skills, combating mental fatigue & dealing with distractions.

All in all, an excellent resource for students and for their parents.
Written in such a way as to encourage and nurture a good self
image in the older student, and packed with "ADD friendly" tips, I
cannot recommend Help4ADD@HIGH SCHOOL highly enough

Gail

************************************************

I got the following email this week;

"Dear Gail,
Having gone through this daunting experience this past school
year, I found that if your child has no behaviour problems, it is
even harder to get them the help they need. C, my 7 year old,
has ADD and it took a lot of determination on both my part and
her teacher's to get it recognised. We finally found a psychiatrist
who gave her the Test of Varied Attentions (TOVA), a
computerised test that truly points out any irregularities in
attention so common to ADD children. This test is the only one
that clearly showed C to have ADD. I would recommend that
any parent with a child like mine request this test specifically.
Thanks for your great newsletter. L.J. "

Anyone wanting information on T.O.V.A. testing can find
information at http://www.tovatest.com/frames/tovades.htm

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

There is a new mailing list for parents, teachers or caregivers
of ADHD children with the accent on Hyperactivity. The
members of this group "really needs support as they burn
their candles at both ends." Helpful and supportive, the
new list will help parents and other caregivers navigate the
stormy waters of ADHD. Further details; kathryncor@...
http://www.onelist.com/subscribe.cgi/ADHDkids

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

PEN PAL WANTED

I am an advisory visiting teacher for ASD and work with a nine
year old Aspersers boy who believes he is alone in the world with
his problems and has expressed a desire to email other children of
a similar age with Asperses to just chat and ask a few questions.
We have tried a few emails addresses and he is losing hope because
he has not received any responses. Could I ask if anyone is willing
to email me their email addresses so I may pass them on to Matthew.
Andrew and Kathy Brehaut  akbrehaut@...

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

AD/HD & RELATIONSHIPS: Communication is the Key!
By Dr. Ron Weinstein, Ph.D. and Marlynn Block, M.A.

Many of the arguments and the resulting rages, tantrums or
cold shoulders that arise between people in close relationships
can often be traced to differences in perception and
communication style. How we see and make sense of the
world around us influences how and what we communicate
to others. This usually becomes apparent to anyone involved
in a relationship with someone who has AD/HD. Developing an
understanding of these differences is essential to effective
communication. As therapists who specialise in AD/HD, we work
with children, adults, couples and families in numerous capacities.
Our experiences with these folks is "in the trenches", often as
part of a school PPT team, as coaches when emotional support is
needed, or as objective observers in the heat of family battles,
helping to prioritise issues that are causing unbearable discomfort.

We, ourselves, must deal with AD/HD in our own relationship.
Ron’s AD/HD was undiagnosed during the first half of our marriage
and there most likely would not have been a second half had it
remained undiagnosed! We are fortunate to have been armed with
a professional knowledge of AD/HD and first hand exposure to how
it affects couples, so we have been able to work on our own lives
and relationship with a clearer understanding of the differences
between our communication styles. We use this knowledge to help
our clients resolve issues that may have dissolved relationships
in the past.

It's not difficult to understand how the "triad" of AD/HD
symptoms — impulsivity, inattention and hyperactivity/
restlessness, can affect relationships. However, we believe that
these "visible symptoms" have somewhat less direct impact than
the ways in which they have affected a variety of "hidden"
developmental characteristics.

Most adults with AD/HD were not diagnosed until they were
adults. Throughout their lives, they have suffered a great deal of
pain. Many have had to develop coping mechanisms to help them
survive. Over time, the constant pressure of trying to cope with
their problems brought on by their new ways to cope can bring
about stress. As a result, some adults become overwhelmed,
depressed, anxious and lose confidence. Since we can't go back
and change this history, we need to move forward and realise that
the efforts we put into our personal growth create hope for a
changed life. Newly diagnosed adults finally have an opportunity
to closely examine their lives in a more reflective and meaningful
manner and to understand why they made the choices they did.
But as we are aware, just understanding doesn't guarantee
anything will change.

Therefore, we work closely with our clients to help them
understand who they are; identify their strengths, weaknesses,
and the hurdles they have to overcome; learn what they need to
do in order to grow and experience a sense of well-being.

Who are you?
At our initial meeting, one of the first things we ask a client is —
"Who are you?" This usually catches them off guard. They
might have thought about the concept during times of turmoil,
but for the most part, the question never entered their minds. Are
they comfortable with their "gut" reactions to things? Do they
believe that what they feel is appropriate? Do they feel guilty
about not doing something or then resent it if they do?

Adults with AD/HD typically have a problem identifying who
they "really" are since throughout their lives they've tried to
change their personalities to fit the situation at hand. Adding
to this confusion is the fact that they can't often trust what they
feel. For example, people may pretend they are wise and
sophisticated, while worrying about being "found out"!

Making Sense of Interpersonal Communication
Good communication depends on people understanding one
another's true thoughts, regardless of the words they happen to
be using. Since our brains work so much faster than our mouths,
we often use a kind of shorthand, which might have an entirely
different meaning for another person than it does for us.

When two of us interact, we often experience what goes on in
such different ways. If either of us could see the way the other
views the relationship, it would probably make no sense at all.
Adults with AD/HD must also contend with the three-ring circus
performing in their heads — they are paying attention to the
sound of the other person’s voice, experiencing past and future
fears, becoming aware of the freedom to or fear of saying what
they are feeling, and concentrating their efforts to get meaning
from the other person’s words. The more involved they are in trying
to be less distracted, the less involved they are in the conversation!

Unlike a "non-AD/HD" brain, which runs on batteries, the brain
of an adult with AD/HD is like a wind-up watch that requires
winding periodically throughout the day. The non-stop circulation
of thoughts and ideas in the brain of a person with AD/HD
provides stimulation and is a wonderful source of creativity, but
it often creates difficulties with communication.

Words and meanings are not always the same.

From our experience, it seems clear that many of the difficulties
experienced in relationships result from the fact that the meanings
of the words spoken and the priorities placed on tasks are quite
different for the individual with AD/HD. It's as if they speak a
different language. This results in miscommunication,
misinterpretation and misunderstanding! Thus we often hear,
"That's not what I meant!" or "You don't understand!"

Problems with word retrieval cause misunderstanding. You must
know where a word is "mentally filed" in order to retrieve it.
Individuals with AD/HD often have difficulty maintaining an
organised "filing" system since the AD/HD brain creates so
many options. For example, a person with AD/HD may file the word
"apple" under the letter "A," or "F" for fruit, or "R" for round or red
and so on. She may file it differently every time. However, the
person who does not have AD/HD will probably file it the same
way each time, under the most universal choice — A for apple.

The disorganised filing system of a person with AD/HD impacts
communication in a big way, causing him to seem hesitant or
unsure while he searches through his mental file cabinet for the
right word or phrase. During this time, the "lottery ball effect"
takes over. Instead of numbered balls flying around until they
drop down the tube, a word, idea or fragment of an incomplete
thought may randomly and impulsively come out of the
individual's mouth. If it is inappropriate, he may then respond by
saying, "Oh, I didn't mean that!" Oftentimes, however, The
recipient of the remark has difficulty believing he didn't mean it,
especially if inappropriate remarks are made frequently.

A thought process begins when a question is asked. The person
responding must stop, listen to what is being asked, compare this
information to previous experiences, choose an option and then
respond. The person with AD/HD most often has difficulty in step
one - stopping. As such, the process does not occur and, like the
balls in the lottery machine, what comes out of the mouth is often
a surprise even to the person who said it! This happens because
of the difficulty isolating individual thoughts in a brain that's
constantly being filled with new ideas. The spoken word only
becomes real when it is uttered aloud. It is only after the word
leaves the mouth that the AD/HD individual can decide whether
or not it make sense, and whether or not it's appropriate. So the
statement, "I didn't mean that" should be taken literally.

Priorities

The level of importance we place on something determines our
priorities. In our clinical experience, many couples have never
even considered that their different priorities can profoundly
affect their relationships. For instance, simple day-to-day
activities that require planning and organising may not be high
priority tasks for adults with AD/HD. A task that is more
stimulating, or one to which he may respond in a more extreme
or "emotional" manner, is more likely to be a higher priority.

Differences in priorities and time urgencies are often reflected
in the "no big deal" response. For example, walking past a bag
of garbage without picking it up, leaving the lawn covered with
leaves, or even driving past the library with overdue books and
not returning them may not make any sense to some. In the mind
of the adult with AD/HD, however, it is "no big deal", since
their thought is "it will get done eventually."

Becoming Aware, Accepting Our Differences and
Developing an Action Plan

Adults with AD/HD are complex individuals. Adding to this
inherent complexity are the emotional defences resulting from
years of being misunderstood and not trusted or believed. One
goal is to be aware of what triggers these defences, thereby
reducing anxiety and anger, which allows the AD/HD adult to
  incorporate the tools for improving interpersonal relationships.

Acknowledging and accepting differences helps the adult with
AD/HD to feel respected as a separate person. Only at that point,
can the process of successfully negotiating differences & working
on those issues or behaviours that may be inappropriate begin.

An "action plan" usually involves change, either in behaviour,
attitude, environment, or responsibility. Change is an essential
part of life, yet one which can be extremely painful for many people.
There is not much hope for a relationship in which one person
takes no steps to change. Often, we find that the non-AD/HD
person is more hesitant to change, because it has been easier to
blame all past problems on her partner’s AD/HD. On the other
hand, partners with AD/HD often believe that the partner must
accept AD/HD as an "excuse" for certain behaviours.

Neither partner in a relationship has to accept unacceptable
behaviour. When a person who does not have the disorder
seeks a support group to help deal with a partner with AD/HD
who is sloppy, has frequent outbursts, or is unable to hold a
job, in some cases, our advice is to forget it! Behaviours that
lead to disorganisation, screaming or unemployment can be
changed, but only if the person with the problems is able and
willing to make an effort to change. If he is not, we suggest
re-thinking the reasons for remaining together.

Getting out "poisonous" feelings like resentment and anger
  is important, yet it's often difficult when one or both partners
have a hard time keeping quiet or listening without interrupting.
We use and suggest "emotion dumps", which are similar to
the "10 & 10" sharing time encouraged by the Marriage
Encounter movement. In this case, because adults with AD/HD
are often impatient, we suggest making it a "2 & 2" — two
minutes for each person to write on paper or via email about
how they felt that day, what may have bothered them or share
positive experiences. We suggest using "I" statements,
reflecting how the person writing feels, rather than what he
perceives has been done to him by others. Since this format
is not face-to-face, neither partner can interrupt, be distracted
by the other's words, or impulsively make a judgement leading
to a blow-up.

Another tool which helps gain clarity in the relationship is
the Top Priorities List. Each partner compiles a list of what he
or she feels are the most important daily and long-term issues
to be dealt with. In many cases, the long-term priorities are similar.
However, the differences in daily priorities are typically great.
What the adult with AD/HD may consider "top priorities" is
often in direct opposition to what the non-AD/HD partner gives
weight to, revealing possible causes of tension.

Essentially, mutual trust is fundamental in a relationship that
works. Mutual trust is based on the ability to correctly interpret
what our partner is trying to communicate and vice versa. That
process is the one that takes the most work, but as we tell our
clients, life never gets any easier, we just hope to get better at
dealing with it!

-----------------------------------------------------------------------------
--
Dr Ron will be visiting the United Kingdom in November. Any
individual or group seeking to consult with Dr Ron should
contact him on DrRon@... as soon as possible.
Thank you to Dr Ron for kind permission to reproduce this article

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

SLOW AND STEADY, GET ME READY

A 324-page early (birth to age 5) childhood developmental
parenting resource, SLOW AND STEADY, GET ME READY
(4th printing) has achieved recognition in both the educational
and medical communities during the last 10 years and has some
outstanding reviews (including the May 20, 1997 Washington
Post article in the Style Plus section) and awards (including
the 1994 award from The National Parenting Centre).

It is also available in Spanish and will be translated into Mandarin &
will be marketed in several Asian countries, including China!
Details can be fount at any of the following website
http://www.geocities.com/~reviewcorner/bkslowandsteady.html
http://www.home-school.com/Mall/Bioalpha/Bioalpha.html
http://www.tnpc.com/mall/parbooks.cgi?936

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

RESOURCES

New "UKplayworkers E-newsletter". A free monthly email
newsletter. Topics covered will include Diary Dates, Members
Requests, the National Childcare Strategy, Playwork Themes,
Reviews of Websites and much more.

If anyone has any relevant UK information they would like
published or you would like to subscribe to "UKplayworkers
E-newsletter" please e-mail M.Tombs@... for details

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

I have just come across an awesome site for parents of
children with autistic spectrum disorders. For outstanding
information links, all sorts of advice etc check out
http://members.tripod.com/RSaffran/aba.html
It's a fabulous site, it really is!

Some other good sites for autism information are as follows:-

http://www.rmplc.co.uk/eduweb/sites/autism/index.html
http://web.syr.edu/~jmwobus/autism/
http://osiris.sunderland.ac.uk/autism/
http://atschool.eduweb.co.uk/autism/sec.html

The Townsend Letters For Doctors and Patients- publication
about medical info not always on side with mainstream medicine
http://www.thorne.com/townehead.html


Inclusion Press- articles about including special needs students
within typical classrooms http:inclusion.com/index.htm

================ADS ============================

JC TRiViA -- The daily FREE trivia contest played by email.
Get a new question every day.  Answer the question by replying
to the email.  Watch your score rise and fall in relation to
the rest of the world.  (The more difficult the question, the
more points you can earn.) Join the most unique email trivia
game on the planet today! To subscribe, send an email to:
subscribe@... with "subscribe" in the subject line.
Or visit us on the web at: http://www.jctrivia.com
JC TRiViA -- "The SMART way to start your day!"

***********************************************

IMPORTANT DISCLAIMER
Items herein are published for education/information purposes
only. Any therapy, product, service, or featured web site mentioned
does NOT imply endorsement by The Gazette. Accuracy and
content of any web sites featured cannot be guaranteed. Views
and statements written by contributors are not necessarily the
views of The ADD / ADHD Gazette.

**********************************************

LINKS
If you have a website and are looking for links. I am happy to add
a reciprocal link to The ADHD (UK) Website. Take a look at my
site http://home.freeuk.net/theadhdgazette and email me to swap links

**************************************************
SEE YA NEXT TIME ~ Gail Miller 1999
theadhdgazette@...

**************************************************
The New Look ADD / ADHD Gazette
The FREE online ezine all about ADD and ADHD.
**************************************************

*** ISSUE #16 ***
September 4th 1999

IN THIS ISSUE:
Adult Emailing Discussion List
Rathbone CI's Learning Difficulties Helpline
Letter
Help For A Reader Please
The Scientific Status Of Alternative Treatments For ADHD
Resources
Books


***********SPONSOR *******************************

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

**************************************************

I have just found out about this emailing discussion list for adults
with ADD. It's purpose is to allow adult ADDers and those who
have to relate to them a place where they can discuss any issue
that is relevant. This is a 'safe space' to discuss personal aspects
of living with ADD as an adult, helping an ADD adult we love, or
serving the needs of ADD adults in a professional capacity.
To subscribe, send email to LISTSERV@...
and in the body of the message, put SUBSCRIBE ADDULT

-------------DID YOU KNOW ABOUT-----------------------------

RAISING YOUR SPIRITED CHILD
(A Guide for Parents Whose Child Is More Intense, Sensitive,
Perceptive, Persistent & Energetic by Mary Sheedy Kurcinka
The “strong-willed” or "difficult" child often leaves parents
feeling impotent, inadequate and frustrated. More intense,
persistent, perceptive, and uncomfortable with change, these
children can challenge any parent. Here, a refreshingly
positive viewpoint, offers parents strategies and emotional
support in bringing up their ‘spirited’ child.
http://www.amazon.com/exec/obidos/ASIN/0060923288/theaddadhdgaze
-----------------------------------------------------------------------------
-

Rathbone CI's Learning Difficulties Helpline (soon to be
renamed special education advice) and can be contacted
either via our freephone number 0800 917 6790 or on the
above email address. We provide free advice on special
education to parents and professionals concerned about
a child with special needs. This can be about school based
support, the statementing process, appeals, school
exclusion procedures or school admissions. We will also
look through children's Statements and give independent
advice about the content. We produce a variety of leaflets
and a guide to the statementing process, all of which can be
emailed free of charge. We also produce a termly newsletter.
From our call statistics ADHD is the second most common
special need that parents phone us about, so there are a lot
of parents out there either experiencing problems in getting
provision or fighting to keep their child in school and not
excluded.  - LDH@...

**********************************************

Dear Gail,
I just read your newsletter and the letter from the woman who
was being charged by the University for all those tests. She
is being ripped off. I work closely with many of the colleges
in this area,  sending adults to school. If I feel someone is
ADD or LD I refer them to vocational rehabilitation for testing.
Once voc rehab, which is funded through tax dollars, has
determined a disability the school has to provide
accommodations. I have never had a client who had any out
of pocket expenses. And most schools have a disability
resource center. Once they get the info from voc rehab they
provide all kinds of services, tutors, note takers, etc.
Best wishes - A

**********************************************

I received this plea for help and am publishing it in case any
subscribers can help this lady. The letter is edited, but this gist
is that she thinks her son may be Aspergers but so far they
only have a ADHD diagnosis. Her son has been prescribed
Imipramine 10 mg.

"At first I wanted testing for learning disability done before
beginning the meds, but after yesterday I decided to get
started on them.  Although he was unable to swallow the
pill yesterday, his behaviour today made me try again.
Fortunately he was able to take the med.  I can't believe
how quickly he fell asleep tonight!

Anyway, I was worried about giving this medicine and
wondered if anyone has any experience with it they could
share.  Also, do I continue inquiring about Asperger's or
should I give this a try first? Any advice on his being
tested for learning disabilities? I know he has the speech
processing problem.  (Actually, all four of my boys have
this problem but the two oldest ones are in their mid-20's
already.)  I just don't want to go through in school what
we have already gone through with the older boys."
Nancy

If anyone has any advice to offer Nancy, could they please
contact me here at theadhdgazette@... and I will
pass the letters on. Thanks.

----------HAVE YOU HEARD ABOUT-----------------------------

***********************************************

The Scientific Status Of Alternative Treatments For ADHD

At the NIH Consensus Conference noted above, Dr. Eugene
Arnold, an emeritus professor of Psychiatry from the
University of Ohio, presented a very interesting talk in
which he summarised the current scientific evidence for a
variety of alternative treatments for ADHD. I know this is
an area that many people have interest in, so I wanted to
present his paper in some detail.

Based on his review of the existing research literature,
Dr. Arnold rated the alternative treatments presented on
a 0-6 scale. It is important to understand this scale before
presenting the treatments. (Note that this is one person's
opinion based on the existing data - other experts could
certainly disagree). The scale he used is presented below:

0 - no supporting evidence and not worth considering further;

1 - based on a reasonable idea but no data available;
These would be treatments not yet subjected to any real
scientific study;

2 - Promising pilot data but no careful trial; These would be
treatments where very preliminary work appears promising
but where the treatment approach is in the very early
stages of investigation.

3 - Supporting evidence beyond the pilot data stage but
carefully controlled studies lacking; This would apply to
treatments where only "open" trials and not double-blind
controlled trials have been done.

(Let me briefly review the difference between an "open" trial
and a double-blind trial because this is a very important
distinction. Say you are testing the effect of a new medication
on ADHD. In an open trial, you would just give the medication
to the child, and then collect data on whether the child
improved from either parents or teachers. The child, the child's
parents, and the child's teacher would all know that the child
was trying a new medication.

In a double-blind trial, the child would receive the new
medicine for a period of time and a placebo for a period of
time. Neither the child, parents, nor teacher would know when
medication or placebo was being received. The same type of
outcome data as above would be collected - during both the
medication period and the placebo period.

The latter is considered to be a much more rigorous test of
a new treatment - whether it be a new medication, a dietary
intervention, or some other alternative - because it enables
researchers to determine whether any changes reported /
observed are above and beyond what can be attributed to
a placebo effect. In an open trial, you can not be certain that
any changes reported are actually the result of the treatment,
as opposed to placebo effects alone. It is also the case that
it is very hard for anyone to provide objective ratings of a
child's behavior when they know that a new treatment is
being tried. For these reasons, "open" trials - even if they
yield very positive results - are considered to be only
preliminary evidence in support of any new treatment.)

4 - One significant double-blind controlled trial that requires
replication; (Note: Replicating a favorable double-blind study
is very important. The literature is full of initially promising
reports that could not be replicated.)

5 - Convincing double-blind controlled evidence but needs
further refinement for clinical application. This rating would
be given to treatments where replicated double-blind trials
are available, but where it is not completely clear who the
treatment is best suited for. For example, a treatment may be
known to help children with ADHD, but it may be effective
for only a minority of the ADHD population and the specific
subgroup it is effective for is not clearly defined.

6 - A well established treatment for the appropriate subgroup.

Of the numerous alternative treatments reviewed by Dr. Arnold,
no treatments received a rating of 6 and only one - dietary
treatments that involve placing children on diets that eliminate
their exposure to certain foods or food additives that they have
allergic reactions to. Dr. Arnold concludes that there is
convincing scientific evidence that some children who
display symptoms of ADHD can derive significant benefits
from appropriate dietary treatments. The important task, as
he sees it, is to determine what percentage of the ADHD
population dietary responders constitute (i.e. is it a very
small minority of a larger proportion; the general view
among mental health professionals is that the percentage is
quite small) and to better identify the child who is likely to
respond to dietary treatment. Preliminary evidence suggests
that the type of child most likely to respond is a pre-schooler
with a history of prominent irritability and sleep disturbance.
Dietary interventions are also more likely to be helpful if there
is a family history of migraines, or if a parent can give a
definite example of a food/behavior change connection.

There were two alternative treatments for which a rating
of 4 was assigned (i.e. a convincing double blind trial that
requires replication. This treatment involves relaxation
training using a type of biofeedback procedure (i.e. EMG
biofeedback). There is some preliminary evidence that
relaxation training does result in reductions in ADHD
symptoms (recall a recent article reviewed in ADHD
RESEARCH UPDATE about the possible benefits of
massage) and Dr. Arnold believes that this treatment
approach warrants further investigation. It is not clear
what the magnitude of the benefits are nor how long they
would be expected to last.

The second treatment for which some positive data from
controlled, double-blind trials exist is "deleading" (i.e.
reducing lead levels in the bloodstream). Positive effects
are restricted to those children who have elevated blood
lead levels to begin with; for such children, Dr. Arnold
argues that deleading would be the treatment of choice.
How low a blood lead level this treatment should extend
is currently unknown.

Several alternative treatments received ratings of "3",
indicating promising results from initial studies, but for which
the necessary double-blind controlled studies are lacking.
Several studies have found that essential fatty acids tend to
be lower in children with ADHD, and some preliminary data
suggests that supplementing fatty acids in children with
ADHD who have been shown to have low levels of these
substances may result in behavioral improvement.
Controlled trials of fatty acid supplementation should be
pursued, although one would expect any beneficial effect to
be restricted to those children with ADHD who are first
shown to be deficient in their levels of these substances.

Promising data from open trials of providing glyconutritional
supplements (glyconutritional contain basic saccharides
necessary for cell communication and formation of
glycoproteins and lipids) have also been obtained. These
results are from only 2 studies, however, with small sample
sizes. Once again, placebo controlled trials are necessary.

Promising initial results using several types of mineral
supplements have also been reported. Iron
supplementation has been associated with improvements
in parent behavior ratings for ADHD boys, although no
comparable improvement in teacher ratings was found.
Magnesium supplementation has also yielded some
promising preliminary results for children with ADHD
who were also none to be deficient in magnesium.
No double blind trials of either type of supplementation
  have been conducted.

What about herbal treatments, an approach that is
frequently touted? Two open trial studies using a "Chinese
herbal cocktail" have reported extremely positive results,
including the complete disappearance of all symptoms in 23
of 80 subjects with no recurrence for 6 months, and
improvement reported in 90% of participants. Careful,
controlled trials of Chinese herbal treatments are certainly
warranted. (Interestingly, Dr. Arnold could not find any
systematic data for using pycnogenol for treating ADHD,
even though this is widely marketed via the Internet and
other vehicles.)

Other treatments for which encouraging preliminary support
has been reported include biofeedback, meditation, and some
forms of perceptual stimulation and training. Controlled trials
of all these approaches are lacking, however, and research
on the latter two approaches has not been published in
over 10 years.

A number of alternative treatments were assigned ratings
of 0 by Dr. Arnold, indicating that he views them as being
not worth pursuing. Among these treatments are:
eliminating sugar from children's diets, vitamin
supplementation, amino acid supplementation, and hypnosis.

There would seem to be several general conclusions that can
be drawn from Dr. Arnold's excellent review of alternative
treatments for ADHD? First, in contrast to the more standard
treatments of stimulant medication and behavioral therapy,
there are no alternative treatments for which comparable
empirical support exists. Thus, there is really no alternative
treatment that one could responsibly recommend prior to
trying more standard treatments (exceptions may be
deleading for children with high blood lead levels and
thyroid treatment for children with known thyroid dysfunction.)

Second, there are a number of promising alternative
approaches that would be reasonable to consider if more
standard treatments are not effective. Although the necessary
data to support the more routine use of these alternatives
does not yet exist, one hopes that the required double blind
studies that provide support for these approaches will soon
be available. Given some of the encouraging initial results
reported for several approaches, it is somewhat surprising
that more work in these areas has not been conducted.

Finally, it should be noted that several alternative treatments
reviewed, if they are clearly demonstrated to be effective,
are likely to apply to only a subgroup of the ADHD population.
For example, it would not make sense to provide nutritional
or mineral supplementation to a child who is not deficient
in either area to begin with.

=================================================
The above article comes from David Rabiner's ADHD RESEARCH
UPDATE. David Rabiner, PhD Licensed Psychologist. Visit
http://www.helpforadd.com for information and services designed
to help parents promote healthy development of children with ADHD.

Receive a FREE trial of ADHD RESEARCH UPDATE by going to
http://www.helpforadd.com/nresearch.htm
************************************************

Resources
http://www.pathfinder.com/time/magazine/1998/dom/981130/cover1.html
is where you will find an article about Ritalin from Time Magazine.
Entitled The Age Of Ritalin, the blurb goes:- A little pill makes
everything a bit easier, not just for children with severe attention-deficit
disorders but for more and more kids who are just a little too spacey or
jumpy, is there something wrong with the kids, or with us?

http://www.nisw.org.uk/pubs/stand/scont.html What we should expect from
social workers - this book is published by the National Institute of Social
work.  I have worked with both the authors in the past and I have a very
high regard for both of them.

**********************************************

Books

Here are 2 new books I have just picked up on. They are very
different, but worth a mention.

THE OUT OF SYNC CHILD by Carol Stock Kranowitz
http://www.amazon.com/exec/obidos/ASIN/0399523863/theaddadhdgaze
This text is smart, sharp and accessible to bewildered parents of
children with behavioural and sensory problems. The author is
knowledgeable about her subject and illustrates it poignantly,
offering soloutions to parents who suffer in silence while their
children, their playmates and teachers suffer too.

YOU CAN FEEL GOOD AGAIN; Common-Sense Therapy for
Releasing Depression and Changing Your Life by Richard Carlson
http://www.amazon.com/exec/obidos/ASIN/0452272424/theaddadhdgaze
It might seem like there is no way out of that dark, bottomless pit
called depression seems a dark, yet here the author with his simple
to read and down to earth book, shows you that you can be well
on the way to healing yourself within six weeks.  By not worrying
over yesterday and thinking about tomorrow we can make our own
lives great - now. A small book which can enhance the quality
of life of anyone who reads it.

***********************************************

IMPORTANT DISCLAIMER
Items herein are published for education/information purposes
only. Any therapy, product, service, or featured web site mentioned
does NOT imply endorsement by The Gazette. Accuracy and
content of any web sites featured cannot be guaranteed. Views
and statements written by contributors are not necessarily the
views of The ADD / ADHD Gazette.

**********************************************

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

**************************************************
SEE YA NEXT TIME ~ Gail Miller 1999
theadhdgazette@fr

**************************************************
The New Look ADD / ADHD Gazette
The FREE online ezine all about ADD and ADHD.
**************************************************

*** ISSUE #15 ***
August 14th 1999
Going out to over 2,100 subscribers

IN THIS ISSUE:
Our New Look
"The Adult ADD Reader"
UK School Inclusion
College & ADD
Advice For Parents Trying To Get Diagnosis For Their Child
American Specialist Coming To Britain
Resources

**************************************************

Got a parenting problem?  Put in on the Parents_Work_Bench
and let's get to work. New, expert support list on tough issues!
Mailto:parents_work_bench-subscribe@egroups.com

**************************************************

Our New Look

Just a quick note about the survey. I have got back to as many
people as I could personally, but I got over 300 replies altogether,
so if you haven't had a letter from me as yet, please be aware
that I just cannot manage to reply to everyone. As you will
probably notice reading through this issue that there are some
changes. First and foremost, our contents are now right at the
top of the newsletter, therefore you will be able to see straight
away exactly what is inside each issue without scrolling down.

Also, the results told me that many of you find the Gazette a
bit long winded! So from now on I am only going to include
shorter articles and make the format more newsletter - y
(if you see what I mean.)

In addition, the list of resources I include be shorter and
each one included will have a short write up better enabling
you to decide whether you want to click on the site or article.

Last but not least, many readers would rather the Gazette
was monthly because of email volume. It turns out that
many subscribers don't actually get round to reading it.
Sometimes they still have the previous issue in their
mailboxes by the time the next one comes out.

But .... many others thought it was OK fortnightly. So, as
from this issue I am going to take the middle route and send
an issue out every 3 weeks (as I did at the start). This way I
think I can please most of the people, most of the time. Also,
it will ease my work load a little!  ~ Gail

************************************************

Are you an adult with ADD who lives in the U.S. or Canada? If
so, you'll be happy to learn about the Adult ADD Reader-- a 150
page collection of  short, easy-to-read articles written by the
national ADD authorities---Hallowell, Ratey, Amen, Phelan,
Nadeau, etc.-- and adults with ADD. This collection provides
essential information and practical advice on ADD. Many
have told us that buying our Reader for $15 was the best
money they have ever spent. To see the contents of the
Reader and order your copy, visit http://www.addult.org


-------------DID YOU KNOW ABOUT-----------------------------

autism-adviser.com (TM), a newsletter that provides information,
support, and resources to broaden understanding and improve
coping skills for ASD. Subscribe by emailing leeirwin@...

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


If you are in the UK and have a child facing exclusion from
school check out http://www.include.org.uk It is the web site for a
charity "whose mission is to secure the inclusion of all children
and young people in mainstream education and training, to
enable them to participate as full members of their communities"
Thanks to SH for that snippet

**********************************************

I received this letter from a subscriber and have permission to
pass it on to the rest of you.

Dear Gail,
As a school 504 Co - ordinator, I often use the information from
your newsletter with other parents. However, on a personal
note, it might be worthwhile to alert parents of high school ADD
students to begin assembling a volume of information for college.
My daughter will attend the University of V. S. of E. this fall. She
has had an active 504 Plan for five years. Using vague wording
in the IDEA and ADA regulations, UVa and many other colleges
DO NOT accept current ADD information from high school.

The colleges are requiring a whole battery of new tests (many
of which are unnecessary) before ANY accommodations will be
considered. To add insult to injury, the parent must pay the
costs of these tests, which can go up to $1200!  It sounds
absurd, I know. I even worked with an Office of Civil Rights
attorney for two weeks.  OCR agreed that the college was not
following the spirit of the law. However, the college is still
within the written requirements, which allow them to ask for
"additional information". Anyway, it caught me by surprise
and I work with IDEA daily.  Other parents could use a heads-
up. We all need to push for some additional legislation to clear
up this clear case of discrimination.  Hopes this helps.   A.R.

**********************************************

WRITERS AID - Do you write? Get a free critique of your work,
or ask questions on our message board or even chat with a self-
published author at http://booksbybyers.com/index.htm

**********************************************

Advice For Parents Trying To Get Diagnosis For Their Child
by Gail Miller

Often parents may visit paediatricians, psychiatrists, clinical /
educational psychologists and general practitioners in
their attempts to get help for their difficult children.

Children who have displayed challenging behaviour from very
young could be suffering from ADHD. On the other hand they
might be better classed under a different diagnostic criterior;
Asperger Syndrome, Conduct Disorder or Dyslexia to name
but three. In any case, to get the most appropriate medical,
educational and managerial accommodations possible, a
diagnosis is needed.

Here though, highlights the issue of whether or not to
'label' children who suffer from this range of childhood
conditions. During my time manning the ADHD Support
Group telephone helpline, I repeatedly encountered the
frustration of parents whose children were left in diagnostic
limbo. Many was the time a parent would say to me that
their specialist didn't want to 'put a label' on their child (ren).

But if a child does not has a 'label'

a; A parent cannot go through the necessary grieving
process enabling them to come to terms and move on.

b; They may not get the educational, medical and social
accommodations that they are entitled to.

c; They simply do not have their educational or medical
assistance tailored exactly to their needs.

d; A parent has no *reason* for their child's difficulties.
In simple terms, once a diagnosis has been made the parent
can then educate him or herself all about the condition in
question and how best to deal with it.

So, what should a parent do if they are having difficulty
getting a firm diagnosis? Well here are a few suggestions
which might just help when they next see a specialist.

1: Go along and make it quite clear that you feel your child
is suffering from ADD or ADHD. Try to get documentary
evidence from school, in the form of report cards,
behaviour tick charts or letters etc. If you have school
reports outlining the particular difficulties, all the better.

2; If possible try to fill in a diagnostic criteria before you
attend the appointment, otherwise you are wasting time.
(Time your child hasn't got to waste). If you have any
books or information leaflets referring to the behaviours
of your child, highlight them with a felt pen. Be insistent.

3: Make sure your specialist knows about these kind of
disorders. You need to be seeing a paediatrician or possibly
a psychiatrist for initial diagnosis. It is no good if you have
to wait months for your appointment if your child is going
to be assessed by a drama therapists or practice nurse!
(It does happen!) Before you agree to an appointment with
this person find our what experience they have in ADD or
ADHD. Ask which diagnostic tools they will be using.

4: If the secretary, or even the practitioner hasn't a clue
what you are talking about, ask to be referred to someone
who does. Be insistent. Also ask whether they are prepared
to prescribe appropriate stimulant (or other appropriate)
medication. Again, if not, ask to be referred to an
experienced paediatrician who will. If they do not know of
anyone to refer you to, ring your local Support Group
who will tell you the name of your nearest ADHD specialist.

5: Then, tell who you would have been seeing that you will be
writing a letter to the health trust voicing your concern about
their lack of knowledge of ADD.

6: If you do get to see someone who does know a bit about
ADD and ADHD, but who is still reluctant to diagnose either
way, ask IN WRITING why they think your child DOES NOT
fulfil the criteria for ADD / ADHD.


----------HAVE YOU HEARD ABOUT-----------------------------

List-A-Day, The Email List Review of The Day Mailing List
delivers your inbox with a brief review of the very best email
lists on the planet!  To Signup for this free list, send an email
to: mailto:join-listaday@... or http://List-A-Day.com/

***********************************************

American Specialist Coming To Britain

Dr. Ron Weinstein who is rapidly becoming one of the foremost
leaders in the field of attention deficit, behavioural and impulse
disorders will be coming to the UK in November. He was invited
to be the Keynote Speaker at the ADDISS conference on ADHD
to be held in Leeds. His keynote address will be entitled
  "Rethinking Thinking Differently". He will also be conducting
workshops at the conference on a variety of topics pertaining
to children and adults.

His unique academic, clinical and research background spans
over 25 years and combines neurobiology and behaviour, child
growth and development and nutrition. He is currently the Clinical
Director of The A.D.D. & Family Conflict Centre of New England
(Avon, CT, USA) and has previously held positions at Cornell
University, University of Toronto and Emory University School
of Medicine. In addition to his clinical practice, he is a consultant
to school systems, and public, private, state and federal agencies.
A vibrant and engaging speaker, Dr. Weinstein was diagnosed
with ADHD in 1990. He's already received some requests to hold
workshops and do consults while he is in the UK. More
information will be forthcoming. He can be contacted at
DrRon@... or at his website http://www.addcenter.net

************************************************

Resources

Coaching and ADD by Norma J. Heller
http://www.selfgrowth.com/articles/heller1.html
an article looking at how an ADD coach can assist you in
reaching your goals and developing systems to get your
life running smoothly. Including 10 Reasons to Hire a Coach

Studies Look At The Harmful Effects Of Pent-Up Anger
http://www.intelihealth.com/IH/ihtIH?c=236222&t=8014&p=~br,IHC|~st,333|~r,EMI
HC000|~b,*|
Article about recent studies which prove that staying in charge
of emotions may be just as important as eating a well-balanced
diet. Unchecked, over-emotion can cause sickness even death.

The Autism Research Unit http://osiris.sunderland.ac.uk/autism/
has an excellent website for those in the UK looking for thorough
information about autism. Also conferences, research, latest
news, support groups and schools for autistic children

----------------------ADS----------------------------------------------------
-

*<:O)   2 MÖMMIE§ FÜN LINK§   (O:>*
Interesting informative and fun links for easy access to fun sites
on the internet. Including Kids Sites and Freebie Sites to find free
helpful materials and samples! The editors of this weekly E-zine are
two active mothers trying to add some fun too surfing the internet!
2 Mommies Fun Links is Mommy approved for everyone in
the family!Mailings sent out on Fridays of each week.
Join now by sending a email to fun-links-subscribe@egroups.com

Quickbytes- Business +Technology
Quickbytes strives to explain the nuts and bolts of using technology
in business. Which applications can increase your productivity and
profit? Which are still to new to take a risk on? We also provide up-
to-date statistics on computer and Internet usage, computer training
issues and methods, and Websites of the Month. "To subscribe e-mail
miac@... with "Subscribe-Quickbytes"" as the subject.

Mind tools, relaxation, health, biofeedback and accelerated
learning free catalogue , free newsletter and updates
mailto:altered@... http://www.altered-state.com


**********************************************

IMPORTANT DISCLAIMER
Items herein are published for education/information purposes
only. Any therapy, product, service, or featured web site mentioned
does NOT imply endorsement by The Gazette. Accuracy and
content of any web sites featured cannot be guaranteed. Views
and statements written by contributors are not necessarily the
views of The ADD / ADHD Gazette.

**********************************************

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

**************************************************
SEE YA NEXT TIME ~ Gail Miller 1999
theadhdgazette@...

THE ADD / ADHD GAZETTE and THE ADHD WEBSITE CHANGE OF ADDRESSES

As from the 5th August my new website address  will be
http://home.freeuk.net/theadhdgazette
Also my email address will be theadhdgazette@...

PLEASE NOTE - Should anyone have links to my website (which is the case)
would you please update your links. I'm sorry for the inconvenience but it
had to be done I'm afraid.

Best wishes - Gail

**************************************************
The ADD / ADHD GAZETTE
The FREE online ezine all about the issues surrounding ADD
/ ADHD and co-morbid conditions and syndromes. This
wonderful community has now grown to 2,033 subscribers!
**************************************************

*** ISSUE #14 ***   July 31rd 1999

************** SPONSOR**************************

Join the weekly newsletter 'Cool Web Sightings!' Each week
we bring you 10 to 15 interesting and educational web
sights, recipes, trivia and much more. Recently mentioned
in Yahoo! Internet Life and PC World's "Tip World."
Join today! mailto:coolsights-subscribe@... or
by visiting http://coolsights.listbot.com

************************************************

IN THIS ISSUE:

#1 -- NEWS AND VIEWS

#2 -- ARTICLE ~ Letter from A Reader

#3 -- RESOURCES

**************************************************
IMPORTANT DISCLAIMER
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 statements written by contributors are
not necessarily the views of The ADD / ADHD Gazette.
**************************************************

# 1 News & Views

I am slowly but surely working through the answers to the
survey and I should be able to implement things during the
next one or two issues. When I have all the results and
comments I will put them on autoresponder or ask interested
parties to email me for the results. There will be definite
changed to the newsletter though - so watch out.

-------

Dear Gail,
In answere to the reader wanting ADHD sites in different
languages, there is a link (which I haven't explored) to
French language sites at http://www.pavilion.co.uk/add/
There is a Swiss French site at http://www.hypsos.ch,
and a French Canadian site at http://ami.qc.ca/~charlesr/.
B.F.

-----

Gail,
Our sons psychologist has recommended a the book
"The Explosive Child" by Ross W. Green, Ph.D.
http://www.amazon.com/exec/obidos/ASIN/0060175346/theaddadhdgaze
This book has made a hugh difference in our family.
Since we have read this book and talked about it with
ADHD son he has not had a meltdown.  K. S.

-----

I have just read a book entitled "When Your Beautiful
Child's Not Normal" by Wendy Webb
http://www.amazon.co.uk
http://www.bookshop.co.uk/ser/serpge.asp#titles
It takes the reader meticulously through the traumatic
journey from David, apparently perfect baby, to David,
a child with a lifelong disability. First there is the story of
the gradual realisation David is 'not normal', missed
milestones, David's behaviour becoming more and more
different and difficult, an increasing array of professionals
involved. The book ends with the diagnosis, the start of
David's life with a label, and a series of lists of key
professionals and organisations which can help the
families of youngsters with a wide range of special needs."

-----

Can anyone recommend any Drs. in the Gainesville
Fl area for one of our readers please? Also what type of Dr
do you go to find out what's going on with your child?
We adopted a baby (now 6 years old) who is a difficult,
wild, hurricane, high needs and mostly impossible to deal with.
We are at our wits end!  Thanks for any suggestions.
Yeahmail@...


**************************************************

# 2 Letter From A Reader

I received a copy of a letter sent to one of our readers and the
writer has given me her kind permission to reproduce it here.

I am a parent of two ADHD/Dyspraxic/Learning Difficulties
adopted (unrelated) boys (12 and 9 yr. old) and empathise with
your teenage challenge!  No, we didn't know these problems
existed when we adopted them, but we knew they had 'emotional
problems' by way of the circumstances they came to be adopted.
Eldest adopted at 2 yr. old and the youngest adopted at 4 yr. old.

My eldest boy was diagnosed 2 1/2 years ago and is on Ritalin
(Methylphenidate) and Clonidine (Dixarit, in UK).  Basically,
we have experienced the same sort of opposition, anger and
frustration, probably in similar scenarios.  We have lived through:

Tantrums like a two-year-old (sometimes still at age 12),
His 'wanting to die/kill himself' without having the comprehension
(his vocabulary is way ahead of his understanding of the words
or phrases) to understand what he was saying. BUT has not said
anything like it for the 2 1/2 years since Ritalin. Also he would
self-harm or cause self-inflicted injury. He would · Bite his
forearm Gouge deep scratches into his face or (most disturbingly)
deliberately head-bang a door (anything hard) to achieve
a nose-bleed, in order to return for sympathy - by which
time the household atmosphere would be so explosive,
there was very little sympathy about !!! (However, the
sympathy bit did work for a while, until we realised they
were not 'spontaneous' nose-bleeds.)

The frustration and anger came if he was refused
something, asked, or told to do something like:
Collect his laundry, Get ready for bed, Put the rubbish
(trash) out, etc.), Challenged to perform a routine but
boring task or suspected and 'accused' of a wrongdoing,
especially if the problem occurred at school.

Eventually, we recognised that most of the situations
at school were deliberately manipulated by other children
to lead him into trouble.  (Usually by street-wise undiagnosed
ADHD kids themselves!)  Although, other situations were
because he did not recognise them as being wrong.

It took several years chasing our tails to try to get to the
bottom of his behaviours.  Professionals would bury their
head in the sand, eventually a lay person suggested ADHD,
we read about it, took him to a child psychiatrist.  At the
consultation, our wild child was a perfect angel!  The
Psychiatrist (who was well experienced and reaching
retirement age - so not entirely without knowledge) stated
he didn't believe in the condition, and even if he did, he
wouldn't prescribe the medication.

The psychiatrist made his non-diagnosis without
evidence of physical or psychometric assessment, just
commented to us that he had a 'poor short term memory'
(only one of many symptoms). However,the psychiatrist's
eyes buried deep into Mum and Dad's eyes to try to
find a cause!!  Nine months (equivalent to an academic
school year) of my son's education was effectively
wasted, returning to see this 'professional' three times at
three-monthly intervals. Eventually, we had to travel 200
miles to an excellent Specialist Centre to get sorted out.

Anyway, it has taken a long time adjusting his medication
to his needs. Adding and subtracting half tablets here and
quarter tablets there; larger doses four hourly then smaller
doses three hourly, etc.  (The Ritalin is easier to adjust.
Adjusting the Clonidine has to be increased or decreased
at four-day intervals, and cannot be stopped abruptly.)

The management of the Ritalin (improved his attention
and focus extremely well) and his reactions had to be
observed over the months and in due time our Paediatrician
was able to identify the need for inclusion of the Clonidine.

The Clonidine was given firstly to reduce the Ritalin
'rebound' during the evening and improve settling down
to sleep. We did not notice him become sleepy and we
perceived there was no real benefit from the Clonidine.
(Famous last words.) So after a good trial of 2-3 months
we decided to reduce the Clonidine.  Following the correct
procedure and after about ten days he started to explode
again in the evening.  It was only then that we could see
the actual benefit of the Clonidine - it had previously had
the effect of calming the temper tantrums, anger,
frustration, oppositionality and self-harm and we hadn't
noticed. So, we started increasing the Clonidine back
to his previous dosage.

After he started senior school (11-16 yr.olds) new challenges
and children created further anger/frustration outbursts
during the school-day and the Clonidine had to be introduced
as a morning dose also. When our son has his medication on
time he is an attentive scholar (with improving grades), a well-
mannered perfect charmer, and a joy to have around; and Mum
and Dad don't shout as much!!!  Even the teachers are
beginning to realise that as their blood pressure starts to rise,
his dose of medication is overdue or missed.

(We need tips on how to cope with lying, but mainly getting
him to function first thing in the morning, before the Ritalin
'kicks in'. One of us, usually Dad, has to supervise him getting
in the shower, drying and dressing!  If we leave him to his own
devices and he is singing there won't be any soap on him in the
shower, etc. - he cannot sing and function at the same time.
Pity, he's got such a lovely singing voice.)

I hope this information may help you in someway, especially
as treating the ADHD with one medication is a big decision,
without having to introduce a second.  (And I  haven't even
explained about the St. John's Wort versus Prozac (Fluoxetine)
for the 'obsessions' yet.)

(Diabetics need insulin to survive, and I suppose it could
be said that ADHD's need something to 'survive', even
if only looking at it from a the neuro-biological angle.)

Our son doesn't like to be seen by his friends taking his
pills, but this new school is great at working to improve his
self-esteem. They have explained to him - and his friends -
that his medication keeps him 'well', just as 'X' has to use
his inhaler/spray to keep him 'well' from his asthma.

When you get five minutes search the Internet for
http://www.oneaddplace.com and read the General Adult
ADD Symptom Checklist by Daniel G. Amen, M.D. - it can
be quite an eye-opener. Good luck and keep up your
tremendous work, it may all make sense to you one day -
when your son is asking your advice on how to handle
the grandchildren!!!

Best regards L.J.

-----
For anyone wanting to reply to L.J. could they please
write to me at gailmiller@... and I will pass it on

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

#3 Resources

Children of Rage: (Page about rage attacks etc.)
http://members.tripod.com/LeeLydon/rage.html

It has been revealed that ADHD in females may be
underdiagnosed. For the full article, see
http://www.intelihealth.com/enews?234311


========ADS=======================================

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**************************************************
The ADD / ADHD GAZETTE
The FREE online ezine all about the issues surrounding ADD
/ ADHD and co-morbid conditions and syndromes. This
wonderful community has now grown to 1,948 subscribers!
**************************************************

*** ISSUE #13 ***   July 17th 1999


************** SPONSOR**************************

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Pathologist *for* Speech Pathologists and their clients."
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*************************************************

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- ARTICLE: Medication treatment for child and adolescent
                             psychiatric disorders: What is the evidence?

#3 -- RESOURCES

**************************************************
IMPORTANT DISCLAIMER
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 statements written by contributors are
not necessarily the views of The ADD / ADHD Gazette.
**************************************************

# 1 News & Views

Phew! What a response to the survey I sent out the other week!
It will take me quite a few weeks to sort through them all but
already, skimming through I have noticed some wonderful
suggestions from readers and I WILL be taking note of your
opinions for improvements to The Gazette.

When I get the results, rather than using up an issue, and
possibly alienating new subscribers who sign up and then get
the results of some survey, I might put the results on
autoresponder, so anyone who wants to take a look at what
came out of the survey can do so at their leisure. Anyway, I
feel the survey has been most helpful and thereWILL be
changes in the future.

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

It has been a hectic few weeks! My Father has been in
hospital AGAIN this week, the fourth time in 6 weeks. He is
very ill and had to be put on life support for 2 days this
week. Also the school holidays are upon us here in Britain
(groan) so the kids are building up to it and I have already
got my hands full trying to keep my two apart!

Also, I am launching my new newsletter and website;
Homeworking Parents, "For parents everywhere who are
making their living from home, either on line or off"
http://www.onelist.com/subscribe.cgi/HomeworkingParents
so I have been very busy getting the launch issue off the
ground. I can assure you however, that the quality of
*this* newsletter will stay the same. Gail

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

Does anyone know if there is any info on ADD in other
languages.  One of the children I am concerned about comes
from a multilingual family, but mother only feels comfortable
reading French/Portuguese. Thanks
kathleen_anne@...

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

NEW THERAPY COMING TO UK - AN HISTORIC
MOMENT FOR ALL CONCERNED ABOUT AD/HD

Imperial College School of Medicine is to start testing a
remarkable NEW THERAPY for attention problems from USA.
This is comes after two years of negotiations and a
transatlantic trip for Professor Gruzelier instigated and funded
by The Rescue Foundation.

The therapy requires no drugs, surgery or other invasive
procedures, just training the child to regulate their own brain.

It has been known for many years that children with attention,
hyperactivity and learning problems often have abnormal brain
waves (EEG) and that they can be trained to alter them. Professor
Lubar of Tennessee has demonstrated repeatebly that when
these children self-regulate their brain waves the symptoms of
inattention and hyperactivity diminish or disappear altogether!
But …. the first children that will have the opportunity to try
this remarkable therapy in the UK will be those enrolled on the
research programme that is validating the therapy for the UK.
The intention is to train appropriate professionals to make the
therapy more widely available hopefully through the NHS. But
frankly - that's at least three years off. What we need now is
financial support to match the £30 000 that The Rescue
Foundation is putting into this exciting project that could
mean a very positive future beyond 2000!

BECOME ONE OF THE PROJECT'S ANGELS  BY
REGISTERING  NOW:
For further details email haydn456@...

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

There has been some concern recently about email addresses being
obtained and added to mailing lists. As you know this newsletter is
sent out via onelist.com and the following was obtained from
Onelist's bulletin this week. I hope this may allay readers'
fears about leaking email addresses.

"We are pleased to announce that TRUSTe has stamped
ONElist with its seal of approval for implementing a robust
set of privacy and anti-SPAM policies and practices.

"TRUSTe conducted a thorough review of  ONElist's service
and found that its privacy policy meets TRUSTe's high
standards," said Bob Lewin, executive director at TRUSTe.
"TRUSTe and ONElist will work together to ensure that
ONElist's data collection and protection practices continue
to meet TRUSTe's guidelines."

All of us at ONElist are highly committed to ensuring
that our customers' privacy is protected at all times and
we continue to research new ways to implement even stricter
measures against SPAM.

http://www.onelist.com/info/privacyspam.html

*********************************************

  #2; Medication treatment for child and adolescent psychiatric
       disorders: What is the evidence?

There was a very important paper that appeared in the May,
1999 issue of the Journal of the American Academy of Child
and Adolescent Psychiatry on the use of medication for
treating psychiatric disorders in children and adolescents
(Jensen, P.J., Bhatara, V.S., Vitiello, B., Hoagwood, K., Feil, M.,
& Burke, L.B. (1999). Psychoactive medication prescribing
practices for U.S. children: Gaps between research and clinical
practice). In this paper, the authors examine the frequency with
which different medications are prescribed in relation to what
research data exists for the safety and efficacy of the different
meds. Although this encompasses disorders other than ADHD,
I think this is quite an interesting and important paper to include
in ADHD RESEARCH UPDATE.

There are 8 classes of medications that were looked at in this
paper.  Each class of medication, examples of brand name
meds from each class, and the type of disorder it is typically
prescribed for are presented in the table below. The problem(s)
each class of medication are prescribed for is listed under
each general medication class. (Note: The medications listed in
the Selected Examples column are just examples of medications
from the general category.)

Medication class/                 Selected Examples
Problem prescribed for

STIMULANTS                        Ritalin, Adderall

ADHD

SSRIs (Selective                Fluoxetine (Prozac)
serotonin reuptake
inhibitors)                       sertraline
Major depression, obsessive compulsive disorder, and
other anxiety disorders

CENTRAL ADRENERGIC
AGONISTS                           Clonodine
                                    guanafacine
Tourette's and ADHD

ANTICONVULSANT  Valproate, carbamazepine
MOOD STABILIZERS
bipolar disorder

TRICYCLIC ANTIDEPRESSANTS         Elavil, imipramine
major depression and ADHD

BENZODIAZEPINES 	   alprazolam, clonazepan
used to treat anxiety disorders

ANTIPSYCHOTICS  Risperidone, haloperidal
used to treat childhood schizophrenia and other psychotic
disorders, and Tourette's

LITHIUM
used to treat bipolar disorder and sometimes used for aggressive
behavior disorders

In terms of the frequency with which these different classes
of medication are prescribed, the numbers differed somewhat
depending on which national data base the estimates are
based on.  Not surprisingly, stimulant medications are far
and away the most frequently prescribed medication in child
psychiatry.  The best estimates available are that stimulant
medications were prescribed in nearly 2 million visits for
patients under the age of 18 during 1995.  This is between 5
and 10 times the next most-frequently prescribed class
of medications, the SSRIs.  Even the least-frequently
prescribed medication in this listing was estimated to have
been dispensed to thousands of children, however.

One clear conclusion made by the authors is that it is really
quite difficult to obtain accurate estimates of just how often
psychoactive medications are being prescribed to children and
teens in this country.  In fact, the best data that exists is
probably on the prescription of stimulant medications for ADHD.
Clearly, having more accurate data on the use of such medication
for children and teens would be very useful to have.

What about the evidence supporting the efficacy and safety
for the use of such medications in youth?  The authors examine
this in relation to what is known about both short- and long-
term efficacy, and short- and long-term safety.  The grading
scale they used, and the criteria for the different grades are
shown below:

Efficacy Ratings
A - Efficacy supported in at least 2 or more randomized, controlled
trials.  These would be  studies in which children's response to
medication was compared to how they responded to a placebo;

B - Efficacy supported in at least 1 randomized controlled trial;

C - Efficacy supported by "informed" clinical opinion, case reports,
or non-placebo controlled trials.  This would generally be
considered only an initial stage in documenting the efficacy of a
pharmacologic treatment;

Safety Ratings

A - Low incidence of adverse event reports to the FDA.  That is,
adverse effects that could be attributed to the medication have
been infrequently reported.

Note: This is not the same as having safety data established based
on long-term randomized and controlled clinical trials.  As the
authors note, however, conducting such trials for for long-term
safety data may be neither ethical nor feasible.

B - Clinically significant adverse event reports restricted to case
reports and/or anecdotal reports, suggesting possible rare side
effects.

C - No data or minimal data supporting long-term adversity or
safety.  In other words, little about the long-term impacts are
really know, one way or the other.

Using these criterion, the grades assigned by the authors based
on their review of the literature are shown below. Note that
STE=short-term efficacy, LTE=long-term efficacy, STS=short-term
safety, and LTS=long-term safety.

Medication  STE LTE STS LTS
class

stimulants A B A A

SSRIs  B C A C ratings for major depression
		 A C A C ratings for OCD
		 C C C C ratings for other anxiety
                                 disorders besides OCD

Central 	 B C B B for Tourette's
adrenergic  C C C C for ADHD
agonists

Anti-convulsant C C A A for bipolar disorder
mood stabilizers

Tricyclics C C B B for major depression
		 B C B B for ADHD

Benzodiazepines C C C C for anxiety disorders

Antipsychotics B C B C for schizophrenia
			 A C B B for Tourette's

Lithium  B C B B for bipolar disorder
			 B C C C for aggression

Please note that these grades are based on the authors' review,
and other experts in the field might conceivably come to somewhat
different conclusions.  Overall, however, the ratings indicate
important gaps in current knowledge.  As you can see, not a
single of the most frequently used medications for treating child
and adolescent disorders received grades of A across the board.
Stimulant medications for treating ADHD came closest, and I think
that soon-to-be-published studies on long-term efficacy will
turn this into an A grade quite shortly.  In contrast, the long-term
efficacy grade for every other medication was a C.

Remember, this does not mean that these compounds are not
effective for the designated use.  Instead, it means that solid
scientific data that documents long-term efficacy is not yet
available.

Practitioners are using these meds based on clinical opinion,
case reports, and uncontrolled trials.  Even when it comes to
short-term efficacy, only two other classes of medication
received A grades for treating a particular disorder.

There are several important points that can be taken from this
excellent review paper.  First, one could certainly make a case
that these medications are being over prescribed, given the
efficacy and safety data that is available to support their use.
For example, given the frequency with which antidepressant
medications are prescribed for children and teens, the relative
lack of scientific support for this is quite surprising.  To date,
there has been but a single published study in which an
antidepressant produced significantly better effects than a
placebo in younger depressed patients (this was for fluoxetine -
the generic form of Prozac - and where the results were 56%
improved on fluoxetine vs. 33% on placebo).  Clearly, there is
a pressing need for more scientific study of these medications
for treating children and teens.

Second, when one looks at the data above, it is surprising how
much controversy there continues to be about the use of
stimulant medications for treating ADHD relative to the use of
the other medications listed.  Clearly, stimulant medications have
the best established efficacy and safety data available, even
though more work in this area is also called for.  If as much
supportive data was available for these other medications as is
currently available for stimulants, however, we would be much
further along in our knowledge than we currently are.

Finally, I think these data suggest that one should be
cautious about using medications to treat most psychiatric
conditions in children and teens.  With certain exceptions, the
data to support the use of medications is not so compelling that
one would not want to carefully explore other treatment options.

The authors - 3 of whom are child psychiatrists heavily involved
in research - close their paper with the following statement:

"The lack of safety and efficacy data for psychotropic
medications is of general concern, not just for parents of children
with mental illness and their physicians, but for all with a stake in
the future of the nation's children."

They lay out a set of recommendations for helping to close
these important gaps in knowledge that will hopefully be heeded
by researchers and pharmaceutical companies in the years ahead.

------------------------------------------------------------------------
------------
The above article comes from David Rabiner's ADHD RESEARCH
UPDATE. David Rabiner, PhD Licensed Psychologist. Visit
http://www.helpforadd.com for information and services designed
to help parents promote healthy development of children with ADHD.

Receive a FREE trial of ADHD RESEARCH UPDATE by going to
http://www.helpforadd.com/nresearch.htm

*****************************************************

#3 Resources

New e-mail group for Canadians who are touched by Asperger's
or related Syndrome. This could be yourself, family member,
teacher, case worker, youth worker etc...
http://www.egroups.com/group/canadianasperger/info.html

also

An Asperger's webring for anyone running a webpsite
about Asperger's. Join at
http://www.cgocable.net/~pblack/intro.html

For British parents of AS children there is a discussion
mailing list too. To subscribe go to
http://www.onelist.com/subscribe.cgi/AspergersUK
This is a very friendly list with some super people
involved. If you are in Britain, it is a must.

http://www.britesparks.com/currents/index.htm
Britesparks' Currents is a site for families and teachers of
gifted children with social, emotional and/or mental challenges.

Homeschooling Gifted Children Resources
http://www.britesparks.com/homeschl/index.htm
A site for those homeschooling gifted children and those
considering it. Lots of specialised resources in one place
and the strength of a greater community to help cradle those
feeling isolated.

Britesparks Education Resources
http://www.britesparks.com/education/index.htm
This is the new home of the Educational Sweets and the
Onestone Awards. (There's almost 100 new sweets links and
a new theme section on insects this month as well) Resources
for teachers and educators of gifted children also.

and

Profoundly Gifted Arsenal
http://www.britesparks.com/egpgadv/index.htm
Site dedicated to parents and advocates of exceptionally and
profoundly gifted children.

Results of a national survey show that American families with
severely mentally affected children show almost a quarter of
all parents are forced to give them up to get services.
http://www.intelihealth.com/enews?231699


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*******************************************

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

BACKISSUES
You can now access on line back issues of the ADD / ADHD
Gazette at http://members.tripod.com/add_add_add

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

THANK YOU!!!!!!

To everyone who has filled in the survey. I have had a tremendous
response ..... so much so that it is going to take me quite a few weeks
so sort through them all. When I sort them into results I will make an
issue of the findings. This may not be for some weeks however - I have
had hundreds of responses.

Also, to those of you who have been so kind as to include letters with
your survey. Please bear with me. I WILL get back to you but it may take
a few weeks.

Best wishes you you all. You are wonderful.

Gail

HI ALL,

Could you please try to find the time to fill in this survey and return
to me here at gailmiller@...  This is to determine how I can make
The
ADD / ADHD Gazette better for readers in the future. I know that we are
all very busy, but as the subscribers have shot up recently, I feel it
would be a good idea to make this publication the BEST it can be and I
can only do that with YOUR help.
Thanking you in anticipation. ~ Gail

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

Which country do you hail from?


Are you a parent, sufferer or professional?


Do you think The ADD / ADHD Gazette is:
Too long   (  )
Too short   (  )
Just right   (  )


Would you like to see more articles on  (you may x more than one)
Adult ADD
Medication
Natural alternatives and therapies
Women with ADD
Educational issues
Management strategies
Humour
Home Schooling


Please tell me what YOU would like to see in The ADD / ADHD Gazette


Do you think The Gazette should:
Go weekly as a shorter issue   (  )
Go back to monthly   (  )
Stay as it is (fortnightly)   (   )


Have you ever forwarded The ADD / ADHD Gazette to another parent or one
of your professionals?
Yes   (  )
No   (  )


Please give your HONEST general comments on the standard of The ADD /
ADHD Gazette. Don't be afraid to say wht you don't like about it or what
you would like to see more or less of.





THANK YOU VERY, VERY MUCH
Best wishes - Gail
http://www.gailmiller.clara.net

**************************************************
The ADD / ADHD GAZETTE
The FREE online ezine all about the issues surrounding ADD
/ ADHD and co-morbid conditions and syndromes. This
wonderful community has now grown to 1,815 subscribers!
**************************************************

*** ISSUE #12 ***   July 3rd 1999

************** SPONSOR**************************

You and your friends might like to join a  free, weekly
newsletter "LowFat Tips, Shortcuts, Conversions & Recipes".
If you have questions, problems, would like a high-fat recipe
converted to low fat, or have a tip or recipe to share,
You'll love this free newsletter.  It's a really  great
group.  Hope you join.  To subscribe,  send a blank email to
mailto:lowfat-tips-subscribe@onelist.com?
This information will  NOT  be repeated, so 'CLICK' away now

**************************************************


IN THIS ISSUE:

#1 -- NEW BOOKS / NEWS & VIEWS

#2 -- READERS' LETTERS

#3 -- ARTICLE: Women and ADD

#4 -- RESOURCES

#5 -- UK FOCUS


**************************************************
**************************************************
IMPORTANT DISCLAIMER
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 statements written by contributors are
not necessarily the views of The ADD / ADHD Gazette.
**************************************************
**************************************************


MESSAGE FROM GAIL
Hi everyone. In the last issue I asked for readers, apart from in
the States and Britain (because that is where the majority of
subscribers reside) to email me with their country. So far I have
had replies from Holland, Germany, Australia, New Zealand,
Saudi Arabia, Singapore and Panama! Wow. Best wishes
to EVERYONE in every country who reads us.

**************************************************

SURVEY
You will find I have sent a separate survey out to you this time.
Please try to find the time to fill it in and return to me here at
gailmiller@...  This is to determine how I can make The
ADD / ADHD Gazette better for readers in the future. I know
that we are all very busy, but as the subscribers have shot up
recently, I feel it would be a good idea to make this publication
the BEST it can be and I can only do that with YOUR help.
Thanking you in anticipation. ~ Gail

**************************************************

# 1 New Books / News & Views

"Understanding Your Child's Temperament" William B. Carey, M.D.
http://www.amazon.com/exec/obidos/ASIN/0028628268/theaddadhdgaze
Relax, says Dr. William B. Carey of the much-lauded Children's
Hospital of Philadelphia: you may have a little monster on your
hands, but you can still prevent and reduce behavioral problems.
In "Understanding Your Child's Temperament," Carey
distinguishes the nine aspects of temperament and advises on
how to determine your child's behavioral profile--and then tailor
parental discipline to be the most effective.

**************************************************
I am delighted to say that my book "Wild Child ~ A Mother,
A Son and ADHD is now sale on Amazon!!! Anyone interested in
purchasing a copy, can find details at
http://www.amazon.co.uk/exec/obidos/ASIN/1872229247/qid=930385067/sr=1-1
7/026-3802340-0451206
Meanwhile, I am giving a free chapter away to anyone interested
who sends a blank email to gailmiller@... with
"chapter" in the subject line.

**************************************************

When Bad Children Happen to Good Parents: A Survival
Manual for Parents of Uncaring Children, offers hope for
parents who have been forced to accept guilt for the
"antisocial" behavior of their children. It is a manual that
challenges not only classical and modern psychology,
but also the sacrosanct popular myth, "there are no bad
children, only bad parents." http://www.drnorm.com/cpc

**************************************************

At website http://www.everything-4-reading.com you will find
books from Dr Rose, who is am an elementary teacher with Ph.D's
in psychology and nutrition. Dr Rose advocates taking "different"
children in the class and plucking them out to save them from the
anger and frustrations of their teachers. Dr Rose doesn't profess
to cure ADD but does manage to help these kids flourish.

**************************************************

NEWSFLASH

It was reported on June 25 by Reuters, that despite the current
backlash about the use of stimulants for ADHD, this and other
stimulants are under, not over-prescribed for children with ADHD.

According to survey, only one in eight kids who show symptoms
are prescribed stimulants, which suggests that there may be a
gross under use. (In Britain a much, MUCH smaller number of
children with ADHD receive stimulants). These findings are
attributed to Dr. Peter S. Jensen of the National Institute of
Mental Health, Bethesda. Along with other colleagues.

It was found that children with ADHD were more likely to
get school-based intervention or mental health counselling
rather than being prescribed medication. Because of these
findings, Dr Jensen concludes that 'under - treatment' with
stimulant medication is occurring not over treatment.

Sources from The Journal of the American Academy of
Child Adolescent Psychiatry 1999;38:797-804. The full
transcript of this article can be found at
http://www.intelihealth.com/IH/ihtIH?t=333&st=333&r=EMIHC000&c=230659

**************************************************

#2 Readers' letters

Hello,
I am writing to find out if any other parents of children with
ADD/ADHD have children that have also been diagnosed
with Depression? My son is 8 years old (almost 9 he tells
me) and I have just been told that he is suffering from
depression as well as ADHD. I am just wondering if
anyone else has had to deal with this as well?
trinamanns@...

**************************************************

Dear Gail
Do you have any e-mail references on peer support for
adolescents with aspergers/PDD disorders. My son could
really use a cyber buddy. Thanks.  WestHOE@...

**************************************************

Dear Gail,
I'm the mother of a 9 year old ADHD son. We have known
since he was about 4 1/2 that and it's been an awakening to
child rearing. I've recently relocated to another state after
his dad and I separated. The new pediatricians are giving
me great difficulties in renewing his prescriptions thru the
summer months, stating that it's a proven fact that
non-stop use of Ritalin can cause delayed growth and
problems children not eating. Is this true & do you have
any suggestions for a solution?   lisabrunson@...

**************************************************

The MIS-Information that you are circulating to innocent
parents on ADHD is appalling. Makes one wonder how
much drug company stock you might own. mariah1@...

**************************************************

Dear Gail
I have to respectfully take issue with your response to the
7 year old who didn't want to go to school.  While I agree
with you that is certainly easier to fit in if you are "average"
I do not think that the rest of your response was appropriate.
You said his teacher's might be unfair to him because they
do not understand that kids need to move around a lot.

I know all about that. My son had a teacher like that last
year.  And certainly every child with special needs should
be accommodated.  But it doesn't sound like that is the
case in this boy's letter.  He talks about hitting people,
tripping people, kicking people.  He knows he didn't
behave properly.  I don't think this sort of behavior
should be excused whether he has ADHD or not.  He
should have been punished and I don't think having to
stay in for recess after fighting the two recesses before
was out of line.

I have a very hyper 7 year old and I would not tolerate this
sort of behavior in him. Neither would his school. Yours H

**************************************************

Hello,
I am the parent of a 14 soon to 15 year old boy who was
diagnosed with ADHD about a year ago.  All the signs were
there from an early age but since he was bright he was over
looked.   When he hit grade 7 his self esteem seemed to drop
drastically and so did his work as well as his behavior. He
always did have some behavior problems such as being
disruptive or too talkative in class but at around the age of 12
he seemed to have even a tougher time fitting in to the
school system.  After along and trying grade 8 we decided
to seek professional help.  At the end of all the assessments
we now have the diagnoses of ADHD and after the phyco
educational assessment we also learned that he is of above
average intelligence, he even has some areas ranges in the
superior and gifted range but  most importantly he does
also have a learning disability as well.

We are now struggling with the behavior, not only do we
have to contend with the teenager but with the teenager
who has ADHD.  We are at our wits end with this child we
are at a loss as to what to do with him when he has one of
his major outbursts of anger when he refused something
or he told to stop doing something.  He can get extremely
angry and resorts to swearing and throwing things,
banging walls etc. fortunately he has never gotten violent
with us.  We feel we are tip toeing around this child afraid
to tell him no or watching what we say, we are or should I
say I am constantly running buffer between him and his
father , his teachers and his siblings and I feel  I am
being cheated,  I also feel I am being drained both
emotionally and physically.  I have run out of ideas
on how to discipline and he has basically let us know
that we cant tell him what to do or who to hang out
with.  As far as school goes he has said that he will
handle that and it is none of my business weather he
does his home work or not that it doesn't affect me.
He fails to see that it does very much affect us
because if he does not succeed in school that he will
never become independent in life.

To make a long story short I am looking for some
advice as to how to handle this very intelligent bright
child who believes that he can run his own life.  How
do I get through to him....I don't want to loose  however
I am not willing to have a teenager run my home and do
as he pleases.   He needs to understand that he had to
abide by the rules and short of asking him to leave I
don't know how to make him understand this. I am
desperate at this point as to how to parent a teenager
with ADHD.  If any of the readers out there can shed
some light on my problems I'd greatly appreciate it.
pogley@...

**************************************************

HOME EDUCATION

For anyone home educating their children, or thinking about
it, the following should provide some relevant information;

Section 7 of the Education Act 1996.
http://www.hmso.gov.uk/acts/acts1996/1996056.htm

'Elective Home Education - Legal Guidelines' document at
http://www.btinternet.com/~choiceineducation/Guidelines.htm

Education Otherwise, PO Box 7420, London N9 9SG
http://www.netlink.co.uk/users/e_o/

Home Education Advisory Service, PO Box 98, Welwyn Garden
City, AL8 6AN
http://ourworld.compuserve.com/homepages/home_ed_advisory_srv/
Both the above publish a range of leaflets and handbooks.

There is an email mailing list concerning UK-based home
education, which averages perhaps 40 messages per day.
To join, email SUBSCRIBE UK-HOME-ED Your Name
to LISTSERV@...

There is also an email list for Christian Home Schoolers. See
http://homepages.enterprise.net/haylett/hslist.html.

Another email list should be useful to anyone home-educating
a child with special educational needs. UK based.
http://www.onelist.com/subscribe/HE-SPECIAL-UK

Choice In Education
http://www.btinternet.com/~choiceineducation

**************************************************

#3 Women And ADD

The majority of writing and research on ADD has traditionally
focused on males, who were believed to make up 80% of all
those with ADD. Now more and more females are being
identified, especially now that we are more aware of the
non-hyperactive subtype of ADD. Girls and women with
ADD struggle with a variety of issues that are different from
those faced by males. This article will highlight some of
those differences, and will talk about the types of
struggles faced by females with ADD.

Childhood issues for girls with ADD
Let's read the recollections of two women with ADD in
childhood and adolescence. Marie is an introverted,
"primarily inattentive" ADD female, who has struggled

"The thing I remember the most was always getting my
feelings hurt. I was a lot happier when I played with just
one friend. When someone teased me I never knew how
to defend myself. I really tried in school, but I hated it
when the teacher called on me. Half the time I didn't
even know what the question was. Sometimes I would
get stomach aches and beg my mother to let me stay
home from school." Marie, age 34

These recollections are very different from those of a
typical elementary school aged ADHD boy. She was
hypersensitive to criticism, had difficulty with the rapid
give and take of group interactions, and felt socially
"out of it" except in the company of her one best friend.
Secondly, she was a compliant girl whose greatest desire
was to conform to teacher expectations and not to draw
attention to herself. Her distractibility caused agonizing
feelings for her due to teacher disapproval and
embarrassment in front of her peers.

Lauren's "hyperactive-impulsive" ADD patterns are
more similar to those seen in many ADHD boys. She
also recalls being stubborn, angry, defiant and
rebellious and physically hyperactive. She was also
hypersocial. Although we don't yet have adequate
statistics for patterns in ADD girls, it seems likely
that women like Lauren are in the minority when we
examine ADD patterns.

"I can remember in grade school that everything felt
frantic. I had a fight with my mom almost every morning.
At school I was always jumping around, talking and
passing notes. Some of my teachers liked me, but some
of them - the really strict ones - didn't like me. And I
hated them. I argued a lot and lost my temper. I cried
really easily too, and some of the mean kids in the
class liked to tease me and make me cry. Lauren, 27

Although we see the argumentativeness and
defiance in Lauren which we see more often in ADHD
boys, we also see that, like many ADD girls, she was
hyper-social and hyperemotional. Life for Lauren, as
for some other girls with ADD, was an emotional
roller coaster. She was very disorganized, and had
very low tolerance for stress.

ADD Adolescent Girls

Let's take a look at the recollections of Marie and Lauren
during their adolescence. Life, for each of them, seemed
to become even more difficult. Adolescence is difficult
in general. When ADD is added to the mix, problems
are amplified and stresses are intense.

"High school just overwhelmed me. None of my teachers
knew me because I never spoke up in class. Exams
terrified me. I hated to study and write papers. They
were really hard for me and I put them off to the last
minute. I didn't date at all in high school. People didn't
dislike me, but I bet if I went back to a class reunion
that no-one would remember who I was. I was pretty
emotional, and it got ten times worse just before my
period." Mariel, 34

"I was totally out of control in high school. I was smart,
but a terrible student. I guess I worked on being a
"party animal" to make up for all the things I wasn't
good at. At home I was angry, totally rebellious. I
snuck out of the house after my parents went to sleep
at night. I lied all the time. My parents tried to control
me or punish me, but nothing worked. I couldn't sleep
at night, and was exhausted all day in school. Things
were bad most of the time, but when I had PMS I
really lost it. School meant nothing to me. Lauren, 27.

Marie and Lauren present very different pictures
during their teenage years. Marie was shy,
withdrawn, a daydreamer who was disorganized
and felt overwhelmed. Lauren was hyperactive,
hyperemotional, and lived her life in a high
stimulation, high risk mode. What do they show
in common?

Severe premenstrual syndrome

In teenage years, the neurochemical problems
caused by ADD are greatly compounded by
hormonal fluctuations. These combined
dysregulated systems result in tremendous
mood swings, hyper-irritability, and emotional
overreaction.

Peer problems

Girls with ADD seem to suffer more as a result of peer
problems than do boys with ADD. Although Lauren
had many friends her emotionality got in the way
repeatedly. Marie, by contrast, felt overwhelmed,
withdrew, and felt most comfortable in the company
of one close friend. Both, however, had a strong
sense of "being different" from their peers.
Adolescent boys who are impulsive and hyperactive
may be viewed as simply "sowing their oats." They
may even gain much peer approval as they rebel
against authority, or as a result of their hard drinking,
fast driving, sexually active lifestyle. Girls tend to
receive much more negative feedback from parents,
teachers, and peers. Later, as young women, they
often join the chorus of accusation and outrage,
blaming themselves and feeling a strong sense of
shame for their earlier behavior.

Ways to Help Girls with ADD

Learning to establish a “quiet zone” in their life

Whether shy and withdrawn, or hyper and impulsive,
these girls often feel emotionally overwhelmed. They
need to learn stress management techniques from an
early age, and to understand that they need emotional
“time out” to regroup after an upset.

Try to minimize corrections and criticism

Too often parents, with the best of intentions, shower
ADD girls with corrections and criticisms. “Don’t let
them hurt your feelings like that.’” ‘You’d forget your
head if it wasn't attached to your shoulders.” “How
do you expect to go to college with grades like that?”
These girls, whether loud and rebellious, or shy and
retiring, typically suffer from low self-esteem. Home is
an important place to refuel, and to rebuild the
confidence that is so frequently eroded during the
day at school.

Help them look for ways to excel

Girls with ADD typically feel that they are “not good
at anything.” Their distractibility, impulsivity and
disorganization often results in mediocre grades.
Likewise, they often don’t have the stick-to-itiveness
to develop skills and talents like many of their friends.
Helping them to find a skill or ability, and then
praising them and recognizing them for it are terrific
positive boosts. Often the life of an adolescent girl
with ADD reaches a positive turning-point when
she is lucky enough to find an activity to feel
good about.

Special issues faced by women with ADD

The same themes, related to social and
physiological differences between males and
females with ADD, play themselves out again
as adolescent girls become women with jobs,
marriages and families.

Social expectations

Being the support system

For a woman with ADD her most painful challenge
may be a struggle with her own overwhelming
sense of inadequacy in fulfilling the roles she
feels are expected of her by her family and by
society. Both on the job and at home, women
are often placed in the role of caretakers. While
men with ADD are advised to build a support
system around themselves, not only do few
women have access to such a support system,
society had traditionally expected women to be
the support system.

Dual-career stresses

The struggles for women with ADD have been
intensified with the emergence of “dual career
couples.” During much of the past two decades
more and more women have been required to not
only fulfil most if not all of the more traditional
roles of wife and mother, but also to function
efficiently and tirelessly as they juggle the
demands of a full time career.

Single parenting

Divorce rates are close to fifty percent among all
marriages in the United States. Divorce become
even more likely when ADD is added to the list of
marital stressors. Following divorce, it continues
to be predominantly the mothers who are left as
primary parent for children. By adding ADD to the
huge burden of single- parenting, the result is
often chronic exhaustion and emotional depletion.

Physiological differences - Hormonal fluctuations

The hormonal fluctuations which commence at
puberty continue to play a strong role the lives
of women with ADD. The problems they experience
due to ADD are greatly exacerbated by their
monthly hormonal fluctuations. Some women report
that the stresses of being the primary parent of
children with ADD while attempting to struggle
with their own ADD reaches crisis proportions on
a monthly basis as they go through their
premenstrual phase, often lasting as long as a week.

Although the number of older women yet
identified with ADD is small, it seems quite
reasonable to assume that the hormonal
changes associated with menopause would be
expected to, once again, exacerbate ADD
symptoms of emotional reactivity.

What can Women with ADD do to Manage their
Lives Better?

Give yourself a break!
Often the biggest struggle is an internal one.
Societal expectations have been deeply ingrained
in many women. Even if a loving husband said
“Don’t worry about it,” they would place demands
upon themselves. Breaking out of a mold that
doesn't fit can take time and effort. Psychotherapy
with a therapist who really understands your ADD
issues may be enormously helpful to shed your
impossible expectations of yourself.

Educate your husband about ADD and how it
affects you.

Your husband may feel anger and resentment
toward an ill-kept house or badly-behaved
children, assuming that you “just don’t care.”
He needs to appreciate the full brunt of ADD’s
impact upon you. Get him on your side,
strategizing about ways to make your life at
home more ADD-accommodating & ADD-friendly.

It’s only spilled milk!

Try to create an “ADD-Friendly” environment in
your home. If you can approach your ADD, and that
of your children, with acceptance and good humor
explosions will decrease, and you’ll save more
energy for the positive side of things.

Simplify your life.

You are probably overbooked and chances are your
children are too. Look for ways to reduce commitments
so that you’re not always pressed and hurried.

Don’t hang around women who can’t understand your
problems.

So many women describe friends or neighbors who make
them feel terrible by comparison whose houses are
immaculate, whose children are always clean, neat and
well-behaved. Don’t put yourself in situations which
will send you back toward impossible expectations and
negative comparisons.

Build a support group for yourself.

One woman with ADD related that housework was such
drudgery for her that she often couldn't bring herself to
do it. One of her techniques, however, was to invite a
friend, who shared similar tendencies, to keep her
company while she completed some particularly odious task.

Build in "time-outs" daily.

Time-out’s are essential when you have ADD and are
raising children. It’s easy to not find time for them,
though, because they require planning. Make them
routine so that you don’t have to keep planning and
juggling. For example, ask your husband to commit to
two blocks of time on the weekend when he will take
the kids away from the house without you. Arrange for
a regular baby-sitter several times a week.

Don’t place yourself in burnout.

One mother of two ADD children, who was doing a
great job of parenting her children, was also able to
recognize her limitations. With two such
challenging children she arranged for summer
sleep away camp for a month each summer. She
also arranged for brief visits, one at a time, to
grandparents. This allowed her to spend time with
each son without his having to compete with his brother.

Eliminate and delegate.

Look at things that you require of yourself at home. Can
some of these things be eliminated? Can you find a way
to afford to hire to have some of them done?

Learn child behavior management techniques.

On the outside looking in it may be easy for other
parents to judge you if your children misbehave. What
any parent of an ADD child knows is that they don’t
respond to the usual admonishments and limits. There
are numerous excellent books on behavior management
techniques for children with ADD.

Get help for PMS or Menopausal Symptoms

They are likely to be more severe than in other women.
Managing the destabilizing effect

of your hormonal fluctuations is a critical part of
managing your ADD.

Focus more on the things you love.

There are many aspects of keeping a house and
raising children which are rewarding and creative. Look
for positive experiences to share with your children.

Women with ADD who feel they are “driven crazy” by
the frequent interruptions of their children, who need to
take time alone to ease frayed nerves, who fear being
labelled as “poor housewives” and “bad mothers” need
to understand and accept themselves and their ADD.
They also need to be understood and accepted by their
husbands, their families and friends. These are women
with ADD struggling valiantly against demands which
are difficult if not impossible to meet. They need to learn
not to measure their success in terms of made beds and
washed dishes, but to celebrate their gifts - their warmth,
their creativity, their humor, their sensitivity, their spirit.
And they need to look for people who can appreciate the
best in them as well.
--------------------------------------------------------------------

Thank you to ADDvance magazine for their permission to
use this article. http://www.addvance.com
ADDvance Magazine, A Magazine for Women with ADD
Published bi-monthly by Kathleen Nadeau, Ph.D. and
Patricia Quinn, M.D. $29.95 per year.  Call toll free
1-888-238-8588 or send a check to: 1001 Spring Street,
Suite 118, Silver Spring, MD  20910

**************************************************
#4 Resources

http://cgi.pathfinder.com/drweil Web site providing comprehensive
information for anyone wanting alternative and complementary ideas

http://www.erickson-learning.org Is the home page of
The Erickson Learning Centre specialising in teacher training
and tutoring people with learning disorders

Taking Children Seriously
http://www.eeng.dcu.ie/~tcs

High School & Home School Links Excellent resource with dozens
of useful links http://www.quailhaven.com/academy/hslinks.htm

Ministry for parents of children with ADHD, supporting for parents
of ADHD children  http://members.aol.com/ghales8071/yesyoucan

Balance Check. Exploring the world of ADD & ADHD
http://members.aol.com/balanceck

The Times Educational Supplement. (TES) The Leading British
Education Newspaper's online version
http://www.tes.co.uk:8484/tp/9000000/19990409/PRN/teshome.html

http://www.resourceroom.net Is where you will find ideas, lots
of links, for teaching reading, vocabulary, and maths.  Also,
books to read, for older children who are poor readers and a
home schooling section.

*******************************************

#5 UK Focus

"Integrating Neurofeeedback into an Psychotherapy or Medical Practice"

A comprehensive course on the application of neurofeedback to
cognitive, affective, attention and addictive disorders ncreasingly
research is exploring the interface between brain and mind. The
emerging field of neurofeedback has made a significant contribution
to the understanding of this interface, particularly as it applies to
the
development and treatment of psychopathology.  This course brings
together the latest research and the results of thousands of clinical
outcomes to unveil an exciting new clinical methodology with the
potential to revolutionise the delivery of mental health services.
Intensive Training Course for Mental Health Professionals

Imperial College, London July 10-14, 1999

COURSE GOAL Participants will gain a grounding in neurofeedback
sufficient to begin supervised practice with a subsequent  move
toward offering clinical neurofeedback services. As with any other
professional discipline, ongoing supervision and consultation, along
with continuing education are highly recommended to speed and
deepen the learning process.

COURSE OUTLINE

JULY 10:        Physiological  mechanisms underlying the EEG; the
functional plasticity of the     Siegfried Othmer, Ph.D.
9 am-5 pm   nervous system; history of EEG biofeedback research;
mechanisms of efficacy.
6-7:30 pm               Evening: Recent research on the functional
implications of EEG dynamics.         Barry Sterman,  Ph.D.

JULY 11:        Three-axis model of brain function as a basis for
treatment strategies.          Susan Othmer, BCIAC  9 am-5 pm
A summary of the effects of training at various frequencies.
6-9:00 pm   Evening: Practicum with instrumentation.

JULY  12:   Presentation of a clinical decision-making model with
protocols for a  variety of       Susan Othmer
9 am-5 pm    psychological and psychophysiological disorders.
                    Afternoon practicum.  Hands-on training with
equipment, including trial sessions for participants.
        No evening session

JULY 13     Clinical disorders and neurofeedback.  Assessment
and case management.     Susan Othmer    9am-5 pm    Introduction
to alpha-theta in preparation for evening practicum.    Siegfried
Othmer    6-9:00  pm

Evening: Alpha-theta practicum including sessions for participants.
Bill Scott, B.S.W., CCDP

JULY 14     Research history of alpha-theta training.
Siegfried Othmer
9am-5pm Application of alpha-theta training  to PTSD, addictions,
personality disorders,         Bill Scott and as a  complement to
SMR/beta training.  Emphasis on clinical strategies and clinical
decision-making.

No evening session

FACULTY:    Siegfried Othmer, Ph.D. , Chief Scientist for
EEG Spectrum Susan Othmer, B.A., BCIAC, Clinical neurofeedback
therapist with ten years experience
Barry Sterman, Ph.D. Psychologist and Neurophysiologist; pioneer
researcher in neurofeedback and quantitative EEG diagnostics.
Author of over 200 scientific papers in the field
William Scott, B.S.W., CCDP, chemical dependency counselor
and neurofeedback therapist; principal investigator for two studies
on the use of  neurofeedback with PTSD, alcoholism, and
poly-substance abuse

New Attendees:  $995.00 U.S. (630.00 £)  Attendees of previous courses:
$295.00 U.S. (190.00 £)
Registration: UK 44 1480 350 823 (Dr. Beverly Steffert)   U.S. (818)
789-3456 or (770) 668-9981
EEG Spectrum is approved by the American Psychological Association
to offer continuing education for
psychologists.  EEG Spectrum maintains responsibility for the
program. 35 Continuing Education Units available for the 5-day
course at an additional $25.00 documentation fee

***********ADS*****************************

"At Home Working News" is Your Doorway to Joining the
Work-At-Home Revolution.  Subscribe FREE & receive
2 FREE Reports listing 600 Work-At-Home Jobs.
To subscribe:  mailto:AHWNews-subscribe@onelist.com
Archives at  http://www.the-work-at-home.com/archives

*******************************************

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

BACKISSUES
You can now access on line back issues of the ADD / ADHD
Gazette at http://members.tripod.com/add_add_add

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

=================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
==================================================

*** ISSUE #11 ***  (extra edition)

The ADD / ADHD GAZETTE. A FREE online ezine all about the
issues surrounding ADD / ADHD and co-morbid conditions and
syndromes. This community has now grown to 1,636 subscribers!

============ SPONSOR ===============

The ADHD Ezine ~ FREE every month at
http://www.angelfire.com/biz2/makemoneynet/juneezine.html
On line each month, bringing you news, features, book
reviews, articles and more ........ Current issue includes:-
Is diet a big factor in ADHD?
The controvercial Feingold diet. It may be a soloution for you
Books with ideas and recipes for everyone

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

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- UK FOCUS

#3 -- ARTICLE: Mum, Why Am I Different?

#4 -- RESOURCES

=================================================
IMPORTANT DISCLAIMER
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 statements written by contributors are
not necessarily the views of The ADD / ADHD Gazette.
==================================================

# 1 News & Views

Hi everyone,
I am sending this newsletter out early as so many kind readers
have been sending me so many things for publication recently.
The only way I am going to get all this info out to you is by
sending this one as an 'extra'. I hope this is OK with everyone?
Rather than 'sitting' on this info, and of course as some of it
refers to events that have a deadline, I would rather try to get
it out as soon as possible. I also have some great articles lined
up including one about girls and women with ADD scheduled
for the July 3rd issue. The next issue will go out as normal then,
on that date. I also hope to include a small survey in that
issue, to get some idea of where everyone is from and to get
feedback about this newsletter. Obviously as subscribers are
growing at such a rapid rate, I need to know what you like and
dislike about The Gazette and what YOU want in the newsletter
Gail

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

Dear Gail,
I am the parent of adult ADHD son (29) and would like to hear
from any other parents with grown up ADDers, for mutual
commiserations and encouragement. Anyone who would like
to contact me, can at tenaj@...  Thanks

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

There have been more warnings issued about the safety of
the medication Cylert (pemoline) It is being linked to possible
liver toxicity. See details at http://add.about.com Meanwhile
if anyone in your family is still taking this medication, it would
be wise to go back to your doctor regarding an alternative med.

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

Hello Gail,
I am 7. My mum told me to write to you and tell you how I
feel.I feel unhappy a bit because I'm an explorer and I didn't
want to go to school this morning because there were
lots of naughty people who were hurting me and I don't like it
and then I get mad. Then I get red. Then I start hitting them.

This morning I didn't want to get my school clothes on because
there are lots of nasty people who I don't like, and if I didn't go to
school they might forget about hurting me, but I went to school
and then I got to school but I was very late. The teacher said
'Where were you?' then I said 'I was messing about and I refused
to get my school clothes on but Mr Davies didn't speak to me,
Mr Davies is my head teacher.

On a few days, I was pretty good and some days I was
appalling and I really need some help for getting my act back to
normal like someone who I know in my school. His name's
Matthew and he's very good, but I don't want to be like him, I
want to be myself, but I want to be very good.

At school today after I got in they were doing some work and I
didn't know what to do but when I got to my teacher, she told
me what to do and I got on with it. First play, I didn't behave
properly, I was kicking, punching, tripping over people, sitting
on people and I was tripping people up but at least the teacher
didn't see me, who was on duty.

Then, the second play after lunch I was starting to hit people
and do all the same things which I did on the first play. Then I
was playing nicely with my best friend and I was giving him a
piggy back and after the second play which was after lunch, I had
to stay in the third play, but my teacher let me and another boy
out. I have to go now, hopefully I'll talk to you some other day

From A

- - - - - - - - - -

Hello A,
              I am sorry to hear you are feeling sad about school. I
don't know if you are old enough to understand what I am
going to say, but I am going to tell you something about school.
School is GREAT .............................

if you are average.

For children like you, who tend to be EXTREMELY good at
some things and not so good at other things (like getting in
on time) it is not such an easy ride. If you are quite good at
many things and don't excell in any, school will be easy for
you. You won't stick out. You will be like one of the 'sheep'.

There are many children just like yourself in school
however, who can do the work, and who are even very, very
good at some things, but who behave in a certain sort of
way that is somehow different from the rest of the children.
Because of this behaviour, adults (teachers) are often
unfair to you. They cannot understand (because they are
ignorant) that sometimes it is difficult for a child who needs
to move about a lot and who sometimes acts on the spur
of the moment to be the same as the other kids. They
don't see children as individuals, they see them as a mass
and it's wrong. Because of this you are often left feeling
sad, or cross, or frustrated at those adults.

Not all teachers are like this. As you go through school you
will find one or two who will like you for who you are, and
accept the things you do without judging you. If you can
find a teacher like this make him or her your friend. Go to
them when you are having problems.

All I can say to you is this. Some of the greatest names in
history were said to have symptoms like the ones you have.
Churchill, Einstein, Walt Disney, Richard Branson, Tom
Cruise, Robbie Williams, Eddison, Robin Williams, Stephen
Hawking .... the list is much, much longer than this. All these
people have made the world a better place for others
BECAUSE of the way they are, not depite the way they are.

I hope you have a better day at school today love.
Best wishes - Gail

NOTE: Anyone who would like to write to this little boy, could
they please send emails to me in the first instance and I will
pass them on. This little guy could use some cyber buddies.

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

Welcome to all the new subscribers who have come to us since
the last issue including our first one from Zimbabwe! Please let
me know if you are a reader of The ADD / ADHD Gazette and
NEITHER in The States or Britain.

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

Dear Gail,
I am wondering if anyone can help us. We have a teenage son
with ADD who has had a horrible year with depression and
almost failing the year. He is on Adderall and Prozac. Presently
he is happy as can be because he loves his summer job. My
question is: We were all tested in the family by our Christian
Psychologist (PhD) using the DiSC Biblical Personal Profile
System. Is anyone familiar with this? I am wanting resources
on how to put the results with the ADD/Depression
components to best help him. Any help would be great.
Thanks Marymsrd@...

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

Sleeping Through the Night. . . and Other Lies : The Mysteries,
Marvels and Mayhem in the First Three Years of Parenthood
by Sandi Kahn Shelton
http://www.amazon.com/exec/obidos/ASIN/0312203624/theaddadhdgaze

In this super book, the author Sandi Shelton; humour columnist for
Working Mother magazine, tells us that in order to survive parenthood
we need to have a keen sense of humour.

Here are insights to living with infants and toddlers that only a
mother of three could provide, including "Why Babies Cry,"
"The Daddy Dance," and  "Life in the Terrible Twos." With wisdom
and plenty of wit you are taken through a kaleidoscope of the topsy
turvy world of parenthood.

Read about the absurd occurrences that wreak havoc on a
household from an expert on laughter. Very funny; very
informative, a superb present for (unsuspecting) parents to be.

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

#2 UK Focus

The following bulletin was taken, with permission, from The
FEAT Daily On Line newsletter (Families for Early Autism Treatment)
http://www.feat.org
"No Autism MMR Link" Refuted by AiA (Allergy Induced Autism)
http://www.kessick.demon.co.uk/2commonspr.html

AUTISM MMR LINK
MMR Vaccine and Autism : No Epidemiological Evidence for A
Causal Association Taylor B. Miller E. Farringdon P.C. Petropolous
  M.C. Favot - Mayaud I.Li J. & Waight A.

The above paper, published in the Lancet on Friday 11th June
1999, was funded by the Medicines Control Agency and
authored by the Department of Community Child Health
Royal Free and University College Medical School, London,
together with The Public Health Laboratory Service. Details
appear to have been substantially leaked by the authors
prior to publication.

This is the first public admission by the government of the
massive increase in Autism. It would however, appear to be
a cynical attempt to disguise the truth.  Should this be the
case then what we face is a scandalous public dupe of BSE
  proportions.

SUMMARY OF STUDY
The study is a case series analysis, a weak form of epidemiological
analysis which can only suggest or refute very large relationships.
The authors begin by admitting the intrinsic flaws in the available
data whilst clarifying the aim of the study as to look for evidence
of a change in trend in incidence or age at diagnosis associated
with the introduction of the MMR vaccine.

The most significant finding of the study is that the number
of children with autism has risen by 25%, year on year
compounded since the introduction of MMR.

Additionally a significant temporal clustering for the onset of
parental concern about their child's behaviour was found
within six months of the MMR vaccine. Astonishingly, despite
these clear findings, the interpretation of the study is that the
analyses do not support a causal association between MMR
vaccine & autism.

Alarmingly the reader may easily be misled into believing that the
rise in autism predates MMR introduction whereas the study the
demonstrates a potential association.

AIA's INTERPRETATION OF STUDY
AiA has access to a large number of parents trained in highly
relevant disciplines which allows us to interpret accurately and
analyse the integrity and validity of the study. The following
highly pertinent points have arisen from our investigations:-

The data underlying the key graph are fundamentally incorrect.
The Public Health Laboratory Service itself instituted a catch up
policy, meaning that all children who had not previously received
the mumps or rubella vaccine, irrespective of their having
received a monovalent vaccine, were targeted for MMR
inoculation. Despite this, the group has been ignored completely
for the purposes of this exercise. The study states that the group
was of children eligible for MMR vaccination in the second year
of life, indicating the authors' awareness of older eligible children.
Had the children vaccinated in the 'catch up' campaign been
properly accounted for, as well as having been diagnosed
before 60 months of age (as per the study's criterion), the relevant
starting year of birth should have been 1986.  Figure 1 clearly
shows a significant rise in cases between those born in 1986
over those born in 1985 This has either been a totally inept
analysis of the data or a deliberate attempt to cover the truth.
There is a 'step up' and the conclusions in relation to the first
hypothesis are without doubt invalid.

With regards to the age of diagnosis of autism in relation to the
MMR. Most children have been vaccinated with MMR by 15
months and subsequent time of diagnosis of autism relative to
parental concern is an unknown variable nor do the authors
declare the relative numbers of vaccinated to unvaccinated
children. Thus the second analysis is not only totally
meaningless in any scientific sense but it also bears no relation
whatsoever to the fundamental hypothesis and certainly does
not exclude exposure to vaccine as having a causal relationship
to autism.

It is not surprising that the study finds no significant relationship
between timing of diagnosis considering the wide variation of
age at which final diagnosis is completed.

The third analysis looked at the first expression of parental
concern about their child's behaviour in relation to any potential
temporal relationship to MMR vaccination. What was identified
was a significant statistical cluster of first parental concerns
within 6 months of MMR vaccination. This is then explained
away by suggestion of lack of precision in definition of symptoms
of the condition, however, if this significant finding were truly
due to a parental recall bias it would have been seen in all vaccine
groups i.e. those who received any measles containing vaccine.
The significant clustering is only seen in recipients of the MMR
indicating that this is likely to be a true effect. In statistical terms
the dataset is of limited size despite assurances that the findings
are based on a large study.

The absolute defence of the MMR vaccination in the discussion
section of the paper is out of all proportion to the weak
scientific evidence presented in the findings. Indeed the
findings indicate the opposite of the efence given.

There are no control groups in this study to compare against i.e.
Rates of occurrence of: - a.Autism in children who have not been
vaccinated with either the MMR or the monovalent vaccines and
b.Autistic children vaccinated with the monovalent vaccines. It
is impossible to say if a higher or lower proportion of children
given MMR developed autism compared with those who didn't
receive it. It is clear that the study was commissioned to dismiss
the hypothesis that there may exist a relationship between the
MMR vaccine and autism.

In reality the study is fatally flawed and statistically inadequate.
Despite clear findings supporting the relationship hypothesis, the
authors discard their own clearly unexpected, statistical findings
and manipulating the results to 'prove' their own pre-existing
hypothesis. This approach, coming from the Medicines Control
Agency, is an outrageous attempt to pervert public perception of
the potential relationship between the MMR Vaccination and autism.

In the continuing interests of the children and adults
represented by our organisation, AiA calls for the resignation
of all key members of the Study Group, on the grounds that they
are prepared to place a skewed and feeble study into the public
arena in an attempt to defend the MMR vaccination. In addition,
AiA demands that the Medicines Control Agency or the Govt
commissions a totally objective and completely independent
study to ascertain the truth.

On March 1, 1999 the State of California released a report,
mandated by state law and enacted as a result of concerns
raised to the Governor and Legislature by parents, educators,
and health care professionals who had observed that within a
very short period of time, autism in California had increased
at an alarming rate. The report to the Legislature from the
Deprt of Developmental Services (www.dds.ca.gov/autismreport.cfm)
examined the increase in autism and pervasive developmental
disorders compared to other defined developmental disorders.
Analysis was of data provided by California's 21 regional centres
covering the period from 1987 - 1998. Among the most striking
findings in the report was that the number of young children
diagnosed with autism entering the system over the past 11
years had increased 273 % (page 8 of the Report), while the other
developmental disorders showed only modest, population
adjusted increases.

Also contained on page 8 of the Report, is a graph which
documents a sudden, unexpected and unexplained increase in
autism starting exactly at the same time as California was requiring,
for the first time, the use of MMR.

Plotting the North Thames findings against the California study
illustrates a similar upwards trend, beginning at time of
introduction of the MMR into the U.K. and including children in
the 'catch up' campaign. The recent Peltola study from Finland,
which tested the wrong hypothesis, is now widely quoted in
PHLS literature as proof of MMR safety.

Few GPs, parents or other professionals have sought the paper
out to verify the implied findings yet the paper so easily became
incorporated into medical folklore. Fears are that the nonsensical
study now under discussion will achieve the same giddy heights
of acceptance by the medical profession as the Finnish study.
Numbers of autistic children in this country will continue to
rise at the alarming rate demonstrated and the excessive budgetary
overheads required to meet the demands of the rocketing rise in this
devastating condition will potentially cripple future governments.

AiA is a membership based, medical research charity, which has
not previously taken a public stance on the issue of autism and
vaccination. However, the serious implications of the publication
of this paper have forced the executive of AiA to take immediate
action. AiA considers that any such attempt to justify health
policy by using inadequate research as propaganda is reprehensible.

------------------------------
Thank you to FEAT Editors: Lenny Schafer and Catherine Johnson
for permission to reproduce this bulletin. Subscribe to The FEAT
Daily Online Newsletter: Daily we collect features and news of the
world of autism as it breaks. http://www.feat.org/FEATNews
schafer@...    CIJOHN@...

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

The Adult Dyslexia Organisation is the first (and perhaps only)
organisation in the UK to cater solely for adult dyslelxics on a
national basis. It is mainly a source of informattion and a focus for
lobbying on the behalf of adult dyslexics. One of the commitments
they have made is to offer training to those who wish to set up or
improve adult dyslexia support groups throughout the UK. Hence,
Adult Dyslexia Support UK.

There are 4 training days scheduled for this year.
Glasgow             July 3rd
Truro                   Sep 25th
Cardiff                Oct 16th
Belfast                Nov 13th

In 2000 we will visit Leeds, Birmingham, Bournemouth, Aberdeen
and Cardiff (or at least that is the plan!)

The topics that are addressed are as follows;
Dyslexia – What is dyslexia, what are the needs of the dyslexic?
Helpline – Giving advice. Where to get help. Helping with the
dyslexic’s problems.
Fund Raising – Staying solvent, how to raise money to fund
your group.
Charity Law – Being legal, what you need to know.
Resource Materials – The logistics of running a support group.
Self-Esteem – How those with a damaged self-image can repair it.
Group Facilitation – Recruiting from within the dyslexic community
– Working with other organisations involving the marginalised.

Everyone who attends the training will recive a copy of it. Just as
importantly, attending the training will provide the opportunity to
meet others who are involved in the same enterprise. Networking
and the contacts that it provides is an important part of the process.
Everyone who comes to the training will then have others to speak
to and swap ideas with.

There is a nominal £10.00 charge for all who attend.

Book a place by sending £10.00 to, 'ADO, 336, Brixton Rd, Brixton,
London, SW9 7AA stating which seminar you wish to attend. FULL
details on all these events can be obtained from Simon Hopper at
simonhop@...

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

#3 Mum, Why Am I Different ( A story for any youngster
feeling misunderstood) by Gail Miller

Zak bounded into the lounge, his baseball cap all askew and
his jumper on back to front. Bouncing into his favourite squashy
chair, he looked at his mum with a quizzical expression.
“Mum, why am I different?”
His mum looked at his flushed little face lovingly. Zak had been
dashing about again. His face was red and his hair was
plastered clammily to his head.

“Why, what do you mean son?” his mum asked.
“Today, Mrs Keenoe my teacher, said that I was hyperactive.”
Zak replied.
“Well you do have a lot of energy Zak, that is true, but that can
sometimes be a good thing.”
“She often gets cross with me when I get out of my seat, and
she says I can’t sit still.” he went on.
“Oh Zak, I am sorry your teacher gets cross. She just doesn’t
understand you. An energetic and lively little boy like you needs
lots of stimulation, and that is why you move around a lot in
your classroom.”

“But Miss says I’ve got St Vitas dance.” Zak moaned.
His mum took Zak upon her knee. She could feel his heart
pounding heavily under his clothes.
“Just think what an advantage it is to be always on the move
like you are. Not many children can move quickly like you. What
if you ever had to run away from trouble? You would be the
fastest little runner around. No one would be able to catch you
would they?”

Zak hadn’t thought about it like that. He was aware that he did
move around more than the other kids, but he had always
thought that this was a bad thing. Zak’s mum then went on.
“When you grow up, you may want to become an athlete or a
sportsman. You will have to practice to become stronger and
faster. Racing about will then come naturally to you won’t it?”
  Zak smiled at his mum and realised that maybe his need to
dash about would come in very useful one day.

-----

The next day, Zak ran out of the school gates and scurried up
to his mum, nearly knocking her off her feet. His shoe laces
were undone and he had one sock up and one sock down.
“Boy, am I glad to be out of there. I have been so bored at
school today Mum. ” Zak exclaimed.
“Have you, Darling?” she smiled. “I know it is difficult for you
to stay on task sometimes. Because you are a lively and bright
little boy you needs lots of stimulation to stay interested.”

Zak told his mum how he found it very difficult to concentrate
in his lessons, especially if the work was too easy for him. She
put her arms round him and sighed.
“You are a very clever boy,” she assured him, “but sometimes
it is hard for your teacher to know when you are bored. She has
so many other children to look after as well as you. Just do your
best and don’t be too worried if you get a little bored sometimes.”
Zak gave his mum his most beaming smile when she said they
could visit the park on the way home. He felt happy that he
would have a chance to run around and stretch his legs.
    “Yippeeeeee!” he screeched as he ran into the distance, his
mum trying hard to keep up with him.

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

Zak’s mum was wearing her best outfit. She was sat in the
school corridor, along with Zak, awaiting her turn for the
Parent Interviews. Each term, school saw every parent to
report how their children were getting along with their work.
“Mrs Wilson!”, a voice echoed down the corridor.
“That’s us, love.” Zak’s mum said as they both got up and
went into Flabby Bucktrout’s office.

(The headmistress wasn’t really called Flabby. Her real name
was Ernestine, but Zak always called her by this cheeky
nickname because she was a little bit, ...... er flabby.)

“Mrs Wilson, do you know that Zak is prone to daydreaming in
class? He drifts away into his own little dreamland, and then
he has little idea of what he is supposed to be doing, when he
returns to the land of the living.”
Zak’s mum calmly said “You are right, Zak does tend to
daydream sometimes, but he is a very thoughtful boy. He has
a lot of information in his head, and he does sometimes get
absorbed in his own ideas.”

Mrs Bucktrout looked startled. She wasn’t expecting a reply
like this. Flabby Bucktrout thought that Zak was a handful
of trouble. In school he was always overactive and often
found it difficult to concentrate in class.
“But Zak has other problems too,” Flabby continued, “He
usually strays from what the rest of the class are doing,
preferring to go his own way.”
“Ah yes Mrs Bucktrout,” Zak’s mum said pointedly, “ but you
are forgetting that Zak is a very independent and individual
child. He is also inquisitive and shows interest in lots of
different things. Qualities like this should be encouraged.”

When they left the office Zak's mum turned to him, and said
kindly “You are one of a kind Zak, and don’t you ever forget
it. Your qualities make you stand out from the rest. You are a
very special person.”
“But I sometimes feel like a geek Mum.” he said sadly, “ I
know that I don’t think in the same way as my friends, and
everyone says that I always have to be different.”
“Who wants to be the same as all the others anyway?” she
asked. “The world needs inventors and leaders, not just workers
you know.”
    Zak thought about this for a while and he soon felt much better.
He thought to himself that maybe he wasn’t such a geek after all.

-----------

“Mum, Mum! Andy’s mother says I don’t know how to play
properly. She says I’m too bossy.” Zak called as he crashed in
through the door and threw himself face down onto the couch,
sobbing his heart out.
“Come here Sweetheart,” his mum cooed, “it’s alright now.”
  She wondered why others couldn’t be more understanding about
Zak’s special difficulties. It’s hard enough for children like him,
she thought, without people adding to his problems by saying
unkind things. She put her arms around the little boy and
cuddled him close to her body. He felt safe and loved.

“You do come across as being a bit boisterous you know Zak,”
she explained, “and sometimes other children are even frightened
of you. If you could just put the brakes on a little, things would be
easier, but it is part of your character *not* to be able to do that.”
Zak looked into her eyes questioningly, “But *why* aren’t I able
to do that?” he said.
“Because your brain is special, and works differently to most
other children,” she explained, “and this is what makes you
different. When you grow up though, you will be able to put this
difference to good use.”
“How will I be able to do that Mum?” he asked curiously.
“Well,” she replied, “you may want to be a high flying
businessman, with offices all over the world. But in order to keep
ahead in business you will need to be determined, and yes, even
bossy sometimes. This is where your character will come into it’s
own.”

“Oh yeah.” Zak laughed, “I could end up just like that Richard
Brainstorm couldn’t I?” he continued “I think I will stay in a
while and watch television.”
His mum always made him feel cheerful when he was feeling
sad or insecure.

--------

Zak’s older brother William looked sulkily at Zak.
“Come on Zak, catch the ball. You’re useless.”
Zak tried again, but the ball always slipped through his fingers.

“I don’t like sport anyway,” Zak complained, “you know I
prefer working on my computer.”
“Computers are for nerds,” William sneered, “I’m going to call
for Benson. At least he can catch a ball.”
He sloped off, leaving Zak standing forlornly on his own.

Zak found his mum in the kitchen up to her elbows in
butter and flour.
“Buns won’t be long ” she said cheerily.
  “Mum,” interrupted Zak, “why am I out of step with the other
children? I often feel like I don’t understand their world.”

His mum looked at him with a concerned look in her eye.
“You are right Zak,” she said, “you are different from the
run of the mill, but children like you have amazing talents and
are usually very creative. Just think how boring the world
would be if there were no artists, explorers or entertainers.”
“Sometimes I would like to be like all the others though.” said
Zak sorrowfully. His mum smiled her special smile and bent
down so that her face was at the same height as Zak’s.

“Now listen to me young man,” she said sternly, “you must be
proud of who you are. You are an individual, a one-off. There is
no one else like you in all the world. I know it feels hard
sometimes, but when you grow up you will do great things,
maybe invent a new type of computer, or become Prime Minister
or President. Leaders and creative people, like you, make poor
workers because of the way they are made.”

“Are there any others like me?” Zak then asked.
“Of course, my love,” his mum replied, “there are many
children in the world who feel out of place and separated
from the world around them, but many grow up to be famous
scientists, actors, inventors or leaders.”
“Thanks Mum.” said Zak, as he dashed upstairs to play on his
computer.

There are millions of children in this world, all of whom have
good points and bad points. Some have special difficulties which
makes it hard for them, and may make them feel that they are
different from the crowd.  But sometimes it is not always best
to be ordinary. Life is not as exciting for ordinary people as
those who were born to explore, and to take life by the scruff of
the neck and shake it! We must all be proud of who we are, and
try to make the best out of  the qualities that God has given us.

- - - - - - - - - - -
Copyright Gail Miller 1999
Gail Miller is author of "Wild Child - A Mother, A Son & ADHD"
http://www.gailmiller.clara.net/wild.html

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

#4 Resources

The Mental Health Matters Newsletter from "Mental Health
Matters!" The User-friendly Mental Health Directory
FREE search available. http://www.mental-health-matters.com

A new site on Oppositional Defiant Disorder can be found at
http://www.members.tripod.com/brulin/odd.html

http://www.cabaret.co.uk is the website of Cabaret Mechanical
Theatre. Making automata and mechanical toys is quite common
is schools now because it fits in well with the Design and
UK Technology Nat. Curriculum. The show features over 20
new pieces including 10 which you can rotate through 360
degrees and see working as animations with QuickTime 3
or later installed but there are ShockWave and 'no-plug-in'
versions as well.

Whispers ONline Magazine for Women. An interesting magazine
for interesting women. http://www.whispersmagazine.com
Articles cover Image, Food, Home, Finance, Computing,
Romance, Travel and Arts & Entertainment as well as
forums and chat. For your free subscription
Subscribe at mailto:subscribe@...

Mind-Steps. A new website from David B. Goldstein, Ph.D.
who develops a multi-disciplinary approach to the assessment
and treatment of learning and developmental disabilities.
Bringing together speech and language pathologists, educators,
reading specialists, psychiatry, psychology, occupational and
physical therapy, audiology, and optometry in an effort to view
a child or adolescent from multiple perspectives.

The Missing Person Search Bulletin is packed with missing
person locator tips and it's free! Find someone today!
http://www.internetpi.com/findpeople/newsletter.htm

Hometips & More Website. Find favorite recipes, and
many free downloadable money saving or earning reports,
and is updated weekly. I don't know if you ever refer
readers to such sites, but here it is:
http://www.angelfire.com/wa/hometips

AChristian based site for parents of children with ADHD is at
http://members.aol.com/ghales8071/yesyoucan  A lovely site.

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

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

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

Next issue ...... ADD in females
SEE YA NEXT TIME.  Gail Miller 1999
gailmiller@...

=================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
==================================================

*** ISSUE #10 ***

The ADD / ADHD GAZETTE. A FREE online ezine all about the
issues surrounding ADD / ADHD and co-morbid conditions and
syndromes. This community has now grown to 1,569 subscribers!

==========Sponsor=================================

The Mental Health Matters Newsletter
-----------------------------------------------------
Mental Health Matters!
The User-friendly Mental Health Directory
FREE search Service available.
http://www.mental-health-matters.com/

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

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- UK FOCUS

#3 -- ARTICLE: Inattentiveness: The Quiet Disorder

#4 -- RESOURCES

=================================================
IMPORTANT DISCLAIMER
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 statements written by contributors are
not necessarily the views of The ADD / ADHD Gazette.
==================================================

# 1 News & Views

10 Principles For Spiritual Parenting by Mimi Doe / Marsha Walch

Often parents bringing up difficult children such as ours are so wrapped
up in the everyday hustle and bustle (disciplining their child (ren),
making
sure homework is done, fighting on their children's behalf with
education
or health authorities, trying to ensure the family doesn't fall apart at
the
seems) that they lose their spiritual empathy with their children.

After years of difficult behaviour to contend with it is sometimes hard
for parents like us to remember the indescribable feeling of
unconditional
love we felt, when our new born babies were placed in our arms for the
first time.

10 Principles For Spiritual Parenting is a must for any family concerned
about their children's (not to mention their own) spiritual growth.
Bringing you ideas on how to grow closer as a family, after reading
this book I looked at my children in a new light. The authors offer
practical ways to develop special moments with your children by
looking at the world about us in a spiritual way and sprinkled
throughout the book are quotes from children describing their own
ways of feeling at one with their surroundings and comfortable with
their God.

If you want to recapture that warm glow of family pride that often
gets lost along the way, then this book is for you. Each chapter leaves
you feeling uplifted and when things seem *really bad* and you
desperately want some inspiration, this book will lift your spirits and
give you the strength to get through the storm.

Purchase 10 Principles For Spiritual Parenting at 20% off the list price
at
http://www.amazon.com/exec/obidos/ASIN/0060952415/theaddadhdgaze

-----

If you visit http://www.yourownhealth.com you can select an
interview that applies to your child's medical visit, fill it out, print
it and give it to your physician, giving him a detailed medical
history they not have the time to obtain from you .

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

#2 UK Focus

New group for Single Parents living in the UK at
http://www.onelist.com/subscribe/uk-singleparents
Is a new moderated list with over 20 subscribers to date. No
spam, flame, childless singles or couples etc ... It is not a dating,
singles or anything similar list.

-----

I took the following message off one of the autism newsgroups
this week:- Society For The Autistically Handicapped. S.F.T.A.H.
SECRETIN available in the UK in a Homoeopathic form via
Homoeopathic Doctors. SFTAH has imported Secretin into the UK
for parents to try in a Homoeopathic form. The Secretin has been
made up at a Homoeopathic Pharmacy and is available from that
Pharmacy via a Homoeopathic Doctor. If your Homoeopathic Doctor
has difficulty in obtaining Secretin, they can contact SFTAH.
Tel: UK +44 (0)1536 523274.

-----

The National Association for the Care and Resettlement of
Offenders have recently suggested that improving the health
of our nation’s children could help reduce youth crime.
Although the impact of children's health on crime has not been
widely studied, it is known that many young offenders have
mental health, alcohol and / or drug problems.

Their report “Children, Health and Crime” argues that health
risk factors often overlap with other factors for young offending,
such as poor parenting, social deprivation, neglect, exclusion or
a mental health history. Incarceration can exacerbate the problem
however. NACRO call for more emphasis on alcohol and drug
education, ideally starting when children are still in primary school.
Also, they want these subjects adding to the national curriculum
along with citizenship classes in secondary schools. The drug
charity Turning Point, and Alcohol Concern is backing the call
for greater education in these issues.

One recent study showed that over 1/3 of our young offenders
had drug related problems. A different study found that over
40% of young offenders had either drunk alcohol or were
inebriated during their offences. Over 50% of young male
offenders and 33% young women offenders are thought to
have significant mental health problems, which is higher than
the average 20%. Some of the things highlighted by research
are that; a: Alcohol is significantly linked to youth crime.
b: Drug dependency can trigger offending by users trying to
finance their addiction. C: Alcohol is widely associated with
violence and anti-social behaviour. Incarceration can lead to
mental health problems.

Other risk factors for youth crime include educational
underachievement and learning disabilities. One London
research project in London found that a staggering 52% of
probationers had a learning disability. Because of this NACRO
wants children screened at an earlier age for LD. These recent
findings show that often “The overall result is a downward
spiral in which the circumstances predisposing children to
commit offences can exacerbate problems of ill health which,
in turn, reinforce those original circumstances." NACRO calls
for schools to educate children in positive mental health
and wants the NHS to develop distinct children's health
service, assuming responsibility for young offenders’ health.
Also, a focus on positive parenting for difficult children

-----

"UK playworkers Mailing List" for Play workers and other
childcare workers to share idea's, and resources. The next
five years are going to see some very big changes, with the
introduction of Britain's first National Childcare Strategy,
which will provide training for existing play workers and create
90,000 play work posts over the next five years. To join the
UKplay workers Mailing List just follow this link:
http://www.onelist.com/subscribe/UKplayworkers
also,
Check out the new UKschoolgovernors Mailing List,
at http://www.onelist.com/subscribe/UKschoolgovernors

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

# 3 Inattentiveness: The Quiet Disorder
by Debra Moore

The descriptive phrases infiltrate the slang of our language:
"space cadet," "air head," "out-of-the-loop," and "couch potato."
The stereotypes of the "absent-minded professor" who forgets
to wear shoes to lectures or the "clueless student" who spends
class time staring out the window are comic stock characters in
movies, books, and anecdotes. Despite this general cultural
familiarity, specific knowledge concerning what was once called
"ADD without hyperactivity" has been elusive and limited, but for
those people who live with the consequences of the condition, the
destructive effects are both concrete and pervasive.

Long considered as merely a subtype of Attention Deficit
Hyperactivity Disorder (ADHD), this inattentive version of ADD
has gradually gained recognition as a distinctive diagnosis. The
most recent edition of the Diagnostic and Statistical Manual (1994)
of the American Psychiatric Association distinguishes three
categories of Attention-Deficit/ Hyperactivity Disorder: the
predominantly hyperactive-impulsive type, the predominantly
inattentive type, and the combined type. While each of these
groups present different behavioral features, they seem to have
very similar tragic effects, such as emotional problems, poor self
- awareness and self-esteem, and difficulties with time management
and organization. Both groups experience problems performing
tasks at school and work.

Undiagnosed Dreamers
Ironically, the "low key" nature of inattentiveness may well have
made it a more insidious force for personal disaster than the highly
visible and dramatic hyperactive variation; these individuals simply
attract less notice within classrooms and families. Described as
"dismissed and undiagnosed dreamers" by learning disabilities
specialist Paula Stanford, inattentive ADDers are usually
diagnosed later in life than their hyper counterparts; in fact, many
of them may never be diagnosed at all and spend their lives
floundering and repeatedly failing to meet expectations.

Inattentive students don't annoy adults or behave in a
volatile manner. They don't wiggle in their seats and disrupt
students sitting around them. Indeed, they may even appear to
maintain concentration by staring fixedly at a textbook or a
lecturer for periods of time, but this apparent "focus" may mask
a wandering mental state. As Stanford notes, "It's hard to see
distractibility.

People expect to see a child in the back of the class "bouncing
off the wall." This example child is always talking and can never
concentrate on anything put in front of him. This child was
never an example of me ... I was not hyperactive; I just could
not concentrate, memorize or work on something that did not
interest me. (Excerpt from an essay by an inattentive ADD
adult client of Brainworks.)

The subtle and often ignored behavior patterns of inattentive
ADDers include lethargy, slow processing and retrieval of
information, and social apathy. They tend to direct negative
feelings inwardly rather than outwardly, to become anxious
and depressed rather than aggressive and openly defiant.
Instead of challenging authority figures in direct confrontations,
they may tend to adopt a type of "passive manipulation" which
leads to their becoming perpetual victims, repeatedly rescued
by family members, friends, and teachers.

During my elementary years, without realizing it, I learned how
to manipulate my teachers into letting me turn my homework or
other assignments in late...phrases like "Well, I guess, turn it in
tomorrow," were frequent. Even with my ability to manipulate
teachers, I still heard, "Why can't you do this? Why don't you
concentrate? It's not that hard....You can't see past the end of
your nose."

Passive Prejudices
Other ADD experts have pointed out that social bias may have
an impact on how inattentive disorders are detected and treated.
In the first place, our culture and educational systems tend to
punish activity and reward passivity. Paula Stanford comments,
"If people are quiet and non-assertive, we tend to say they are
'Nice' people and be proud of them." The quiet student lost amid
daydreams in the middle of the room may not be handing in
homework consistently and may be capable of making better test
grades than low C's and D's, yet this same underachieving
student will often receive "excellent" conduct ratings!

However, the most striking feature concerning inattentive
ADDers may fall within the realm of "gender issues." For
decades, ADD was defined in terms of being a hyperactivity
disorder which primarily affected young males, and referral
ratios of boys to girls for the condition have been estimated
as being as high as 10 to 1.

In recent years, the definition of the condition and the
disproportionate referral ratio have been challenged by
numerous researchers. As Dr. Russell Barkley of the
University of Massachusetts Medical Center points out
in the April 1996 edition of The ADHD Report, the view that
boys are more likely to be ADD than girls may be based on
"an assumption that the criteria for diagnosing were
developed using some gender-free or gender-neutral
procedure which is hardly the case." In other words, if the
descriptive symptoms for ADD were drawn from observations
of predominantly male behaviors, then males will tend to be
identified more than females as fitting the descriptions.
Some researchers believe if inattentive characteristics are
included in the diagnostic criteria, the ratio would reflect
a 50/50 rather than a 10 to 1 ratio.

ADD expert Kate Kelly observes, "Little girls with ADD tend
to be less physically active than ADD boys. They may receive
less punishment and disapproval than their male counterparts
but often become lost in the shuffle. Their symptoms are so
subtle that no one identifies their problems."

Treatment Issues
As difficult as it is to identify ADD inattentiveness, developing
adequate management and treatment procedures may be even
more difficult. With hyperactive individuals, management often
involves redirecting restlessness into more productive channels
or learning to control obviously overblown behaviors. The
problems of "hypers" are clearly identifiable, and their active
personalities can serve as "spark plugs" for making change.
The energy they expend may be scattered and not consistently
maintained over time, but they are generally enthusiastic about
trying new methods or making "trial runs" with coping strategies.
They often have a fierce desire for independence which serves
as a powerful motivator for obtaining jobs or career training in a
field of high interest. Many seem to be "natural-born performers"
who are attracted to creative pursuits such as art, writing, music,
or drama; at some point in their academic careers, they may be
enrolled in gifted programs. At times, their fast paced minds and
temperaments lead to flashes of brilliance and insightManaging
the symptoms of inattentive ADDers presents a different set of
challenges, often more frustrating and less clearly defined. The
essence of inattentive ADD is passivity, so coping strategies
must first activate these students to take charge of their lives.
Although these individuals will also experience difficulties
maintaining effort, their first problem is getting started at all!

In school situations, inattentive ADDers seldom participate in
extra curricular activities or join clubs. While they seem to have
an easier time making friends than their hyperactive counterparts,
these friendships are often grounded in the idea that the
inattentive person will "go along" with whatever is proposed by
peers. They are "agreeable" by nature, but this same "wishy-washy"
attitude can eventually cause peers to lose respect for the
inattentive ADDer who won't "stand up and be counted."
Moreover, the inattentive ADDer often has problems
communicating with authority figures, such as teachers and
coaches. Because they seem unable to ask questions, participate
actively in discussions, or to advocate for themselves, their
grades tend to run from mediocre to poor. They drift through the
day, moving from classroom to classroom, making very little
impression as they travel.

Chronic Dependency
Furthermore, ADD inattentives usually are not motivated by a
desire for independence, and they may end up continuing to
reside "in the family nest" longer than their peers or non-ADD
siblings. This dependency may stem from the inattentive's
inability to aggressively advance themselves in term of jobs and
career training; however, their entrenched helplessness may have
unwittingly been reinforced by a lifetime of "rescue missions" by
well-meaning parents. At an early age, the rescue pattern seems
harmless enough: Suzy forgot to take her lunch to school, so Dad
leaves work to bring money to her school. Or, Billy didn't realize his
oral report on volcanoes (assigned weeks earlier) is due the next day,
so Mom stays up all night looking through the "V" volume of the
encyclopedia for information while Billy copies facts on note cards
­ until his hand gets tired and Dad takes over!

This pattern of dependency usually develops slowly over a long
period of time, and parents may delude themselves by believing "
as soon as my child becomes a teenager, she/he will be more
responsible." During the teen years, the belief switches to "as soon
as he/she graduates" or "as soon as she/he gets a good job." What
is difficult to accept is the fact that although the child's situations
may
change, the dependency behavior will not change of its own accord.
Without specific training in areas such as goal-setting, money
management, and communication skills, inattentive ADDers may
never learn to function as adults successfully and will end up
"bouncing back home" throughout the course of their lives.

Medication Options
In addition, clinical reports indicate that medication therapy for
inattentive ADDers may follow different guidelines than those
established for hyperactive ADDers. For example, standard doses
of stimulant medicines commonly prescribed for hyperactivity
may not be as effective for inattentive individuals; sometimes
these people respond better to anti-depressant and anti-anxiety
medications. Some physicians have reported positive results for
inattentive patients from a combination of lower dosages of stimulants
and anti-depressants. For many of the ADD inattentive clients
attending Brainworks, establishing an effective medication schedule
can be a complicated and time-consuming process, one requiring
observations, evaluations, and much "fine tuning. "Inattentive
ADDers have long constituted an overlooked segment of our
educational system, and while it is true that they attract little notice
as they "suffer in silence," they suffer nonetheless. As parents and
educators become more adept at identifying these daydreamers, the
challenge becomes to develop effective management techniques
which address the distinctive needs and situations of these
individuals who are the "lost souls" of our society.

References:
Barkley, Russell. "Gender is Already Implicit in the Diagnosis
of ADHD: Shouldn't It be Explicit?" The ADHD Report, April 96.
Kelly, Kate and Peggy Ramundo. You Mean I'm Not Lazy, Stupid
Or Crazy? Cincinnati, Tyrell & Jerem Press, 1993.
Stanford, Paula. "Dismissed and Undiagnosed Dreamers:
Solutions to Female LD/ADD Issues." Presentation at the 33rd
Annual State Conference of the Learning Disabilities Assn
of Texas, Austin, November, 1997.
-------------------------------------------------------------
Inattentiveness: The Quiet Disorder was originally printed in
Brainworks Newsletter. Spring 1998, Vol. 11, No. 2. My thanks
go to the author and Carla Crutsinger, Director of Brainworks
brainwks@... Brainworks is a registered tm of Brainworks,
Inc. ©1999 Brainworks Inc., Carrollton, TX
=================================================

# 4 Resources

The American Academy of Pediatrics advises the use of positive
reinforcement to teach desired behaviours at
http://www.aap.org/policy/re9740.html

Tourette's Syndrome May Be Mistaken For Asthma
http://www.intelihealth.com/enews?228373

Autism is a baffling diagnosis dreaded by parents and often
not well understood by physicians. Stewart H. Mostofsky, M.D.,
instructor of neurology outlines what is known about autism at
http://www.intelihealth.com/enews?227772

UK Mums and Dads On Line. A super on line magazine
http://www.ukmums.co.uk

Study Says January Babies More Prone to Depression. New
research has shown that the time of year you were born has an
impact on your mental state for the rest of your life.
http://www.intelihealth.com/enews?228293

Timely Information for Today's Parent, the world's most
important job! Tips, clues, questions. Get deserved respect;
still have fun. Joan Bramsch, successful writer/teacher,
parent, grandparent encourages you to be Your Best.
"Children really ARE different today!" Share family
experiences; be an Empowered Parent! Subscribe for free!
~~~EmpoweredParenting-subscribe@onelist.com~~~~~~
http://www.onelist.com/subscribe.cgi/EmpoweredParenting

The Panic/Anxiety Disorders site has recently switched to a
new bulletin board system. It's still a great place to meet and
find support. http://panicdisorder.about.com/mpboards.htm

PARENTSPARENTSPARENTSPARENTSPARENTS
Get the right tools for the job...of parenting! Free weekly
advice. Clean family humor too.
mailto:imailsrv@... and put subscribe
parentingthoughts your_name in body of message.

Kids Of Depressed Moms At Increased Suicide Risk report
researchers at http://www.intelihealth.com/enews?227581

A patient handout with practical ways to manage child
behaviour problems entitled "What Parents Can Do to Change
Their Child's Behaviour" http://www.aafp.org/patientinfo/behavior.html

Mothers From Hell is a loose-knit (more like velcroed--who has time to
knit?) group of women staunchly advocating for the rights of children
with disabilities. http://www.apexcomm.net/~debiski/mfhpurp.html

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

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site at http://www.gailmiller.clara.net and email me to swap links

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

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

=================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
==================================================

*** ISSUE #9 *** 4th June 1999

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

This community has now grown to 1,435 subscribers!

==========Sponsor=================================

The Mental Health Matters Newsletter
-----------------------------------------------------
Mental Health Matters!
The User-friendly Mental Health Directory
FREE search Service available.
http://www.mental-health-matters.com/

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

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- UK FOCUS

#3 -- ARTICLES: a; The Impact That having A Child With ADHD
                                     Has On Parents' Satisfaction With
Family Life
                                b; The 4 Things Kids Need Most
#4 -- RESOURCES

=================================================
IMPORTANT DISCLAIMER
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 statements written by contributors are
not necessarily the views of The ADD / ADHD Gazette.
==================================================

# 1 News & Views

May I tell other readers about another really brilliant ADHD
newsletter that I subscribe to. It is a publication from New Zealand
and has an extremely friendly and easy to read approach. Dedicated to
looking at ADD and ADHD in a more holistic way, the ADHD Ezine
offers strategies, products and book reviews to help the parent looking
after an ADHD child. This month the emphasis is on behaviour and
discipline plans and there are books featured on this very subject. So
if
you prefer to use 'natural' methods for symptoms, then this free monthly
newsletter is for you. All $ mentioned, are in American $ and anyone
wanting more information should let Tricia know they are in UK or
Europe,
to enable her to get relevant info to you. Published monthly, this
newsletter
is a welcome addition to your ADHD recourses. the current issue, along
with links to back issues of the newsletter can be found at
http://www.angelfire.com/biz2/makemoneynet/mayezine.html

-----

Celebrities. Actress Mariette Hartley and Daughter Justine Boyriven tell
about their ADD at http://www.additudemag.com/on-line.htm

-----

Last issue, I had a request from a reader about a timer watch she had
been trying to locate. Many other readers have emailed me since
asking for the same information. Therefore here is the website where
you can find these items http://www.watchminder.com. Our
original enquirer tells me they ship all over the world and it's 20
dollars cheaper at the moment.

-----

**New Book** "Biological Unhappiness" by Dr. Leland M. Heller.
Diagnosis and treatment of biological "disorders" that cause
unhappiness, ADD/ADHD being one chapter. A review can be found at
http://www.biologicalunhappiness.com

-----

Why's and Whines
Parents may often wonder why their sweet little baby suddenly
turned into an assertive child. Parent Soup child development experts
can help you understand toddlerdom and enable you to enhance
your child's development at this tricky age
http://www.parentsoup.com/experts/parentpartners.html

-----

Dear Gail,
Thank you for a fascinating issue.
1) J.R.Harris's book - I have definitely been concerned about my
nurturing
style lately.
2) My son swears like a trooper, my aim is to get him to stop doing it
in
front of his teachers!
3) O.M's input on food allergies was timely. I read this recently;"signs
of masked food allergy include a pale complexion, dark crescents under
the eyes and a double wrinkle under the eye." This describes my sons
appearance. I have now arranged for an allergen test.
4) Education at home - drastic, but sometimes I can't face tackling the
LEA again, and they can't educate him anyway!
5) Severe depression (magnet treatment) - my son has been very
depressed lately. Thanks again,
F.L.

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

# 2 UK Focus

SNIP ~ Special Needs Information Press. A monthly newsletter
packed with up to date information on all aspects of Special
Educational Needs. SNIP is designed to help busy teachers and
SENCOs effectively integrate students with SEN into Schools /
Colleges by finding practical ways to address a student's learning
difficulties. SNIP builds up each month into a digest of useful ideas
and information.
http://ourworld.compuserve.com/homepages/modus_snip/index.html

-----

UK (New Scientist) - Antidepressants can prevent heart diseases
as well as treating depression. Scientists making this discovery
suggest that it is the improved mood in patients that makes the
difference, rather than direct action by the drugs.
http://www.intelihealth.com/enews?224847

-----

Two free booklets from the Mental Health Foundation aim to help
parents who are looking after children with learning disabilities.
"Learning Disabilities and the Family. The Young Child with Learning
Disability" addresses some of the questions parents might ask when
they are told their child has a learning disability.

The other, for parents of older children; Learning Disabilities and the
Family. The Teenager with Severe Learning Disability" looks at
the issues of transition into adulthood and possibilities for the
future.
To obtain the booklet of your choice, send a large SAE to;
Foundation for People with Learning Disabilities, Mental Health
Foundation, 20-21 Cornwall Terrace, London, NW1 4QL
There is also a list available of other publications available.

-----

The National Extension College's Equal Access to Open Learning
(EATOL) programme offers individual learning support to disabled
children or those with caring responsibilities on low incomes. The
programme aims to give students access to educational opportunities
they would not otherwise have. Successful applicants receive a grant
to cover 90% of their course fee, which includes course materials,
tuition and other learning support. The courses are followed at home
by correspondence with an individual tutor.

The wide range of courses offered include Basic Skills, GCSEs, A Levels,
Career and Business Skills, Counselling, and Leisure courses. To be
eligible
for a grant you must be over 16 years of age, resident in the UK, have a
disability or caring responsibility and be on low income. For full
details
and an application pack please contact: Priscilla Barlow, Equal Access
to
Open Learning, National Extension College, 18 Brooklands Avenue,
Cambridge, CB2 2HN Tel: 01223 450253

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

Our two articles this time are completely different! The first by Dr
Rabiner
illustrates the degree of discord in our families when ADHD is present.

The second one, reproduced from Empowered Parenting Newsletter, is
incredibly inspirational as sometimes parents bringing up ADHD kids
find it very difficult indeed to 'connect' with their children. This
article
gives us something to strive towards! - A beautiful piece.

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

#3 The Impact That having A Child With ADHD Has On Parents'
Satisfaction With Family Life
by David Rabiner PhD

During my years of working with children who have ADHD and their
parents, the level of stress that many families seemed to experience
was striking. I have seen many parents who felt incredibly burned
out by the daily struggles around behavior, homework, etc., and
this was often compounded by frustrations associated with
trying to make certain that their child's needs were getting
adequately addressed at school. In many instances, I felt like
one of the most helpful services I - or any other mental health
professional could provide - was simply giving parents the
opportunity to discuss their struggles and frustrations. In the
process, we were sometimes able to help identify ways to manage
these frustrations more effectively, although this was not always
an easy task.

There is a very nice study that appeared in the November 98 issue
of the Journal of Attention Disorders that looks explicitly at how
parents who have a child with ADHD feel that things are going in
their family (Kaplan, B.J., Crawford, S.G., Fisher, G.C., & Dewey,
D.M. (1998). Family dysfunction is more strongly associated with
ADHD than with general school problems. Journal of Attention
Disorders, Vol. 2(4), 209-216).

The authors of this study start with the premise that having a child
who is struggling in school is likely to create stress for parents, and
perhaps lead to problems with how parents feel that things are
going in the family.

They wondered, however, whether this differed depending on what
the reason for the child's school difficulties were. Specifically, they
wanted to learn whether having a child with ADHD poses an
additional challenge above and beyond the stresses and difficulties
encountered due to general school problems.

In order to evaluate this, the authors obtained information on family
functioning from parents whose children were having difficulties at
school for different reasons. These included 49 parents whose child
had a primary diagnosis of ADHD, 59 parents of children with a primary
reading disability, 50 children who had both ADHD and a reading
disability, and 90 control children who had neither type of difficulty.

Parents of these children completed a 12-item questionnaire that
had been derived from the McMaster Family Assessment Device.
Each item was rated on a 4-point scale from "Strongly Agree" to
"Strongly Disagree". Examples of some of the items that parents
were asked to respond to are shown below:

"There are lots of bad feelings in the family."

"We don't get along well together."

"We are not able to make decisions on how to solve problems."

As can be gleaned from the examples above, parents reporting high
levels of agreement with these items were acknowledging higher
levels of dissatisfaction with how things were going in their family.
For all 4 groups of children, the parent who responded to the
questionnaire items was almost always the mother. (This was not
something the authors chose to do deliberately but is simply how
things worked out.)

The results of this study indicated that parents of children with ADHD
reported significantly higher levels of dissatisfaction about family
life
than did mothers of children with a primary reading disability. What I
found particularly interesting was that even after the authors re -
analysed the data after removing the children in the ADHD sample
who also had been diagnosed Oppositional Defiant Disorder, the
results did not change. In other words, even for parents whose child
with ADHD did not have a serious co-occurring behavior disorder,
significantly greater dissatisfaction with how things were going in
the family was still reported.

There is no way of knowing with any certainly from this data what
the reasons for this higher level of dissatisfaction actually was. The
authors note that although it could be a direct result of having a
child with ADHD, it could also reflect the fact that parents of
children with ADHD are more likely to have ADHD themselves.
Thus, the mothers completed these forms could have been
expressing frustration they experienced as a result of having a
husband with ADHD in addition to frustrations brought about
by difficulties with their child.

From my own clinical experience, I believe that many different
explanations for this finding are possible and that no single
explanation is correct in all instances. One thing I will say -
although let me be clear that this is based on clinical experience
and not on research data - is that with the parents I have worked
with, there often seemed to be real disagreement about the best
way to handle their child's difficulties.

For reasons that I won't even begin to speculate on, in many
couples it seemed that fathers were not willing or prepared to
accept a diagnosis of ADHD in their child, and were unwilling
to get involved in their child's treatment in a supportive way.
In an unfortunate number of instances, they were not even
willing to allow treatment of any sort to proceed. (Please
understand that I have no intention of offending anyone here
and there are many couples who clearly work together to help
their child in a co-operative and supportive manner. I
sincerely hope that has been your experience.)

In contrast to this situation, I almost never saw this level of
disagreement in a child who had a reading disability. In such
situations, parents seemed to invariably accept and understand
the nature of their child's difficulties, and were in agreement
about the help that needed to be obtained. It is possible that
this experience was idiosyncratic to my own practice, but
from many conversations that I have had with colleagues, I
don't believe this is likely to have been the case.

Certainly, this type of disagreement could be one important
factor contributing to dissatisfaction with family life more
generally. Regardless of the reasons for this, however, I think
the important implication of this study is the need to recognize
that there can be unique frustrations about parenting a child
with ADHD that can spill over to create difficulties for an
entire family. I found that parents I worked with were often
reluctant to bring these issues up, perhaps because they
were so focused on trying to attend first and foremost to
the problems experienced by their child.

My experience has also been, however, that providing parents
with an opportunity to discuss the frustrations associated with
their child, and how this was affecting the entire family, were
often experienced as enormously helpful. Thus, if you have
found yourself experiencing some of what the parents in this
study reported, I hope that it is helpful to recognize that yours
is by no means an isolated experience. Perhaps developing a
way to address some of these issues may prove to be useful
to you as well, and that finding a good person to discuss
these issues with could be something to consider.

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

The above article comes from David Rabiner's ADHD RESEARCH
UPDATE. David Rabiner, PhD Licensed Psychologist. Visit
http://www.helpforadd.com for information and services designed
to help parents promote healthy development of children with ADHD.

Receive a FREE trial of ADHD RESEARCH UPDATE by going to
http://www.helpforadd.com/nresearch.htm

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

THE 4 THINGS KIDS NEED MOST
Reproduced from Empowered Parenting Newsletter

1. Unconditional Love that lets your child know they're loved, no matter
what.

This can be a difficult one to accomplish, but accomplish it, you must,
dear
Parent.  I would sometimes tell a misbehaving child, "I love you with
all my
heart, but I don't like what you're doing right now."

You have to love your children unselfishly. That is hard. But it is the
only way. ~ Barbara Bush ~

2. "Active Listening" to your child's feelings, without judgement. Agree
to disagree, when your opinion differs.

This is a good time for feedback listening.  "I can understand how you'd
feel left out when you weren't chosen for the team."  This defuses the
anger inside your child. You recognize s/he's upset.

Having children makes one no more a parent than having a piano makes you
a pianist.   ~ Michael Leaven ~

3. A "Total Learning Environment" with clear expectations and
consequences so they can WIN at the "responsibility game."

It's true a child needs lots of love, but a child - YOUR child - needs
rules to live by. Consistently.  The "fence" is quite small in the
beginning, but as the child proves s/he can take on more responsibility
for her/his behavior, the fence expands until... they are old enough and
smart enough to set their own limits.  Those Parent-imposed limits are
NEVER changed or cancelled in the middle of a situation.  YOU keep your
word about limits; your child learns there are consequences if not
obeyed. Remember Gram's Instruction:  What you promise... deliver!

The word "No!" carries a lot more meaning when spoken by a parent who
also knows how to say "Yes!"  ~ Joyce Maynard ~

4. DO NOT "Run Interference" for them. Teach them the Coping Skills to
gain control of their own life.

Boy, this is a toughie!  Above all else, we don't want our child to
suffer,
right?  So shall we save the child from learning some tough lessons in
life?  NO!  And then we (because of some mental/parental flaw) may even
get a bit righteous w/ the accuser.  "What?  You think my child did
that?
My  Child?  Oh, you couldn't be more wrong."  NOTE:  But sometimes, it's
true. We can usually feel it in our heart if it's true.  It is at this
time we
must help our child to cope.  If s/he has done wrong then the child
must,
with you at her/his side, face the music and apologize or confess and
deal
with the consequences.

The most important thing that parents can teach their children is how to
get along without them.  ~ Frank A. Clark ~

Sometimes, we must teach the child to cope w/ some unfair situation - a
teacher is not acting teacher-like ("You'll never learn this subject; I
give
up on you.") or a bully is picking on our child.  That's when role-play
can come in handy.  You play the part of the teacher and help your child
choose statements that will change the teacher's mind.  You play the
part of the bully and help your child to learn to reason or refuse to
argue
and walk away.  If the bully touches your child, then what?  Tell me
what
you think..  Does s/he fight back?  Do you make sure s/he knows how to
fight then?  Does s/he gather a group to stand up against the bully?
Does s/he report the incident to the school?  If this happens at school,
I'd
want to know where the teachers were to stop the confrontation before it
began.  Yes, Parenting is the hardest job in all the world!

THIS I believe, but it's most difficult to accomplish:

The only moral lesson which is suited for a child, the most important
lesson for every time of  life, is this: "Never hurt anybody."
      ~ Denis Breeze ~
------------------------------------------------------------------------
---------------------------
I'd like very much to invite you all to join my new publication -- The
"EMPOWERED PARENTING" E-zine. Timely Information for Today's
Parent, the most important job in the world! Tips, clues, questions. Get
deserved respect; still have fun. Joan Bramsch, successful writer,
teacher,
parent, grandparent will be your sounding board. Above all, she'll
encourage you to be Your Best. "Children really ARE different today,"
she says. "They're evolving into more enlightened individuals. An
informed, dedicated Parent must guide Today's Child." With this weekly
publication you'll reach that goal. She'll share family experiences from
Birth to Adulthood to make you an Empowered Parent! Subscribe today.
It's free! EmpoweredParenting-subscribe@onelist.com or
http://www.onelist.com/subscribe.cgi/EmpoweredParenting

I won't let you down, dear Parents.  Thank you. Fondly, Joan

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

I have been subscribed to Empowered Parenting for a few issues now,
and it really is THE most fantastic newsletter, for parents such as us
who
often need help and an inspirational push in the right direction when
the
going gets particularly tough! I completely recommend it!

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

#4 Resources

Toddlers Display Seeds of Future Violence. Some children who are less
than 2 years of age have been shown to display tendencies toward later
violence, say pediatricians, psychologists and human development
experts.
Full details at http://www.intelihealth.com/enews?226746

http://homepages.infoseek.com/~c0ffee1/Education.html
Greg's Place For Teachers. An absolutely awesome site for all
educators. Information, resources, links. Check it out!

At http://www.leeheymd.com/health.html you will find a comprehensive
selection of mental health and health links. Extremely useful!

The Busy Educator http://www.glavac.com/ an absolutely amazing
website including book reviews, Busy Educator Newsletter and archives,
educational games reviews, Teacher resources, articles, reports and
MORE!

A Study shows that people suffering from Dyslexia struggle with skills
as well as with words. http://www.intelihealth.com/enews?223891

The world's largest biomedical database; Healthgate where you can find
information on illness, surgical procedures, prescription or non -
prescription drugs, pregnancy etc. http://www.healthgate.com/

Teasing; mean spirited or good-natured? Can you help if your
son or daughter is a victim of teasing or bullying? Judith Vessey,
Ph.D., a specialist in Child Development and Developmental
Disabilities, considers whether all teasing is bad.
http://www.intelihealth.com/enews?224075

Understanding autism — a work in progress by Peter E. Tanguay, MD
http://www.cma.ca/jpn/vol-24/issue-2/0095.htm

Panic and anxiety disorders site. Free membership and your own
mini-webpage where you can list your favourite URLs and more.
Become a part of the Panic/Anxiety Disorders Site Community.
http://panicdisorder.about.com/gi/membership/join.htm

Teen depression often returns in adulthood according to the findings of
a study published in The Journal of the American Medical Association
  http://www.intelihealth.com/enews?223529

The Colleges, College Scholarships and Financial Aid Website is
designed to offer college bound students, parents, and counsellors
easy access to information on colleges and universities throughout
the United States, free college scholarship and financial aid searches,
SAT and ACT test preparation tips, and more. Free newsletter
http://www.college-scholarships.com

Looking for a pre-school for child care? CareGuide can help! Its
database lists more than 76,000 child-care centers across The States.
http://www.careguide.net/careguide.cgi/cobrand/iVillage/parentsoup/home.
htm

http://panicdisorder.about.com/msubmenu3.htm
Is where you will find comprehensive links on medication for anxiety.

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I Ching, Runes http://www.psychicrealm.com/2994642120/index.htm

ASK THE COMPUTER LADY -- Free e-mail newsletter!! The
Computer Lady, Elizabeth Boston, answers your computing
questions in this FREE weekly Newsletter. Filled with helpful tips
and answers to your computing questions. Ask The Computer
Lady is delivered weekly to your inbox, with real questions
from readers, weekly tips, interesting web sites, free software,
and e-mail lists. http://nospin.com/pc/complady.html

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

This newsletter is transmitted by subscription ONLY & sent
out only to those who have requested it. Email addresses
will NEVER be passed on to a third party. If you have enjoyed
this newsletter please forward it to a few of your friends.

To subscribe send email to gailmiller@... with
subscribe ADHD in body of message.

To unsubscribe go to http://www.onelist.com and go to the
member centre on the left where you can unsubscribe

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

LINKS
If you have a website and are looking for links. I am happy
to add a reciprocal 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

BACK ISSUES
If you would like back issues of this newsletter, please
go to http://members.tripod.com/add_add_add where you
will find issues published so far.

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

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

=================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
==================================================

*** ISSUE #8 *** 15th May 1999

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

This community has now grown to 1,435 subscribers!

==========Sponsor=================================

The Mental Health Matters Newsletter
-----------------------------------------------------
Mental Health Matters!
The User-friendly Mental Health Directory
FREE search Service available.
http://www.mental-health-matters.com/

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

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- UK FOCUS

#3 -- ARTICLE: My Son Has Diabetes ~ He Couldn't Posibly Have ADD Too!

#4 -- RESOURCES

===================================================
IMPORTANT DISCLAIMER
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 necessarily the views of The ADD / ADHD Gazette.
==================================================

# 1 News & Views

New Jersey author, Judith Rich Harris, in her book The Nurture
Assumption
http://www.amazon.com/exec/obidos/ASIN/0684844095/theaddadhdgaze
tells us that we, as parents, have much less to do with how our children
grow up to be than was once thought. Her ideas on child rearing have
shaken up the psychological community, as she puts forward the view
that environmental factors have a greater effect on our children's
personalities than individual parenting methods.

Miss Harris says that parents play only a minor role in their children's
emotional and / or mental development. Drawing on countless studies,
she opposed the 'blame' laid on parents of difficult children and has
refreshing views about 'professional parental advice-givers'.

This book is thought provoking; even controversial and any parent
concerned about their nurturing style will find the book fascinating
reading. Here Miss Harris states that sometimes good parents have
bad kids and this will bring relief to many parents struggling to make
sense of why they seem to be banging their heads up against a brick
wall bringing up their children. This profound work brings together
psychological, socialogical and evolutionary ideas which offer a
startling and refreshing new view of accepted beliefs.

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

Can anyone help please? I am trying to track down a watch that was
advertised a while ago, it was for people with ADHD and an alrm could
be set for about 10 different times a day to remind them of a task or to
take meds, it also displayed a text message to tell them which each
alarm was for. Can anyone help please? If so contact me at
lynn@...

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

Here is a brilliant idea donated by one of our readers, for when your
child
is fond of cursing and swearing - something we mums are used to!

Find out something affordable that the child wants, maybe a CD, a movie
ticket, something you can afford to purchase. Get enough quarters to
purchase the item and put them in a jar at the beginning of the week.
Tell your child that the quarters are his at the end of a given time
period. Usually a week . But every time he cusses or calls someone a
name you're taking out quarters.

This is suppose to be good for visual learners and to help teach cause
and effect. If he doesn't have enough quarters to make the purchase at
the end of the week, then he has to go another week not cussing and not
loosing quarters until he has enough saved to make his original
purchase. Hopefully after he adds the two weeks worth of remaining
quarters together he will have enough to make his purchase and a little
left over. The councilor also suggested that he have a certain number of
times that he could screw up and not be penalized . Maybe 3 cusswords a
day or something . This gives him a chance to be reminded a few times of
the quarters. This idea can be manipulated to fit your needs or for
whatever behavior you are shooting for. The idea is positive, visual,
reinforcement. These kids (including my foster son) really don't
understand that their actions affect the others around them. They are so
wrapped up in their own world they don't care who they hurt or how. My
foster son doesn't understand why I get upset over him walking across a
wet, freshly waxed floor. It's not in his reality, so why should it
matter to me. He has yet to learn that the world (my world) doesn't
revolve around him. Good Luck ~ K

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

Gail, I would like the following letter to be included in the next ADD
gazette.  Thanks.

Hi.
I've been reading the info provided in this gazette for a few issues,
and
there's something I want to inform readers about.

ADD is not a genetic disease.

As a scientist trained in genetics and immunology, I can confidently
state
that any claim that ADD has a genetic cause and is therefore not
curable,
is a claim that should be dismissed outright. I do acknowledge that
genetic
factors have an effect on ADD.  It is also true that genetic factors
have an
effect on every single behavior, good or bad, that has ever been
exhibited
by a human being.  It is just as easy to say that speaking english is a
genetic condition, because overall the people who speak it are
genetically
different from speakers of other languages.  This is the kind of
genetics
involved with ADD and many other behavioral disorders.

I myself have ADHD (diagnosed, and at one stage medicated) and I am
doing the seemingly impossible.  I am gradually curing myself of the
symptoms of ADHD. Before I explain how, I want to make one thing
very clear.  ALL the symptoms associated with ADD have been found to
be associated with two very common causes of STRESS, no matter who
the sufferer is or whether or not they have ADD.

1.  FOOD AND CHEMICALS.  As the human race begins to get a bit
more open minded about what goes in mouths, a very obvious pattern of
mental effects is developing in association with certain foods and
chemicals.
Any biological response to food or chemicals or allergens is mediated by
the immune system. Parents with children suffering from ADD well know
that certain foods are associated with increased symptoms.  It's time to
get
more systematic about excluding bad foods. One school of thought
associated with great advances in preventing undesirable food reactions
is
the ER4YT (eat right for your type) diet. This involves recognising that
there is a strong association with blood type (A,B,AB & O) and reactions
to certain foods.  Many people trying this system have had amazing
results
with all kinds of mental and physical problems.

2.  TRAUMA. The nature of the symptoms of ADD are consistent
with the effect of adrenalin.  That's why all the symptoms of ADD appear
in just about every human being at one time or another.  Adrenalin is a
response to stress.  Other than food, a major cause of stress is trauma.
Trauma occurs when a human being is disempowered by psychological,
physical or sexual means. I have added the second of the two
possibilities
because of my personal experiences, and the experiences of other abuse
victims. Healing the effects of the child abuse I suffered has resulted
gradually in the automatic healing of the symptoms of my ADHD.

I can't stress enough that I believe ADD is not caused by child abuse,
but by STRESS.  The most common source of stress is from the food we
eat and the chemicals around us.  I am not claiming that people with
ADD are victims of child abuse.  I am claiming that they are sufferers
of
unusually high levels of stress.  It is my opinion, based on my personal
research, that ADD is a stress disorder.  It seems primarily associated
with inappropriate food intake and chemical exposure.  I have also found
a lesser link with child abuse and the stress caused by such trauma.

I believe every single person suffering from ADD can expect to live free
from the symptoms of the disorder by addressing the causes.  o.m.

--~~--~~--~~--
*NOTE* I have asked o.m. to provide us with a 'proper' article on the
above with references / websties to back up his or her claims. Also what
they are actually *doing* or has done to cure themselves. They tell me
that there *is* an article to follow, but I haven't received this as yet
after
a number of weeks, however I saw no reason not to publish the above
at this stage. I am sure o.m. would be delighted to receive comments on
his or her letter which I will pass on to them. Please *don't* address
comments to me personally - I will pass them straight on to the author.

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

# 2 UK Focus

Are you home ducating your ADHD Child? Find encouragement,
support, and meet other families like yours through a new mailing list.
HE-SPECIAL-UK http://www.onelist.com/subscribe/HE-SPECIAL-UK
is a UK based mailing list which has been started with the aim of
providing support and encouragement to families who home
educate children with any kind of special educational need. (SEN)

The main aim of the list is to provide a supportive meeting place,
where the special, day-to-day issues involved in home educating
children with special educationl needs can be discussed. Where we
can all offer encouragement to one another, sharing our difficulties,
and celebrating our success stories.

If you are home educating a child with ADHD, or if this is something
your family is thinking about, then I'd like to invite you to join us.
You
will be very welcome - june@...

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

# 3 My Son has Diabetes--He Couldn't Possibly have ADD too!
by Robin Nobles

When my son, Ryan, was 8 years old, he was diagnosed with diabetes.
We immediately were thrust into the "fun" tasks of checking his blood
sugar four times a day, giving him two shots, monitoring everything he
ate, carefully watching his exercise, and the list goes on and on.
Before he was diagnosed with diabetes, I strongly suspected that Ryan
had an attention deficit. He had all of the "classic signs." But, I
refused
to put him through the tests and let them medicate MY son. I'd seen
what the medicine did to other kids--how they became perfect little
zombies.
I liked my "all boy" son, and I wanted to try it without the medication.

Then diabetes hit, and there was no way I would consider putting him on
medication for ADD. Diabetes presents enough problems as it is, and
adding
anything to its already complicated scenario was unthinkable. Besides
that,
Ryan already had ONE major problem in his life. It was inconceivable
that
he could possibly have ADD on top of it. Surely I was wrong.

Throughout elementary school, I worked with Ryan every night on his
school work--fought with him every night too--and I finally resorted to
hiring tutors. He barely passed. His self-esteem was non-existent. He
thought he was dumb, and he totally quit trying. So, I finally gave in
and
had him formally tested for ADD. Ryan was 12 years and 3 months old at
the time. He tested as a 7-year 11-month old child--in other words, he
was
operating as a 7-year old in class, trying to keep up with 12-year olds,
and failing miserably.

Not only was Ryan diagnosed with "severe" ADD, but he was also
diagnosed with "severe" dyslexia. In fact, we were told that if we
didn't
get him special help, he would have to go to a language disorders
boarding school in New York. (We live in Mississippi--no way would
we do that!) So, his ADD doctor put him on Ritalin. Now here's where
it gets fun. Ritalin is an appetite suppressant. Ryan has to eat at
certain
times because of his diabetes--not to mention the fact that he was a
growing boy. Not only that, Ritalin causes the blood sugar to go up.

Throughout all of this, we constantly had to monitor his diabetes to
make sure the medicine wasn't creating too many problems. Actually,
I found that in many ways, the appetite suppressant aspect of Ritalin
counteracted the fact that it caused his blood sugars to go up, so
we were really okay, for the most part.

For a while, Ritalin worked beautifully. It was as if Ryan "woke up"
to the world, and all of a sudden, he started participating in class,
even offering to help other kids. His teacher said it was like teaching
a totally different child. We discovered that Ryan doesn't have severe
dyslexia, because the medicine worked. If he had had severe dyslexia,
the medicine wouldn't have worked. Then, as his body adjusted to
Ritalin, even after increasing the dosage, it quit working as it had in
the beginning. We tried several different medications, and we honestly
couldn't seem to find one that worked as well as Ritalin had in the very
beginning. Then, the doctor put him on Dexedrine. The positive thing
about Dexedrine is that the time-released pills are taken once a day, so
he didn't have to take medication at school. It seemed to work better
than most, but still not as good as Ritalin did in the beginning. This
went on from 6th to 9th grade.

Ryan is 16 now and in the 10th grade, with raging hormones and
typical "teenage-itis." This isn't a pleasant time any way. But, if
you add diabetes to the scenario, it really becomes tough. Add ADD,
and it's a true challenge. He failed the first half the year. I couldn't
get
him to take the medicine. He would tell me that he'd taken it, but I
would find pills in his pockets, behind a chair, and in the trash can.
He wouldn't tell me how he felt, whether the medicine was working
or not when he did take it, so there was no way I could help him.

After he failed 4 of his major subjects for the first half of the school
year, something clicked with Ryan. All of a sudden, he *wanted*
help. We had accommodations in place, but the teachers weren't
following them, partly because he wasn't trying. After Christmas,
though, we met with all of his teachers to point out the
accommodations and to make sure they were being followed.

Ryan started taking the medicine regularly, but he knew it wasn't
working. He was on 45 MG of Dexedrine once a day at that point.
The doctor had read this highly documented study of a group of
kids who had been failing everything. Doctors in the study started
putting them on massive dosages of medication, and it was a
complete turn around. These kids were getting between 150 and
200 MG of either Ritalin or  Dexedrine a day. So, when Ryan's
medicine wasn't working, I raised his dose to 60 MG (4 timed -
released capsules). We tried that for a while, and then Ryan said
he needed more. I thought I had more playing room with the
medicine, so I raised it to five--75 MG, not realizing that this was
a particularly high dose.

However, you can't imagine the turn around that Ryan went through.
All of a sudden, he started making all A's and B's. His self-esteem sky
rocketed, and he tried harder in school. The teachers began helping
him, and he saw how it felt to succeed. When it was time to call the
doctor for more medicine, the doctor told me that Ryan was taking
over the recommended dosage. I had no idea. But, when I told him
how unbelievably well he was doing, and considering the study that
he'd read, he decided to give it a try, but we had to monitor it
closely.

Ryan made all A's and B's for the 3rd 9-weeks at his school. He
recently received mid-term grades and he has all A's in courses
that he'd failed for the first half of the year. Please understand that
the grades themselves aren't what's important--it's the fact that Ryan
can now focus and learn. His self-esteem is what's important--his
willingness to try and work hard to succeed.

When I took him to see the doctor again, he couldn't get over the
change. The bottom line is, that dosage enabled Ryan to focus and
to learn. Coupled with the fact that he began to see results, and the
fact that the teachers are cooperating, he was able to turn it around
to where he's doing exceptionally well.

How has this affected his diabetes? Everything affects diabetes!
But, we've started giving him 3 shots a day, and we're testing his
blood sugar more often. Because Dexedrine is an appetite
suppressant, and because Ryan is on a major dose, he's never
hungry--not until around 9:00 at night. So, I reduced his insulin
dosage. Ryan is prone to having seizures over low blood sugars,
so I have to be very careful. We don't give him the Dexedrine on
the weekend or during holidays, and he won't be on it in the summer.

In the study, many of the kids lost a lot of weight when they were
on the massive dosages. Ryan lost a few pounds, but not much. He's
thin, but he's not overly thin. Other side effects are headaches in the
middle of the afternoon (the "crash" effect of the medicine) and
difficulty sleeping at times. We've found that after a long holiday,
we can't immediately go back to 5 capsules a day. Instead, we have
to work up to it to prevent additional side effects.

The doctor asked Ryan if we could reduce the dosage--if Ryan
could really tell the difference between 4 and 5 capsules a day.
Ryan said he definitely could. He said that at 4 (60 MG), he still
talked in class, couldn't pay attention, and couldn't do his work.
But at 5, he can really focus and get the job done.

My point to all of this is that I would never have put him on
medication if it wasn't a necessity. Virtually all medication affects
blood sugars in some way, and I didn't need the aggravation or
worry of it. But, it became a necessity. When the medication
works, it *really* works. Sometimes you have to play with dosages,
which is a scary thing to me because of the diabetes. Ryan has to
know how he feels at all times, so he'll know when he's getting a low
blood sugar. But, even at the dosage that he's on, he knows exactly
how he feels, and there's no problem. He's far from being a zombie.
In fact, he's a typical 16-year old that you'd like to wring his neck
most of the time. The medicine simply allows Ryan to focus and to
pay attention--and to learn. It's a life saver for us, and it's turned
his life and schooling around.
------------------------------------------------------------------------
-----------

Copyright Robin Nobles 1999
Robin Nobles is a freelance writer who lives in Mississippi with her
family. She can be reached at robin@..., or visit her
website at http://www.robinsnest.com

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

#4 Resources

Neurofeedback Today. A brilliant website with lots of information
articles and news from the worlds of Mental Health, Neuropsychology,
Neuropsychiatry, & Neuroscience. There is also an on line
newsletter. http://www.eegspectrum.com/nftoday/current.htm
Definitely one for bookmarking!

A Study Shows Details Of Brain Chemistry Of Autism. Results of
this Detriot study at http://www.intelihealth.com/enews?221016

May I inform your readers of the Special Hebrew Lists.
Mailto:SpecialHebrew-Subscribe@eGroups.com or sign up conveniently
at the website http://wwwegroups/com/group/jewishhebrew/info.html
Join our discussion groups on Jewish and Hebrew topics.
http://www.egroups.com
http://www.eGroups.com/group/jewishhebrew/info.ht

Magnet therapy Helps Severe Depression. A magnetic coil appears to
alleviate patients' severe depression and may eventually replace
electroconvulsive treatment http://wwwintelihealth.com/enews?220372

Differences In Brain Size Found In Hyperactive Children
http://wwwpslgroup.com/dg/f942e.htm

WILD CHILD! - A Mother, A Son & ADHD by Gail Miller  (at 10% Discount)
http://www.bookshop.co.uk/ser/serdsp.asp?shop=1&isbn=1872229247&DB=220
The story of a mother, driven to despair by her unruly son, and her
fight with
the authorities for recognition and treatment for his condition. ~
Doctor
Christopher Green, Paediatricain and best selling author of
"Understanding ADHD"
http://www.amazon.com/exec/obidos/ASIN/0449001520/theaddadhdgaze
and "Toddler Taming"
http://www.amazon.com/exec/obidos/ASIN/0449901556/theaddadhdgaze
says this of WILD CHILD! :- "Gail gives a technicolour description of
her confusion and pain as she came up against a stone wall of
professionals.
This is followed by a moving account of the breakthrough"More details at
http://www.gailmiller.clara.net/Wildchild.html

Be Wary Of 'Alternative' Health Methods. En excellent and thought
provoking article by Stephen Barrett M.D.
http://wwwquachwatch.com/01QuackeryRelatedTopics/altwary.html

Being The Parent YOU Want To Be; 12 Communication Skills For
Effective Parenting by Gary Screaton Page, Joseph K. Hasenstab and
Helen Strang. Parents, Grandparents, Aunts, Uncles, Cousins, Foster
Parents,Councelors, Teachers, Child-care providers and mentors or
anyone who works or lives with children can benefit from this book
http://www.amazon.com/exec/obidos/ASIN/1892334070/theaddadhdgaze

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

This newsletter is transmitted by subscription ONLY & sent
out only to those who have requested it. Email addresses
will NEVER be passed on to a third party. If you have enjoyed
this newsletter please forward it to a few of your friends.

To subscribe send email to gailmiller@... with
subscribe ADHD in body of message.

To unsubscribe go to http://www.onelist.com and go to the
member centre on the left where you can unsubscribe

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

LINKS
If you have a website and are looking for links. I am happy
to add a reciprocal 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

BACK ISSUES
If you would like back issues of this newsletter, please
go to http://www.gailmiller.clara.net and click on the
back issues link. You can then have issues you have missed
sent straight to you by autoresponder.

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

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

==================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
==================================================

*** ISSUE #7 ***

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

This community has now grown to 1,357 subscribers!

==========Sponsor=================================

The Mental Health Matters Newsletter
-----------------------------------------------------
Mental Health Matters!
The User-friendly Mental Health Directory
FREE search Service available.
http://www.mental-health-matters.com/

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

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- UK FOCUS

#3 -- ARTICLES: A.D.D. Coaching "…Catalyst For Success"
                 A Turning Point, or Clutching at Straws?

#4 -- RESOURCES

===================================================
IMPORTANT DISCLAIMER
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
necessarily the views of The ADD / ADHD Gazette.

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

# 1 News & Views

For those who have kindly sent articles in to me for
publication, could you please bear with me. There have
been so many submitted - and I want to publish them
all, but due to the length of the newsletter I can
only realistically fit in one (or at the most 2)
per issue. So please do not think I have disregarded
anything sent to me - I WILL get round to publishing
everything eventually - Gail

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

Dear Gail,
After my appearance on Oprah last week, millions of
parents watched my children and I as we began our typical
weekday -- with soothing music and candles.

My book, 10 Principles For Spiritual Parenting
http://www.amazon.com/exec/obidos/ASIN/0060952415/theaddadhdgaze
was already in its fourth printing and sold out the day
the piece aired. Another emergency printing went into
action & books are available again. I have been speaking
around the country on children, parenting & family life.
This press release gives you a feel for the book:-

Mimi

1998 Parents' Choice Award Winner

10 Principles For Spiritual Parenting Receives an "Oscar!"
(Concord, Massachusetts. December 28, 1998) 10 Principles
For Spiritual Parenting by Mimi Doe with Marsha Walch, Ph.D.
was awarded a 1998 Parents' Choice Approved Seal from the
Parents' Choice Foundation on December 9, 1998 for projecting
strong, solid human values.

The Parents' Choice Annual Awards are the nationally coveted
awards for the year's best in all fields of children's
media. According to the national print and broadcast press,
"The Parent's Choice Awards have become the Oscars of
children's products."

In 10 Principles For Spiritual Parenting, Mimi Doe (along
with the help of her own mother, Marsha Walch, Ph.D) opens
our eyes to the spontaneous, creative, freethinking joy that
characterises a child's natural spirituality. The author
points out that opportunities to express spirituality are
abundant in our routine life. Talking at dinner, lighting
candles, performing daily chores--all of these events have
the potential to be sacred moments. Called “Parenting Guru”
by Ladies Home Journal, Doe reminds us that “All children
begin life with an innate sense of wonder about their world.”

10 Principles for Spiritual Parenting is an invaluable
guide for parents who yearn to help their children nurture
a rich spirituality of their own. It was a finalist in the
1998 Books For a Better Life Award and will be an
alternate selection in One Spirit Book club.

BULLYING ONLINE http://www.bullying.co.uk A web site for
parents of children and and students suffering bullying
Particular questions can be addressed to help@...
-----------------------------------------------------

Dear Gail,

I moderate a discussion group about special needs children
who also require a foreign-language computer keyboard, such
as (but not limited to) Hebrew.

It would be appreciated if you would inform your subscribers
about my discussion group. I believe that it could supplement
the information which they receive from your Gazette, and
that your readers would appreciate it.

They can subscribe to my list by sending a blank message to
SpecialHebrew-Subscribe@eGroups.com
also
Subscribe to our nine moderated Jewish and Hebrew discussion
groups: at http://www.egroups.com/group/jewishhebrew/info.html

David Grossman

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

DON WINKLER who has a 'dyslexic brain' cannot form mental
images naturally. "I see almost everything backward," he
says. This has not held him back however, as in five years
he has built the finance arm of Banc One Corp. in Columbus,
Ohio, to having $26 billion in assets. He did this with
'quirky thinking'. Dyslexia is often associated with poor
concentration, and Mr Winkler suffered somewhat in this
direction. He says his brother used to bring college
friends home purposely confuse him by saying silly things.
He also used to sing wrong words when singing in the choir.

But with his mother's encouragement he struggled with
the graphics of geometry and thrived on the abstractions
of calculus. He then started earning money by repairing
other people's electrical appliances and this aptitude
won him a management job. Instead of managing from his
office, he mingled with the workers on the shop floor.
His talent with the machines enabled him to drive down
the cost of making a chip from dollars to cents.

Later he joined Citibank where he moved the president's
desk from an upper-story office into the middle of the
lobby, where service problems were in plain view. Over
the next five years, profits soared.

Mr Winkler discovered that he could actually become
skilful in the tasks previously holding him back.
Often anxious, he trained himself to relax between
meetings and over the years his reading speeded up
to 1,000 words a minute! The most essential element
in Mr Winklers success? - Asking the most ridiculous
questions possible, while handing out clown noses in
meetings. "The dumber the question" he says, "the more
people laugh at you and the more likely it will lead
to breakthroughs."

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

I'm conducting a survey on ADHD & Internet use
for an academic research paper I'm writing at NYU.

If you'd like to contribute to the effort, go to
http://home.att.net/~adhdonline/ and click on
"Survey" Your email address will not be distributed
to anyone and the survey itself is anonymous. Thanks
in advance to those that participate.

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

# 2 UK Focus

SPECIAL NEEDS INFO. An informative website with links
to British resources; organisations, information, etc
http://members.xoom.com/MagsSchwa/index.html

A Long listing of special schools in Britain from
the National Autistic Society. EXCELLENT page
http://www.jaymuggs.demon.co.uk/schools.htm

THE TEACHER SUPPORT NETWORK - A really good site
with all the very latest education news, Web directory,
Free teaching resources http://www.cargoes.co.uk/tsn/

COMMUNITY CARE WEBSITE with message board and hundreds of
links - Excellent http://maxpages.com/communitycare

Skill: National Bureau for Students with Disabilities
Chapter House, 18-20 Crucifix Lane, London SE1 3JW
Tel: 0800 328 5050 (voice) 0800 068 2422 (text)
Fax: 0171 450 0650
E-mail: info@...
Website: http://www.Skill.org.uk
This is an excellent website with all the information
you could ever need if you are going into further education
with special needs.

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

# 3 A.D.D. Coaching "…Catalyst For Success"

According to the International Federation of Coaches,
coaching is an ongoing partnership which focuses on
clients taking action toward the realisation of their
visions, goals or desires. As a coach for adults with
A.D.D., I define coaching as the catalyst for success.

Discovery is the first word that comes to mind whenever
I think of my profession. I truly believe that we all
have within us, what we need, to live rich and fulfilling
lives, and as a coach, I help individuals discover this.
Coaching is a process of learning by inquiry, not by
consultation. As a coach I am there to assist my client's
personal discovery through self awareness. I do this by
providing encouragement and support each step along the
way, giving feedback when appropriate to help build upon
each success, no matter how small. This process becomes
self-fulfilling, as one success leads to another. As a
coach, I am the catalyst for that upward spiral they are
about to embark upon when they decide to begin the
coaching experience. In my office, or over the phone,
the coaching experience consists of three phases.

Assessing the situation is the first phase of creating an
upward spiral. Many clients come to me very clear about
their limitations and what they can't do, but are unaware
of their strengths and what they can do. All too often
their weaknesses have been pointed out to them over and
over, and their differences in learning styles and
abilities have been the source of pain and rejection.
In other words, they have experienced that dreaded downward
spiral of goofing up, feeling bad about it, not caring,
giving up, and then goofing up even more. What new clients
often do not recognise, is their own strength and
determination. Many are hungry for the upward spiral to
begin, but just don't know how to jump start it, to make
it happen. That it where a good coach can be of help. The
place to start is always where you are at, so a thorough
inventory of the client's capabilities is a powerful place
to begin. I find this list to be unending with my A.D.D.ers
as they are creative, intuitive, energetic, entrepreneurial,
fun-loving, quiet, loud, zany, impulsive, courageous,
stubborn, and more. They are their fingerprints, and for
them to fully realise this is always the best place to
begin. Rock solid self esteem comes from celebrating the
fact that there is no one else in the world just like you.
The first phase, as well as the next two, involve what I
refer to as re-framing, or seeing the glass half full,
instead of half empty. This is very valuable, as it helps
create motivation and sustain it.

One thirty five year old client came to me very tired of
the limitations his stubbornness had created for him. When
he learned new, more effective communication skills, he
was able to be persistent, without being stubborn, and
took a great deal of pride developing, what he originally
thought was a fault, into an asset. Once the client gets
the hang of re-framing, watch out! That upward spiral is
pretty hard to slow down. Individuals who can clearly define
what they
have to work with, and what they need to work on, are ready
for the second phase of the upward spiral process.

Committing to a game plan is phase two. As clients
recognise their special abilities and uniqueness in phase
one, self-esteem begins to flourish. Motivation becomes
natural, and the possibilities of what can be done, start
to take shape as the client enters phase two. In this
phase of coaching, the client makes a commitment to begin
working on what is important for their self development
and growth. It may be discovered that working on
controlling impulsivity is a priority, or that
organisational skills are what is needed most. One
client described phase two best by saying, "It's such a
relief to know where to start, and to finally be ready to
do something about it." Clearly defining what needs to be
done with measurable criteria is an important part of phase
two. Writing down what you want to accomplish, with all the
specifics, is very important. It later serves as a reminder
of how of far you have come, as well as what still needs to
be done. Re-framing in phase two consists of looking at your
goals as a challenge, instead of work. To sustain motivation
and increase the likely-hood of success, it is very
important to determine the value of what it is you are doing.
One client whose impulsivity had detrimental effects on her
relationship with family members, was able to remind herself
how less impulsive behaviour would benefit not only herself,
but create more harmony within the family.  This was a source
of comfort for her, as she resolved to continue her efforts
at developing more appropriate responses. Connecting with the
worth of what it was she wanted, made the process easier.

The third phase is to take action. Being there to encourage
my clients and help keep them on track is both strenuous
and rewarding. This is the learning phase where we make an
agreement not to use the word failure. When results aren't
as expected, we agree to re-frame the situation, seeing what
was positive about it and what can be learned from it to
continue that upward spiral. It's important in this phase
to keep trying, until you find what works. This is when most
individuals give up, if they don't have a coach to encourage
them. Coaching provides a warm and supportive environment in
which to grow and learn safely. This is the fun phase for me,
as it's where I get to be a cheerleader and say real cool
things like, "Way to go!"  It's also where I need to step
aside so I don't get in the way as the spiral grows. Knowing
that my clients are ready to continue on their own is my
best reward as a coach. As I watch my clients tap into their
full potential, I am comforted by knowing that I have been
the catalysts to that process for them and can do the same
for others to come.

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

Copyright Sandy Maynard 1999 Sandy is owner of Catalytic
Coaching in Washington, DC, is a personal performance coach
specialising in adults with ADD and author of A.C.T. Now,
a workbook and interactive internet coaching course for
adults with ADD. Sandy has written several articles on time
management and organisation. She lectures nationally on a
variety of coaching subjects and brings her coaches training
workshops to wherever they are needed. For more information
you can visit her web site at http://www.sandymaynard.com

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

The following article was written by a British parent. Her
vivid and moving account portrays just a few of the 'brick
walls' UK parents come up against year in, year out in
their efforts to get appropriate treatment for their children.

A Turning Point, or Clutching at Straws?

It was the first day of the Christmas holidays, 1997.
We were all linked to schools; my three children
studying, myself and my husband as teachers. My husband
has long-since learned to keep himself away from home
....to escape the 'norm' of living with a teenage
ADHD son, and the inevitable disruption and rows.

In his infinite wisdom, he had arranged for workmen
to come and replace the soffits/guttering, so no
lie-in to recover from the term just gone, severe
behaviour from our son, and Christmas just 4 days away.
I was NOT happy! All the children were up; I couldn't
even leave the front room to visit the loo, or get
dressed. Another day was underway, and I was unable to
control any of the events that took place.

In recent weeks, I'd had to deal with being threatened
with a broomstick, my pets being tortured, a drugs
overdose, my other kids having missiles (like stools)
launched at them .... and here I was, sat in my dressing
gown, imprisoned in my own front room. Suddenly,
something inside of me snapped, and I called the Child
Psychology Unit, asking for "Jack", who, of course, was
not in. I left a message, asking for him to get back to
me, though as the phone had been kindly unplugged for me
(by Andrew) it was a few hours later before "Jack" could
get through. He must have heard the desperation in my
voice, as he was over in the space of half an hour. It
was coming up for tea time, and I was still in my
dressing gown. He saw the looks on the faces of me and
my daughters, and saw we were in need of something drastic.
We were told about a residential assessment centre, about
25 miles away, which could take Andrew and assess him
thoroughly, both medically and educationally. By this time,
my husband had come home, and we all discussed the choices,
agreeing on the course of action proposed. (Well, Andrew
didn't, but at that point, no one was bothered!)

The following afternoon, "Jack" called in again, to tell
us that the referral had been made, and there was a place
for Andrew in early January, probably as soon as the new
school term started. We were amazed! At last, after
nearly a decade, something seemed to be getting done. As
I got used to the idea, I started thinking of all the
things I could do that were previously not possible:
walking the dogs without making an appointment for my
husband to be at home, re-join things I'd belonged to
before ADD took over my life 24 hours a day, invite
friends over have a dinner party ...... of course, I
had no friends left, so apart from the dogs, I wasn't
sure who to include in these activities!

The whole episode shook Andrew, as it was something
totally out of his control, and the rest of the holidays
were just about bearable - well most of the time.
January came and went, and we heard nothing. I had
contacted Andrew's school, to tell them what was proposed,
and he started getting hassled by staff there, wanting
to know when he was going! At the end of January, after a
long, long search for the phone number, not in ANY
directory)I was able to contact the centre, and heard
they had been having building work done, so no one had
been admitted in January; what worried me more, was that
no one seemed to know about Andrew! I rang "Jack", told
him what I'd heard, and he just repeated that the referral
had been made. February arrived, and eventually, an
invitation to look around and attend a family conference
during the half term break.

Getting there was difficult, as Andrew was not too keen
on going, and as we got nearer the place, he got more
and more hyped up. By the time we were seen, after a
half-hour wait, he was truly wound up, but at least we
were in the right place. One of my daughters was not at
all impressed. Most of the in-patients had bandages
around their wrists, and there seemed to be no structure
to what was going on. However, we agreed to go ahead,
and eventually, on March 4th, at 3.30pm, I got a
call at work, asking me to take him in on the Friday!

I quickly arranged time off, and rang his school, then
set off to meet him in town. I told him the news over a
burger, and predictably, he ran off. We went home,
eventually, and there was a message on the answer phone,
saying me that the place was no longer available! In the
space of an hour, since speaking to them, TWO emergencies
had cropped up. I could not believe it! I had just got
Andrew used to the idea, and now it was being changed.

On March 11th, I got another phone call, to tell me he
could go the following day. Actually, I deferred it
until the Friday, giving me time to get organised.
Getting Andrew there turned out far easier than I
expected. I had anticipated him running off, refusing
to get in the car, even trashing a room or taking an
overdose. However, he only put up a token resistance.
On our arrival, we were 'interviewed' at length. At
one point, the two of us were left for a break of
about 15 minutes, during which time the room was
locked from the outside!

The room had a 2 way mirror, and as Andrew was
experienced with these, he gave a good show! On her
return, the interviewer told us that a decision had been
reached. They would take Andrew, but as he was 'such an
unusual case', they would do the assessment over an
intensive fortnight, instead of their usual 6 weeks, and
after that, it would be up to us and our own health team
to deal with any findings / start up any treatment, etc.

I was then told about the regime for parents. Visiting
was for 2 hours on a Saturday and Sunday afternoon, and
two hours on a Tuesday and Thursday evening. Originally,
we were told the children were not allowed out, or to go
home for a fortnight, though as a long-standing family
party was planned the following weekend, this was still
permitted. Andrew was agitated, and threatening to run
away; I was assured this would not happen! Just as we
were given lunch, a taxi came to take us to Leeds General
Infirmary, where Andrew was to have a brain scan. At this
point, I became more relaxed, because it showed me that
they were not only being thorough with their tests, but
not wasting any time about it, either.

When we went to visit on the Saturday afternoon, we were
confined to the unit, and found we had to become experts
at pool and other indoor past times. The next day was
Mother's Day, and Andrew had arranged with his grandma to
bring his present over, so he could give it to me
himself. When we got there, he announced we could go out.
I explained the 2-week rule, only to be told it had been
overruled; hhmm, what are we told about ensuring we stick
to a decision once it's been made? My fortnight's respite
never happened. With visiting twice during the week, I
didn't get home until after 9.00pm, and in my teaching
role, I had a Parents Evening and Science Week to fill
much of my time. The second weekend was my parents'
Golden Wedding anniversary, and the whole family had
organised a surprise weekend in Cumbria. My (new) car
broke down on the way back, and the diagnosis was so
bad that we ended up being driven back to West Yorkshire
on the back of a lorry. Needless to say, I could hardly
ask the breakdown driver to make a 40 plus mile diversion,
so we went straight home.

You won't be surprised to hear that Andrew had no
intentions of returning to the centre! We had a few hours
of hell, culminating in the telephone being irreparably
broken ..... well, I was ringing the unit for advice on how
to get him back there. The advice? Let him stay at home.
(We did, eventually, calm him down and get him back that
same night.) For most of the 2 weeks, Andrew behaved
himself. It was a small unit with lots of staff, and a fair
amount of freedom. On visiting times, I was expected to
take him out, and I soon learned where Macdonald's and the
best fish and chips were.

Do I sound disillusioned with the place? Well, I am!
Every time I visited, I asked Andrew what he had been
doing, and what tests he had had, and it was the same
answer ..... they had done nothing that the others
hadn't done. We had quickly learned that Andrew was the
only ADD patient; all the others, (approximately 15)
were in for eating disorders or suicide attempts. Having
had 3 months to get used to the idea of him going for a
thorough assessment, I was pinning a great deal on this
unit. I understood that he would be fully assessed,
medically and educationally. Once all the reports were
gathered in, a diagnosis could be made, and once we had
a diagnosis, we could get much-needed help and support.
I should have known better! Since Andrew was aged 4, I
have tried to get help, not only for Andrew, but also for
the family: our lives are wrecked, emotionally and socially,
and no one can come up with the support we so badly need.

We need to know exactly what Andrew's problems are and
how he can expect to develop through his teenage years
and beyond. The family need to know there is someone who
understands the extent of Andrew's disabilities, and how
these manifest themselves in all aspects of his life.
They also need to realise the extent Andrew's problems
affect people around him, immediate family, extended
family and teachers, pupils, the community and so on. We
thought a door was finally opening when we agreed to him
going to the unit, yet even before he had unpacked his
bags, they were reducing his time there by two-thirds.

Other patients were there for as long as was needed; one
girl who was his closest friend had already been there
over 12 MONTHS, and was still there long after he left.
I had given the unit lots of information, and voiced my
other concerns; as well as the ADD, he has poor co
-ordination skills, learning difficulties, a slight
speech impediment, heart murmur, is long-sighted, has
slight asthma and eczema, shows obsessive behaviour, is a
thief, can be cruel to pets, is aggressive, abusive, etc.
yet he was never examined by a speech therapist,
physiotherapist, his eyes were not tested, (did not take
his glasses with him). The detailed medical investigations
I envisaged, and pinned my hopes on, never happened.

The weekend after he was discharged, I had to take him
back for 6 hours, during which time he underwent an
educational psychological assessment. When we left, after
this assessment, that was it! My husband and I returned
once, and got just the results to the final assessment
..... which we had received, by post, anyway. Nothing
has changed! We know nothing now that we didn't know the
day he was referred, except that as a family, we are
getting incredibly cynical about any straws that may
be offered. There was no advice, no support, no health
diagnosis (apart from the brain scan and a blood test
which involved 4 adults holding him down, screaming).

I still ask myself how I was led to believe it would be the
answer we had been waiting for. My middle child (then 15)
expected no less. I suppose that I was so desperate that
I would clutch at any straws that were offered; 1 year
later, I am still waiting. I KNOW there is no magic wand,
but why is ADHD considered to be of so little consequence?

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

Copyright Mrs A H 1999
Could any comments or feedback regarding this vivid and
rather enlightening article please be sent to ME at
gailmiller@... to be forwarded the author.

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

#4 Resources

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.

BRAND NEW ADHD MESSAGE BORAD at
http://venus.beseen.com/boardroom/s/28138/PostRe
Meet new friends and share experiences.

AMERICAN ASSOCIATION OF SUICIDOLOGY (AAS)
http://www.suicidology.org/ Dedicated to the
understanding and prevention of suicide.
Promoting research, public awareness,
education & training for professionals/volunteers

Mediconsult.com: Attention Deficit Disorder Medical Information
http://www.mediconsult.com/add/

Medical News - Doctor's Guide to the Internet
http://www.pslgroup.com/mednews.htm

naturalSCIENCE Magazine: Home Page
http://naturalscience.com/ns/nshome.html

Science à GoGo - Science with knobs on!
http://www.scienceagogo.com/

Science News Online - The Weekly Newsmagazine of Science
http://www.sciencenews.org/

Subscribe to MO-INET News - Marketing on the Internet
Marketing Information, News Digest, Jokes/Trivia, Health Information,
Money Making Affiliate Programs and more.
Informative!! Keep up to date on the latest Internet Business.
To subscribe mailto:moinetnews2@...

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

This newsletter is transmitted by subscription ONLY & sent
out only to those who have requested it. Email addresses
will NEVER be passed on to a third party. If you have enjoyed
this newsletter please forward it to a few of your friends.

To subscribe send email to gailmiller@... with
subscribe ADHD in body of message.

To unsubscribe go to http://www.onelist.com and go to the
member centre on the left where you can unsubscribe

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

LINKS
If you have a website and are looking for links. I am happy
to add a reciprocal 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

BACK ISSUES
If you would like back issues of this newsletter, please
go to http://www.gailmiller.clara.net and click on the
back issues link. You can then have issues you have missed
sent straight to you by autoresponder.

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

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

The message I sent out earlier about a virus warning was a hoax.
Unfortunately I have (INADVERTENTLY) upset a lot of people by innocently
passing on a message that I was GULLIBLE  enough to believe.

Therefore for anyone wanting to unsubscribe from this list could you
please go to the member centre at http://www.onelist.com and unsubscribe
yourself from my list. It is very simple. Please do not flame me any
more. I have made a mistake.

Yours sincerely
Gail MILLER
The ADD / ADHD Gazette

Hi!  Thanks for your helpful attitude!
This virus is a hoax.  To check it out go to:
http://www.kumite.com/myths/
Just thought you might like to have this information!
Kathleen


OH BUGGER!!!!!
Gail


^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^
The ADD / ADHD Gazette ~ send
email to gailmiller@... with
'subscribe ADHD' in body of message
^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^

Hi all,

I thought I had better pass this on just in case. Don't know if it's a hoax,
but better safe than sorry.

Best wishes - Gail

.
-----Original Message-----
From: Greg Hudson [mailto:ghudson@...]
Sent: 21 April 1999 07:40
To: Greg Hudson
Subject: WARNING re JESUS virus


G'Day Everyone.
I just received the following e-mail, however I'm can't verify the contents
so please take this as you see fit...



Regards, Greg Hudson. (ghudson@...)
President, Hudson Software.
Lvl 2 / 62 Martin Rd. GLEN IRIS Vic AUSTRALIA
Tel: IDD+61 (3) 9889-0572  Fax: IDD+61 (3) 9889-2831
Visit http://www.hudsoft.com for your FREE Lan based In-Out Board for
Windows.

-----Original Message-----
WARNING If you receive an email titled "It Takes Guts to Say 'Jesus'  DO NOT
OPEN IT.  It will erase everything on your hard drive.  This information was
announced yesterday morning from IBM; AOL states that this is a very
dangerous virus, much worse than "Melissa", and that there is NO remedy for
it at this time. Some very sick individual has succeeded in using the
re-format function from Norton Utilities causing it to completely erase all
documents on the hard drive.   It has been designed to work with Netscape
Navigator and Microsoft Internet Explorer.  It destroys Macintosh and IBM
compatible computers.  This is a new, very malicious virus and not many
people know about it.

Pass this warning along to EVERYONE in your address book and please share it
with all your online friends ASAP so that this threat may be stopped.

Please practice cautionary measures and tell anyone that may have access to
your computer.  Forward this warning to everyone that might access the
internet.

==================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
==================================================

*** 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.


=====Sponsor===========================================

The Mental Health Matters Newsletter
-----------------------------------------------------
Mental Health Matters!
The User-friendly Mental Health Directory
FREE search Service available.
http://www.mental-health-matters.com/

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


IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- UK FOCUS

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

#4 -- LETTER FROM GAIL

#5 -- RESOURCES

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

!!!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. !!!

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

# 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.

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

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.

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

# 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

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

This newsletter is transmitted by subscription ONLY & sent
out only to those who have requested it. Email addresses
will NEVER be passed on to a third party. If you have enjoyed
this newsletter please forward it to a few of your friends.

To subscribe send email to gailmiller@... with
subscribe ADHD in body of message.

To unsubscribe go to http://www.onelist.com and go to the
member centre on the left where you can unsubscribe

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

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

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

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

==================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
==================================================

*** ISSUE #5 ***

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.


=====Sponsor===========================================

The Mental Health Matters Newsletter
-----------------------------------------------------
Mental Health Matters!
The User-friendly Mental Health Directory
FREE search Service available.
http://www.mental-health-matters.com/

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


IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- ARTICLES
       IS THERE A DANGER IN 'NATURAL' PRODUCTS?
       ADHD at BK!

#3 -- LETTER FROM GAIL

#4 -- RESOURCES

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

# 1 News & Views

Dear Gail,
I am involved with ADHD and have some information to anyone
interested. I have a peer-reviewed clinical study out of
"PROCEEDINGS" an institute on medical research mentioning
the benefits of the introduction of GLYCONUTRITIONALS in
helping ADD/ADHD sufferers. Could I please inform readers
about my web site where they can learn a little more.I can
also send anybody interested the peer-reviewed clinical
study done regarding ADD/ADHD just for the asking.
http://www.mannapages.com/quickandhardy  Thanks, Phillip.

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

It was reported this month that a London comprehensive
school with nearly 2,000 has not permanently expelled
any pupils for three years. The school, Langdon Comp's
headteacher, Vanessa Wiseman, said that 10 years ago
the school was expelling pupils on average once every
3 weeks. But this has changed since the emphasis has
been finding workable alternatives to just excluding
disruptive kids. Their new policy, which still has
automatic expulsion for such acts as selling drugs for
example, strives to avoid expelling pupils, instead
developing a range of support services. This support
prevents incidents turning into confrontations. The
headteacher said that pupils find this new process of
corrective measures more difficult than a simple threat
of exclusion every time.

Now consultation between parents and teachers is
used to try to find ways of stopping disruptive
behaviour. This, along with an influx of specialist
support workers alleviates many of the problems of
EBD children. There has also been brought in a 'school
council' to encourage parents and pupils to have a
greater involvement with the school. The school still
doesn't tolerate bad behaviour, however, the setting
up of effective sanctions and using support staff has
been very successful and effective. The school & LEA
were highlighted in a recent conference
" An Inclusive Approach to Difficult Behaviour"

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

#2: Is there a danger in 'natural' preparations?

It has been reported recently that some of the 'natural'
prepareations being used to combat ADHD symptoms could
genetically damage sperm or even cause infertility.
Anyone thinking that herbs and other dietary supplements
which are advertised as natural, assuming they are
completely safe, should be made aware that many
prescription drugs were derived from some of the herbs
widely sold in health-food stores and supermarkets
these days. Therefore these preparations can have
dramatic side effects.

A study by researchers at Loma Linda University suggests
that St John,s Wort, ginkgo and achinacea could have
side effects causing conception difficulties. There was
also concern about genetic damage to sperm, therefore
raising the question of whether this could have long
term implications for unborn children.

Although test-tube studies of this kind do not show
complete proof that these herbs cause ACTUAL damage,
nobody has ever done research on herb users to
determine whether the products concentrate in their
sperm or eggs which is the key to showing a risk to
future offspring. Alan H. DeCherney, editor of
Fertility and Sterility, which published the study
said "This is a very important study that could provide
important information to those suffering from infertility".

This research reinforces warnings given to couples who
are asked to avoid certain 'natural' products while
trying to conceive. Often, when the word natural is
used to describe a product, it is immediately believed
to be 'good', however some of these herbal preparations
now being questioned, actually contain hormones like
estrogen that can also have implications on fertility.

The Loma Linda researchers, who tell us that some
herbs have been used for centuries to cause abortions,
did experiments on four herbs in relation to fertility.
Out of St. John's wort, (which treats mild depression)
ginkgo, (a purported memory enhancer) echinacea, (which
is thought to strengthen the immune system) and saw
palmetto, (used to treat men's enlarged prostates)only
saw palmetto did not damage eggs or sperm.

St. John's wort was the worst culprit, completely
blocking sperm's ability to penetrate eggs. Ginkgo and
echinacea both reduced ability. Doses of the herbs in
question were a fraction of recommended doses on labels
of herbs already on sale. However, at present it is not
known whether these herbs when swallowed end up in a
woman's eggs or a man's sperm.

What this research showed is that although there is a
high degree of willingness to take natural supplements
these days, there is still very little scientific
research to show if these products are completely safe.

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

ADHD at BK!!!

As it was school holidays this week, we decided (misguidedly)
to take the kids out to the burger bar one day. Eleanor, 4,
is always OK whenever we take her anywhere and is an absolute
credit to us, but George, 12, well ....... It is well known
by parents of ADHD kids that trips to McD’s or BK’s usually
only last 3 minutes on average. Why?

Family walks in to burger bar. Hyper kid goes charging
round, knocking the bucket with the soapy water and wet
mop in it all over the floor. Parent cringes with
embarassement and smiles appologetically to the other
customers. Child then switches the TV on and off repeatedly,
as other customers start to tut at each other and give
those looks we parents know so well! Parent starts to
get aggitated and goes to retreive kid, who by this time
has his head wedged under a refrigeration unit! After
forcibly removing said child, parent then scolds “Sit in
the corner Johnny”.

“****off Dick ’ed!” comes the screaching reply,
followed by hysterical laughter. Parent then grabs
ADHD child by the NECK and storms out. This usually
takes approximately 2 minutes 24 and a half seconds.

Sound familiar?

Anyway, as my husband was at home with me this
particular day, we decided to take the risk, and why
should Eleanor miss out because of George? We set off,
but by the time we got there the atmosphere was already
highly charged because George had insisted on flicking
Eleanor’s ear, poking her, and pulling his tongue out
at her in a disgusting sexual sort of way that is really
starting to disgust us, in the back of the car all the
way there. George of course, never takes responsibility
for the upset he causes. He vividly expresses his opinion
(expletives deleted) of how we make *his* life a misery. Ha!

We enter BK, Eleanor all smiles again and George scowling
and muttering under his breath. He of course doesn’t want
to sit at any of the tables I suggest.

“What do you want George?” hubby asks.
“A Whopper, no a Flamer - no a Whopper.”
“Well which one?!?!?”
“ A Flamer .......... no a Whopper.”
As hubby walks off to the counter, George calls after him,
“No, chicken nuggets!”

This of course, now only gives hubby a 1 in 3 chance of
getting the product George *actually* wants. As he
returns to the table George’s face drops as he sees he
has been bought a Whopper. The rest of the meal is spent
trying to stop George from metaphorically running amok.
He repeatedly pinches the little toy figure Eleanor got
with her meal, opens salt packets and makes patterns on
the table with the contents, mutters and scowls when he
is corrected or admonished. The embarassement factor
eventually beat us and we ended up walking out after
grabbing everything we could salvage and packing it
into Ellie’s child’s meal box. Oh happy days!

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

#4 Resources

RAISING YOUR SPIRITED CHILD: A Guide for Parents Whose
Child Is More Intense, Sensitive, Perceptive, Persistent
& Energetic by Mary Sheedy Kurcinka
The “strong-willed” or "difficult" child can easily
overwhelm parents, leaving them feeling impotent,
inadequate and frustrated. More intense, persistent,
perceptive, and uncomfortable with change, these children
can challenge any parent. Here, a refreshingly positive
viewpoint, offers parents strategies and emotional support
in bringing up their ‘spirited’ child.
http://www.amazon.com/exec/obidos/ASIN/0060923288/theaddadhdgaze

PsychNet-UK ~ Your complete health and medical resource.
http://www.psychnet-uk.com

A SELECTION OF MEDICAL TREATMENTS for ADD and ADHD can be
found at http://www.addictions.net/treatmen.htm

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

HOLLIS HEALTH QUESTION AND ANSWER SITE
http://www.myfreeoffice.com/hollishealth/hollishealth.html
This page is for you and your health concerns. Any subject.
Do you or someone you know have a health problem that you
would like to discuss or find a soloution for? Ask your
questions via email and get a private reply. Hosted by
a certifired crisis counsellor, a wife, mother and
grandmother of 5. "I have researched Ritalin, Cylert and
other drugs, have their surprising history,I have a
PHYSICIANS DECK REFERENCE! I have success stories from
the use of Alternatives and horror stories of the
effects of the drugs."

FUNDING INFORMATION. For our British Support group readers,
I have found two valuable sites which can point you in
the direction of gaining funding for various projects.
They are; FUNDERS ON LINE http://www.fundersonline.org/
And UK FUNDRAISING http://www.fundraising.co.uk/

Subscriber Diana Dyer, MS, RD a Nutrition and Cancer
Consultant and Author and Publisher of "A Dietitian's
Cancer Story" has an excellent website at
http://www.dianadyermsrd.com Anyone with an interest
in diet and nutrition should check this out.

Explode your Profit Today! "How to Produce a Successful
Ezine" is a free e-book it has the following valuable
information:
-200 sites where you can place information on your ezine.
-175 authors who want to swap ads
-Tips on layout, best software for distribution, the easy way.
-600+ marketing ezines list ~~~ You can sell it, give it away
as a bonus or whatever you want, that's your choice. Mail
to mailto:paule@... with "e-book" in subject

Marketing On the Internet Serving ambitious
Internet marketers. Information/Tips/Trivia/Jokes/
Marketing/Health/Home/Etc.
Introducing The Crafters Showcase
Sell your crafts/art ? ??? FREE Links on our website
Something for everyone. FREE ad swaps
To subscribe: mailto:moinetnews2@...

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

This newsletter is transmitted by subscription ONLY & sent
out only to those who have requested it. Email addresses
will NEVER be passed on to a third party. If you have enjoyed
this newsletter please forward it to a few of your friends.

To subscribe send email to gailmiller@... with
subscribe ADHD in body of message. To unsubscribe send email
with unsubscribe ADHD in body of message

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

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

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

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

Dear ADD / ADHD Gazette Subscribers,

This message was sent to me a number of times over the weekend and I
feel I ought to pass it on to all of you. I have recently had quite a
few of the happy.exe attachments to emails I have received, but here is
another virus to look out for.

Best wishes - gail


VIRUS ALERT. BE CAREFUL ON MONDAY!
According to today's Los Angeles Times Newspaper,
a rapidly spreading computer virus named "Melissa"
has forced several large corporations to shut down
their e-mail service. Friday night Melissa rode
the Internet on a global rampage and experts are
worried about what may happen on Monday.
Srivats Sampath, GM for McAfee Software says, "This
is the fastest-spreading virus we've seen." While
the virus does not appear to harm computers it infects,
it is shutting down e-mail networks because of its
overwhelming replication abilities.
Eric Allman, co-founder of Sendmail, said he was
concerned that the problem would worsen on Monday
morning when employees find these messages in the e-
mail boxes.
SOLUTION: Don't open any attachments to your e-mail
that look like the following:
Melissa is being sent with a topic or subject line that
reads, "Important Message from XXX" and Melissa actually
includes the name of a friend or associate it has obtained
from the e-mail address book of the computer that sent
this e-mail to you. Next, the message is short and
innocuous: "Here is that document you asked for...don't
show anyone else ;-) and attached is a 40K Microsoft
Word document named list.doc. The virus will not infect
your computer unless you open up the attached 40K Microsoft
World file.
AT THIS POINT DELETE THE FILE, THEN GO TO YOUR TRASH
OR RECYCLE BIN AND DELETE IT AGAIN!
General Rule: Never open up any attachments to e-mail
you receive unless you are absolutely sure you know who
its from and what the attachment is. Simply delete this
e-mail immediately! If it's not a virus and important,
the sender will email you with a follow-up and/or call
you on the telephone. Better to be safe than sorry!
More information can be found at:
http://www.cert.org/advisories/CA-99-04-Melissa-Macro-Virus.html
and a fix for the general public is available at:
http://www.sendmail.com

Epidemic virus infects corporate e-mail
The virus Network Associates calls 'Melissa' appears to be unusually
effective.
http://www.zdnet.com/pcweek/stories/news/0,4153,2233030,00.html



--------------------------------------------
The ADD / ADHD Gazette. The FREE newsletter
accenting the positive side of ADHD ~
send email to gailmiller@... with
subscribe ADHD in body of message
--------------------------------------------

PART 2

The following as a FANTASTIC article which (I feel) every teacher
ought to read, however not only does the article include
excellent advice for anyone trying to work with our kids, but some
brilliant advice and many ideas for parents too. A stunning article:-

==================================================
2; Dealing With Conflict:Breaking the Cycle of Arguments

taken from notes taken during a presentation by Patricia Hart to
The Greater Rochester Attention Deficit Disorder Association

Pat introduced herself as one who works with teachers,
administrators and agencies. She was here to share information
she'd gathered "over the years" in her dealings with conflict
cycles which were not necessarily rooted in ADD cases.

After her introductory remarks, Pat asked us to consider the
difference between when a child was Acting UP as opposed to
Acting OUT. Acting up, she explained, could be considered
impulsive but the child would be in a rational state of mind. As
such, the child would likely respond to directives and warnings
and it would be possible to have the inappropriate behavior stop.
Acting out, however, is driven by feelings - an emotional state
of mind. In this case, warnings can escalate the behavior.
Pat acknowledged it is sometimes difficult to tell the difference.

Adults and children can react quite differently as they use
different levels of thoughts. Adults and kids differ
significantly in the way they use perceptive skills, thinking,
feelings and behavior. It is important to know and understand
these differences.

Consider the following as "stress-producing" situations in the
classroom:
Not understanding teachers' directions.
Not understanding the content of an assignment.
Boredom.
Failing an exam (a major event for a child).
Not having appropriate materials i.e. textbook, notebook, pencil, etc.
even though the teacher may have extras (disorganization).
Expectations beyond a child's capacity.
Teasing and personal put-downs by peers.
Personal character attacks.
Being blamed for something you didn't do.
Not being called on or chosen for a game, etc.
Not enough time to finish homework/assignments.
Conflict carryover from a previous event.
Group pressure to conform.

Pat then played a portion of a video as an example of a conflict
cycle asking us to observe this classic power struggle from a
teenagers point of view. This illustrated a cyclic situation involving
students' self concept and irrational beliefs. The cycle of events
included:

1) A stressful incident.
2) A students' feelings in reaction to it.
3) A students' observable behavior.
4) An adult or peer's reaction which "added fuel to the fire". This
created a higher level of stress for the child (return to #1 above) and
the cycle repeated with the level of intensity building each time.

In the example, neither the child nor the adult could get out of the
cycle.

She then played another video segment in which she asked us to
notice the cycles as:
1) Stressful incident.
2) Feelings.
3) Behavior.
4) Response.

If one of the parties "pushes" and the other "pushes back", Pat
noted this was an indication we were missing the opportunity to
address the feelings and the cycle of adversity was off and running.
Pat suggested we have to get behind the feelings so they don't
escalate to behavior. One way was to have the child verbally express
their feelings. The child often can't get out of the cycle by themselves
as they're too emotionally involved in the situation. In these cases,
the
adult has to break the cycle.

One of Pat's handouts addressed the Three Keys to Effective Listening:

Focus your attention: Show by your actions that the speaker is the
center of your attention. Focusing means maintaining a comfortable
level of eye contact and leaning forward to show interest.

Tune in to understand: Listen so you clearly understand the
speaker's point of view. Listen not only for what is being said, but
also how it is said, and watch for the body language that goes with it.

Ask for more information, opinions, and feelings: Ask questions to
help you better understand the speaker's point of view. To make
sure you understand key points, occasionally rephrase what you
think you've heard. "It sounds like you were really frustrated," or "
Are you saying she's not your friend anymore?" Rephrasing allows
a child to "rehear" what he or she is communicating - and then, if
necessary, clarify any misunderstandings.

Another handout Pat shared had an unknown source but was
provided to the ADVOCATE by the Office of the Rochester
School District Superintendent. It was titled A Memorandum From
Your Child:
1) Don't spoil me. I know quite well that I ought not to have
all I ask for. I'm only testing you.

2) Don't be afraid to be firm with me. I prefer it. It lets me know
where I stand.

3) Don't use force with me. It teaches me that power is all that
counts. I will respond more readily to being led.

4) Don't be inconsistent. That confuses me and makes me try
harder to get away with everything that I can.

5) Don't make promises; you may not be able to keep them.
That will discourage my trust in you.

6) Don't fall for my provocations when I say and do things just to
upset you. Then I will try for other such "victories".

7) Don't be too upset when I say "I hate you". I don't mean it, but
I want you to feel sorry for what you have done to me.

8) Don't make me feel smaller than I am. I will make up for it by
behaving like a "Big Shot".

9) Don't do things for me that I can do for myself. It makes me feel
like a baby and I may continue to put you in my service.

10) Don't let my "Bad Habits" get me a lot of your attention. It
may encourage me to continue them.

11) Don't correct me in front of people. I'll take more notice if you
talk quietly with me in private.

12) Don't try to discuss my behavior in the heat of conflict. For
some reason my hearing is not very good at this time and my
cooperation is even worse. It is all right to take the action required,
but let's not talk about it until later.

13) Don't try to preach to me. You'd be surprised how well I know
  what is right and wrong.

14) Don't make me feel that my mistakes are sins. I have to learn to
make
mistakes without feeling that I am no good.

15) Don't nag. If you do, I shall have to protect myself by appearing
deaf.
16) Don't demand explanations for my wrong behavior. I really don't know
why I did it.

17) Don't tax my honesty too much. I am easily frightened into telling
lies.

18) Don't forget that I love and use experimenting. I learn from it so
please
put up with it.

Another handout was titled, "Ways of Developing Healthy Parent-Child
Communication"

1) When you are with your child, follow the motto, "be there now."
Don't worry about the bills that have to be paid. If the dirty dishes in
the sink bother you, look the other way. But give your child the same
undivided attention you would give your boss or a co-worker.
However, there are sometimes when you can't stop what you're doing
to listen or talk. Let your child know & set some time aside when you
can.

2) If you have more than one child, spend some time alone with each
child. Plan on at least one hour a week. During this time, do whatever
your child enjoys. Take a walk, prepare something in the kitchen, Don't
watch television, which seems to turn off conversation.

3) Allow a few minutes after the light it turned out at bedtime for
quiet
conversation with your child. Sometimes kids will say things in the dark
that they are uncomfortable saying at another time.

4) Turn commuting time into conversation time. The time you spend
in the car is perfect for talking with kids. There are no phones or TV
to interrupt. No one can get up and leave. And kids know they really
have your ear.

Since they know you have to have your eyes on the road when you're
driving, they often will say things they wouldn't at other times. They
may share their worries or fears. And they may also talk about their
secrets and dreams. When you're in the car, turn off the radio and
turn your attention to the child. Ask your child, "What do you want
to talk about?" You may be surprised at the answer.

5) Listen to behavior. A child's behavior is his way of communicating,
so parents need to learn how to "listen" to what their children tell
them
through what they do. Children don't always have the words to express
their feelings, so they often act out when they feel pressured or
unhappy.

6) Give your children the words they need to express their feelings.

7) Let your child make choices. If children are to learn how to make
responsible choices about drug use or sexuality, they first need plenty
of practice making other decisions. As often as possible, try to to let
your
child make choices within the limits you have set. Say things like,
"you decide", or "I'm sure you can make that choice".
------------------------------------------------------------------------
----
Ed. Note: This article appeared in the Summer '96 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.
===================================================================

3; Resources

TAMING THE TRIAD - An excellent ADHD website with invaluable
information for parents, carers and professionals. Regularly
updated with an excellent question and answer section, the
Webmaster Margie C Sweeney M.D. also offers a very useful and
informative newsletter. Check it out! http://tamingthetriad.com

http://members.aol.com/ghales8071/yesyoucan Nice website for a
ministry for parents of children with ADHD. This is from a Christian
perspective (giving parents hope)

BEEN LOOKING FOR A GOOD PARENTING WEBSITE?
This wonderful resource for parents has recipes, fitness,
contests, crafts, kid's crafts and activities, teen columns,
home and garden, a parenting e-mail discussion list, newsletter,
jokes, parenting tips, and tons more!
You'll find it all at The Family Corner.
http://www.thefamilycorner.com

For parents wanting to take a natural approach to treating their
kids, take a look at Gazette subscriber Kristi's page at ut the
http://asktom-naturally.com Not only will you find info on
products for ADHD but about nutrition in general.

Very interesting Dr Geoffrey Kewley article
http://www.web-tv.co.uk/geoff.html

http://user.cybrzn.com/~kenyonck/add/add_legal_public.htm
When Untreated A Problem For Society - Not Just theADD Person

DREAMERS, DISCOVERERS & DYNAMOS: How to Help the Child
Who Is Bright, Bored and Having Problems in School. The author
Ms Palladino helps you decide whether your child is one of the three
types of Edison-trait children: dreamer, discoverer, or dynamo. For
frustrated parents or professionals, this text will be a rich source of
both help and hope. It is shown here that children with superior
intelligence think divergently and overflow with many ideas.
http://www.amazon.com/exec/obidos/ASIN/0345405730/theaddadhdgaze

Participate in the MedExplorer discussion forum area.
If your looking for specific answers or just want to participate:
http://www.medexplorer.com/discussion/discussion.dbm

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

ROB'S wURLd "Best of the Web": http://RobswURLd.listbot.com/
Looking for a neat way to find information or unique sites on the
web that you just didn't know existed? Read Rob's newsletter. This
is one of the best scouting reports for almost anything you could
ever want to see. He even finds entire theme groups of sites
sometimes such as holidays or on subjects such as the Y2K bug.
Past issues are archived & you can subscribe at the hyperlink above.

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

This newsletter is transmitted by subscription ONLY & sent out
only to those who have requested it. Email addresses will NEVER
be passed on to a third party. If you have enjoyed this Newsletter
please forward it to a few of your friends.

To subscribe go to http://www.gailmiller.clara.net
To unsubscribe send email to gailmiller@... with
unsubscribe ADHD in body of message

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

LINKS
If you have a website I am happy to add a reciprocal link
to The ADHD (UK) Website. Take a look at my site at
http://www.gailmiller.clara.net and email me to link.
===============================================

I have decided to open this newsletter to paid advertisers
who offer products of relevance to readers, or who want to
sponsor The ADD / ADHD Gazette. For current rates (which
are extremely modest) please email gailmiller@... for
further details. Only commercial ventures or products will
be charged to advertise. ADHD Websites, support groups,
conference notices or any other type of INFORMATION of value
to the readership may have their announcement free of charge.

Next issue 'some time in' April 1999

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

======================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
======================================================
........................................................................
....
April 1999 *** ISSUE #3 ***
........................................................................
....

Welcome to all the new subscribers who have joined us
since the last issue, especially the schools. WELCOME!

THIS NEWSLETTER IS GOING OUT EARLY AS I MAY HAVE TO
SORT SOME PROBLEMS OUT DURING THE NEXT FEW WEEKS.

The ADD / ADHD GAZETTE. A FREE online ezine all about
the issues surrounding ADD / ADHD and co-morbid conditions
and syndromes.

The editor of the ADD / ADHD Gazette is author of "Wild
Child - A Mother, A son and ADHD", and editor and publisher
of "The ADD Update" a British bi-monthly hard copy newsletter
for professionals and parents of ADHD children.

Contributors' views may not be the views of The ADD / ADHD Gazette.

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- ARTICLES:
          Challenging Children; Oh What Fun!!!
          Dealing With Conflict:Breaking the Cycle of Arguments

#3 -- RESOURCES

======================================================
The ADD / ADHD Gazette requires letters, articles etc. from
sufferers, parents and professionals for possible publication.

SWAP-ADS with other health ezines are welcomed.

Subscribers' email addresses will NOT be passed to a third party
======================================================

1; News & Views

I recieved this lovely email this week from Kathy LoGuidice who offers
some excellent advice which I felt I had to pass on to everyone. Thanks,
Kathy for allowing me to reproduce your letter.

Dear Gail:

Thanks for all your info and mostly inspiration. Dealing with my
son at time can be as many of you know at the least "difficult." As it
is for any parent who child has a disability. MY son is ADHD. When
I read your newsletters its like getting an instant mini support as I
am reading.

I would like to respond to the mom whose boy's now 17 yrs old who
started doing exercise and meditation for the ADD. I have found
something similar that works for my son and a few others like him.
It is the studying of Martial Arts. We have enrolled him since the
time he was 41/2 yrs old. in a traditional karate class. It has helped
his focusing, balance, large and fine motor skills. Also it has helped
his self esteem and his respect towards adults. This is a very
traditional karate class. Where respect and discipline are utmost.

He is now 81/2 yrs old and is still going and achieving very nicely
both in karate and in school (and life in general). We have not had to
increase his meds and I feel that this is due largely to the fact that
he
has to focus in this class so intensely that he has developed skills
to help him to stay focused outside karate. He enjoys going. It is
never an argument to get him there. I hope that if anyone out there
is looking for an outlet for their son or daughter they might consider
trying this. Or even for themselves, as an adult. I started shortly
after
my son and have felt the same achievements he has. It has taught me
self control, a greater sense of what is important in life. But mostly
it
has given me the discipline and strength to be more patient with him.
AND THIS PART I LOVE... it has nothing but a positive snowball
effect for everyone.

Thanks Kathy ~ Gail

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

National Attention Deficit Disorder Association
1999 Summer Symposium
July 23 & 24
Hyatt Regency Woodfield (O'Hare)
Schaumburg, IL (Chicago area)

As a replacement for our national conference this year, National
ADDA will present a series of workshops in a Summer Symposium.
Join us for a learning and supportive experience.

Topics to be covered include:

"A User's Guide To The Brain" John Ratey M.D.
The co-author of Driven To Distraction and Answers To Distraction,
and author of Shadow Syndromes, will share his knowledge about
how the brain functions and implications for living with ADD in
this workshop. For medical professionals, therapists, and ADDers.

"Women With ADD: Special Diagnostic and Treatment Issues"
Kathleen Nadeau Ph.D. & Patricia Quinn M.D.
This half-day workshop will focus on how ADD impacts the
lives of women and girls with ADD, and considerations for
diagnosis and treatment. For health care professionals and ADDers.

"Surviving Your Adolescents" and "Adults With ADD"
Thomas Phelan, Ph.D.
The author of the very popular 1-2-3 Magic and Surviving
Your Adolescents discusses practical ways to cope with ADD
as a parent, and as an adult ADDer. For health care
professionals, parents, and ADDers.

"ADD and Addictions" Wendy Richardson
The author of ADD And Addiction presents a half-day workshop
on ADD, substance abuse, and addictive behaviors. This is
MUST KNOW information for all addiction specialists and
persons with ADD who have an addiction or are at risk for
addictive behaviors.

"Therapy or ADD Coaching? Similarities, Differences,
and Collaboration" Peter Jaksa, Ph.D.,Nancy Ratey Ed.M.,
& Sari Solden, M.S.
This workshop discusses when therapy or coaching are the most
effective helping tools, and ways for therapists and ADD
coaches to work cooperatively for maximum results. For
health care professionals and ADDers.

and
"A Day With Thom Hartmann" Thom Hartmann
The inspirational speaker and author of ADD: A Different
Perception, and many other books on ADD, will share his
experiences, thoughts, and insights on the positive
qualities of ADD in a day long workshop. For anyone who
wishes to see beyond the "disorder" of ADD.

Other presentations to be announced.

Special Event: World Premiere Of The Adult ADD
Documentary

"Falling Up"

With Edward Hallowell, Kathleen Nadeau, Pat Quinn,
Thomas Phelan, Sari Solden, Sam Goldstein, & many, many
others.

This is the first documentary film focusing on adults
with ADD. Following the presentation at ADDA it will be
shown nationally on PBS later in the year.
Produced by Ercelle Feldman, mother of an ADD son.
Directed by Ted Kay, three time Emmy Award winner.

Continuing Education Credits for professionals will
be available.

For updates and registration information, check the
Conference Info section on the ADDA website --
http://www.add.org

National ADDA ~ Join the Fun -- Live the ADDventure!

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

WE CAN ‘UNLOCK THE MIND’

How many of us have problems with planning and organising ourselves,
our homes, our work and our lives? A new book called Planning &
Organisation – Strategies and Solutions by Jan Poustie has just been
released in this the European Week of the Brain. It is the first of a
new
series of books called ‘Unlocking the mind’.

This book provides an easy to understand guide as to why the problems
occur and what we can do about them. It shows why just telling someone
to ‘be more organised’ is not going to help and how each person’s
natural
way of learning can be used to help them plan tasks. However, the book
doesn’t stop there. Parents will be delighted to know that it provides
strategies for enabling children to tidy their rooms whilst teachers are
provided with plenty of strategies for improving the student’s ability
to
organise information and improve quality of work. Adults have not been
neglected – there is information on how to prioritise tasks and
resources
that help in the workplace plus strategies that can help in the home. On
top of all this the book has a host of photocopiable sheets to help
individuals plan and organise a variety of tasks and provides plenty of
practical examples showing how to use them.

Unlocking the Mind
Book title:  Planning & Organisation – Strategies and Solutions
ISBN:  1 901544 81 8
UK Price: £10.50 plus 10% postage and packing (contact publisher if
ordering from abroad)
Publisher:  Next Generation, 17 Medway Close, Taunton, TA1 2NS
Tel/Fax: 01823 289559
Contact: Jan Poustie

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


By logging on to http://www.adders.org/freeware/ at The Thannet
Support Group website, you will be able to download a FREE
educational book  "Hunter of the Past". A book geared round
the Hunter and Farmer theory directed to help kids understand that ADD
can be positive and to learn to celebrate the fact that they are
individuals
and unique. Since April of last year there has been an amazing
8,141 downloads of the book! Check it out!!!

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

2;  Challenging Children; Oh What Fun!!!
by Dr. Jack Leeb

Is your family always the one at the restaurant whose little darling
opens the salt shaker, spills the ketchup and trips the waiter,
embarrassing you to the point that you would prefer to undergo
root canal without anaesthesia rather than be there? Does your tyke
purposely pull out the bottom box of cereal in a supermarket display,
causing you such intense embarrassment that you truly wish you
could disappear? Is your precious dear always saying "NO!" to you,
seemingly just to watch the color of your face change as you become
increasingly enraged? Read on for some helpful information and hints.

Often, a parent contacts me frantic and exasperated. "Jill just seems
to do the opposite of everything I say," or "Chris never listens. He
pretends that he doesn't hear me and then does what he wants," they
say. To my understanding, a "challenging" or "difficult" child is one
who consistently fails to respond to or initiate an appropriately
requested behavior within a few moments. While these children's
behavior can indeed be difficult to deal with, it's important to keep in
mind that it is the behavior and not the child, that needs to be
changed. In many cases it is the parents' behavior that needs
adjusting, for typically such behavioral problems arise as a result
of less than ideal interactions between parent & child from an early
age.

Let's take a look at what non-compliance means to different age
groups. In young children (up to 10 years old) non-compliance is
a way in which the child attempts to delimit interpersonal boundaries.
In other words, the child is seeking to establish a sense of self as
separate from those around him or her, especially the parents.
What is most important is that the child perceive support for those
independence-related behaviors that are appropriate. In addition,
young children are testing the limits of their personal power to control
their world. This is perfectly appropriate; it, too, is vital in the
development of adequate self-esteem and sense of confidence.

For those older than 10  (and especially those pesky teenagers) the
child begins to challenge authority, which is appropriate and further
aids in the development of self identity and direction for the future.
This is why teenagers may suddenly become vegetarians, become
politically active, often in direct opposition to their parents'
beliefs,
and listen to "awful" music (unlike those of their parents who grew
up listening to classical music, such as the Beatles, Rolling Stones
and Led Zeppelin). What an adolescent requires is the reassurance,
often implicit, that he or she will be loved no matter what their taste
in
music, clothes or boyfriends. Thus, non-compliance is often related to
important life-stage issues that are critical to the development of
personality and self-esteem. Often what  appears "difficult" is actually
a child's appropriate attempts at self- expression and learning. To
reiterate, what is troublesome is not the child, but his or her behavior
pattern, which becomes consistent.

Unfortunately, today's overworked parents often take little notice
of positive behavior and instead only react when their child
misbehaves. This sends a message that in order to be heard or
acknowledged, children must do something negative in order to get
their parent's attention. In addition, assuming that the developmental
tasks described above are taking place, the child may be getting the
wrong message -- that it is not acceptable to strive for independence,
to test authority, to take risks. Also common is (in my opinion) the
mistaken belief that punishment works, even when a child behaves
age appropriately (though to his or her parent's dislike).

There are, of course, many ways to deal with behavior that appears
troublesome. Parents may use intimidation, such as saying "Boy!
Are you gonna get it when your mother gets home!" or "You'd
better do it, or Mommy won't love you anymore." Clearly these types
of responses threaten the child's sense of self-esteem and even safety,
if threats of physical intimidation or abuse are used.

Another common negative type of control is the use of guilt to
coerce the child to do what the parent wants. Responses such as
"I stayed up until three o'clock in the morning and this is the thanks
I get?" or "You're driving me to an early grave," and my personal
favorite "I carried you under my heart for nine months and this is how
you treat me?" Such techniques of behavioral control teach the child
manipulation and how to get what they want without taking
responsibility and without regard to others' feelings.

On the other hand, an assertive but positive response by his or her
parent teaches the child how to take responsibility for their own
wishes while respecting other people. Statements such as "I realize
that you'd like to go out and play without a coat, but it's cold outside
and I want you to put one on" or I know that you'd like to stay up
late tonight, but we agreed last week that 8 o'clock is your bedtime"
demonstrate a variety of appropriate communication skills, such as
taking responsibility for your own feelings ("I" statements) as well
as disagreeing with other people without being disrespectful. In
general such statements imply self-worth and bolster self-esteem,
even though the child may be angry at the time.

Here are some other tips to help a parent take charge positively
when their child becomes "challenging:"

Use consequences - Consequences, positive as well as negative,
should be discussed at a time when everyone is calm and
be applied appropriately and immediately after your child
exhibits particular behaviors.

Use positive statements as often as possible.

Use praise and encouragement as much as possible.

Avoid labeling, comparisons and bullying.

Ignore negative behavior as much as possible.

Deny - Just say "NO" when your child demands something
unreasonable, and stick to it.

Demand - Insist, and say "Please DO THIS" when
something of benefit to the child or others is necessary.

Delegate - Communicate that it's alright for your child to
assume greater freedom for his or her own life, but
appropriately for their age and subject to parental discretion.
, teach the child that along with greater freedom, which you
are prepared to give, come greater responsibilities and
consequences for their actions, both positive and negative.

Encourage choices - Offer your child several choices, any
of which is acceptable to you.

Be consistent - Always follow through once you have made
a decision and told your child. Successful and consistent
follow-through communicates to your child that you are firmly
and lovingly in control, reassuring him or her.

There are many more ways in which to you can change your
child's troublesome behaviors into positive ones. In more
troublesome cases, parents may need to contact a Psychologist.
Above all respect, love and positive regard are the most important
aspects in any relationship, particularly between parent and child.
Allow your "challenging" child to be himself or herself and with
some guidance they won't be "challenging" at all.
------------------------------------------------------------------------
----

Copyright 1997 Dr. Jack Leeb
Dr. Jack Leeb is a Board Certified Psychologist who provides counseling,
behavioral health and performance enhancement services to individuals,
couples, businesses and organizations, as well as psychological testing
and assessment. Dr. Leeb is regularly featured on local radio and has
appeared in USA Today Magazine, the Washington Post Health Section,
CBS News Up To The Minute and ABC World News Tonight.
Send email questions and comments to drleeb@....
====================================================

PART 2 TO FOLLOW

======================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
======================================================
............................................................................
14th March 1999 *** ISSUE #3 ***
............................................................................

Welcome to the 250 new subscribers who have joined us
since the last issue.

The ADD / ADHD GAZETTE. A FREE online ezine all about
the issues surrounding ADD / ADHD and co-morbid conditions
and syndromes.

The editor of the ADD / ADHD Gazette is author of "Wild
Child - A Mother, A son and ADHD", and editor and publisher
of "The ADD Update" a British bi-monthly hard copy newsletter
for professionals and parents of ADHD children.

Contributors' views may not be the views of The ADD / ADHD Gazette.



=====Sponsor===========================================

The Mental Health Matters Newsletter
-----------------------------------------------------
Mental Health Matters!
The User-friendly Mental Health Directory
FREE search Service available.
http://www.mental-health-matters.com/

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



IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- ARTICLE:
          What Can Be Done When Problems Begin To Surface?

#3 -- RESOURCES

======================================================
The ADD / ADHD Gazette requires letters, articles etc. from
sufferers, parents and professionals for possible publication.

SWAP-ADS with other health ezines are welcomed.

Subscribers' email addresses will NOT be passed to a third party
======================================================

#1: News & Views

From Pam
Do any readers have any info on a support area in Indianapolis
for parents of children with ADD/ADHD?
pvawter@...

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

1999 ADHD CONFERENCE
Woughton Leisure Centre, Rainbow Drive, Leadenhall,
Milton Keynes. Great Britain - June 4th 1999
(10am-4pm)

SPEAKERS

Professor Eric Taylor MA, MB, FRCP, FRC PSYCH Development
Neuropsychiatry, Maudsley Hospital London.
Dr Geoff Kewley MB, BS, FRCP,FRCPCH, FRACP,DCH
Consultant Paediatrician, Learning Assessment Centre, Horsham.
Pauline Latham Parent Frontline Manager, Learning Assessment
Centre Horsham.
Dr Paul Cooper Psychologist Lecturer of Education Cambridge Uni.

£40.00 PROFESSIONAL - ACADEMIC
£10.00 PARENT/MEMBERSHIP

Further details and an on line booking form can be found at
http://i.am/adhd

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

From D Spencer;
There is a consultation period underway relating to the changes to
the Code Of Practice for Special Educational Needs. These changes
may result in new legislation and will certainly affect the way that
LEA's interpret their duties and obligations. This is the first
'amendment' in light of experience. You may have some views on
how the CoP could be changed. If you do, then you should respond.
I have copies of the form to be sent back to the DfEE. If you would like
a copy, mail me with your address at daspencer@...
All I would ask is that you pass it to ten other parents who have children
with SEN and encourage them to respond.

The CoP changes and consultation period ends 31.3.99. The DFEE has
ONLY sent consultation papers to 10% of schools and have, some would
say, purposefully not asked parents for their input. I managed to get a
place at one of the consultation workshops. Even within that 10%, it
would appear that there is not general awareness of the consultation period.

This review is the first review of the CoP and Legislation since the 96
education Act. It will come into force with effect from Jan 2001. So no
immediate gain, but it will give children in the future and their parents a
lifeline. Key contacts - they are at the same address and on the same
telephone number

DfEE, Special Educational Needs Division
Sanctuary Buildings, Great Smith Street
London SW1P 3BT.  Tel 0870 0012345
Fax 0171 925 6000  email info@...

Andrew Taylor - who should recieve all replies
Nigel Fulton - who is looking into ADHD
Martin Sharpe - responsible for all of the changes to the C of P
Kim Sibley - responsible for drafting details on speech and language
therapy; figuring out how to address specific, detailed and quantified.

The key changes are; Proposals to the school based stages -
ie reduce the number of stages to 3, and drop stage 1
(dangerous in many people's minds) Assessment criteria -
clarification on some of the medical reasons. Consolidation of
these but expansion to included Autism. This is the light. If they
want to classify a specific diagnosis then other diagnoses such
as ADHD would reasonably be expected to be included.
Statements - some admin stuff. But hidden here is the speech and
language issues of specific, detailed and quantified.  This is one
of the biggest issues for many parents and is being hidden in the
consultation process

Annual Reviews - Again some admin stuff but very important
for transition reviews, where a child of 14+ will need access to
differing types of support User Friendliness - Changes to the
way the code is layed out, the English used, the reduction in the
legal jargon.

So for me the key issues are:
Assessment criteria - removal and inclusion of general and specific
conditions Speech and Language - how this should be addressed
Not surprisingly some key issues for parents which would require
LEA's to spend money. ie If all children who have autism,
adhd (or as the dfee broadly categorize read ebd) require a
statement, then.... If a child requires speech and language therapy then...
Take Care - D. Spencer

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

It was reported recently that a boy of only 17 who was written off
as un-teachable at school is now successfully running a thriving
computer consultancy. When Ben Way was just nine years old he
was branded a failure because of his reading problems. Despite this,
he passed 11 GCSEs and after leaving school started a business in
to carry on with the business following in the footsteps of his hero,
Richard Branson rather than going on to university as first planned.
Ben’s parents were once told that he would never learn to read
or write properly but refusing to give up they bought him a second
hand computer which Ben soon learned to master.

He was labeled as dyslexic, but there must be many thousands of
children in Britain at present with ‘dyslexia’ or many other learning
difficulties and/or syndromes and disorders, including ADD/ADHD
who are being branded as failures as youngsters, who in fact have
masses of talent which is just going to waste. Just think of the
resources that could be going down the drain just because many
youngsters are being ‘written off’ at an early age. What high
achievement could these young people reach if appropriate
accommodations were put in when they are first needed?

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

12th INTERNATIONAL CONFERENCE
September 30, October 1 & 2, 1999 ~ Winnipeg. Manitoba
Learning Disabilities & Attention Deficit Disorders; Transitions
Through Life

Speakers include;
Dr Larry Silver M.D. Child and adolescent psychiatrist
Dr Janet Lerner Ph.D. Educational psychologist, author and
winner of countless awards.
Dr Robert Brooks Ph.D. Clinical psychologist and author of books
and videos
Dr Sam Goldstein Ph.D. Specialist in child development, school
psychology and neuro-psychology.
Dr Elizabeth Dane ACSW Social worker and parent of a child with
learning disabilities.
Dr Declan Quinn M.D. Researcher and child psychiatrist at the
University of Saskatchewan.

For more information, please contact;- Learning Disabilities
Association of Manitoba. 60 Maryland St, Winnipeg, Manitoba,
Canada. R3G 1K7 Ph; 204 774-1821 Fax; 204 788-4090
Email; ldamb@...

Http://www.enable.aroundmanitoba.com/orgs/ldamb

Conference highlights;
Workshops, seminars, panels on LD & ADHD; opportunities
to network with other parents, professionals and adult consumers

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

#2: What Can Be Done When Problems Begin To Surface?

High School was pretty easy for Marty Roberts. He had a solid
"B" average without doing much work. He was accepted to a
competitive mid-size college and looked forward to living
away from home. After Labor Day, he headed off to school.

By the end of the first semester, Marty was in academic
trouble. He had withdrawn from a math class that he was
unprepared for. He was struggling to pull a "C" in his english
class because he slept through many of the early morning classes.
Marty received a "D" on his psychology mid-term because he
didn't think he needed to read all the chapters. By semester's
end,  Marty came home with a 1.9 GPA. Both Marty and his
parents were devastated.

Sadly, Marty's story is an all too familiar one. Getting off  to a
poor start can have perilous consequences. Withdrawals and
classes that must be taken over are costly. One bad semester
can drag down a GPA for many semesters to come. In addition,
it is very hard to move from one college to another with a 1.9 GPA.

WHAT CAN BE DONE WHEN PROBLEMS BEGIN TO SURFACE?
There are three practical steps that students can take to
get back on track. They are:

1. BREAKTHROUGH ANY DENIAL.
2. IDENTIFY STRENGTHS AND WEAKNESSES
3. COMMUNICATE WITH OTHERS

1. DENIAL
The worst thing you can do for yourself is to continue to deny,
rationalize or otherwise con yourself into believing that you're
not in trouble. YOU KNOW where you stand. Ask yourself
these questions.

Do I attend every class and take effective notes?
Do I do all my readings, highlighting the material & taking notes?
Do I start papers well in advance  and have them finished
several days before they are due?
When I don't understand material do I seek help from a
teaching assistant or another student?
When I do poorly on an exam do I go back and figure out
where I made mistakes and need improvement?
Do I understand that my academic work is my job and it
comes first before anything else?

2. IDENTIFY STRENGTHS AND WEAKNESSES
Similar to the prior step, it is critical that you know your
academic strengths and weaknesses and work with them.
Some key considerations:

When do you study best?
If you tire in the evening, than you must plan to get the most
difficult work finished in the daytime. If you get your best work
done at night, do you stay up late and feel tired the following day?

Solo or Team Player?
If you study best by working with others, seek out serious
students to partner with. Remember, if you want to improve
your game, try to play with partners who are equal or better than
you. Form study groups or partnerships early in the semester.

What are your weakest academic areas?
Know in advance what courses will give you the most trouble.
By all means try to get in the course that has the easiest
professor. If you dread statistics, you might consider taking it
during summer school when it may be the only course you need
to focus on. If you know in advance it is going to be a difficult
course for you, line up a partner, study group or tutor BEFORE
you get into trouble.

Organizational Management
Are you organized?
Do you plan your semester in advance?
Do you plan your week in advance?
Do you plan your day in advance?
Do you own a day planner?

One of the simplest and most effective techniques for improving
grades is TIME MANAGEMENT. Most schools offer time
management workshops. I recommend that every student take
one. Two helpful tips:

Get into the habit of making a list on Sunday night of the work
and other tasks that need to get done for the upcoming week.
Make a to do list each morning. Keep the list accessible to you
during the day. A 3x5 index card in your shirt or pants pocket
will be of tremendous help.

3. COMMUNICATE WITH OTHERS
It is easy to want to HIDE from disappointments and bad grades.
It is also one of the worst mistakes you can make. It leaves you
alone with your struggle. At the first sign of a poor showing, talk
to professors, other classmates, and your parents. The more
external support and accountability you build around you, the
greater the likelihood of improvement.

Find a nerd.
Ask successful students to review your work. Go to the brain
down the hall and tell them that you don't understand something,
and ask if they would help you out. Most people are honored to be
sought out and will help out. Remember to do something for
them in return, like buying them a pizza.

Utilize available resources.
Remember, you or your parents are paying jumbo dollars for
your education. Your professors are paid by you. If you have
questions or problems, GO TO THEM for help. They hold office
hours. Be polite and respectful, but demand that you get the
attention you need. Professors are busy people but they will help
students who are serious about their course and education. They
do not like students who come to them to get bailed out. Check
out other resources like learning services, academic advisors,
teaching assistants and on-line tutors.

Talk to your parents.
They want to be helpful. They may have useful tips that you
haven't thought of. If your grades are slipping due to personal
issues, your parents can HELP YOU to get the help you need.
Even if they are prone to worry and nagging, it won't hurt to
have them remind you of your schoolwork. Plus, if you let them
know you are having trouble early, they will be more likely to
pay for private tutoring or other forms of help than if you dump
bad news on them when the damage is already done.

PARENTS
There are practical steps parents can do to be of help. They are:
1. Communicate
2. Monitor progress
3. Be open, honest and direct
4. Do your homework

COMMUNICATE
Communicate with your son or daughter often. Call at least once
a week. Visit them at school as often as possible. A caring parent
is an involved parent. Too many parents see their job as parent
ending with graduation from high school. Your child needs your
support throughout college and beyond. This cannot be
emphazised enough.

MONITOR PROGRESS
How many times have you heard a parent say "I had no idea
Johnny was having trouble." Know every course that your child
is taking especially early on before they establish themselves as
good students. When you talk to you child ask specific
questions. "How did you do on the abnormal  psych exam? Be
interested and involved, not intrusive. With healthy involvement,
you will get an idea as to whether your child is in need of help.

BE OPEN, HONEST AND DIRECT
Talk openly, honestly and directly. If your son or daughter
is having trouble with school talk directly about it. Let them
know in a nonblaming and noncritical way that you are
concerned about their studies and that you want to do
everything you possibly can to get them the help that is
needed. Use joining statements. "Lets talk to your
academic advisor and see what WE can do TOGETHER
to help you get back on track. If its a personal problem
that is getting in the way use the same approach.
"Sally, you seem to be down in the dumps to me and I
haven't heard you talk much about friends. Are you having
trouble making friends at school?" Once you are able to talk
openly about the problem you can begin to explore what help
is available.

DO YOUR HOMEWORK
If your son or daughter is unable is locate resources and
has difficulty obtaining help, it might be appropriate to
call the school. Sometimes college representatives are
more RESPONSIVE TO PARENTS concerns than to
students. Keep in mind that these are tasks that your son
or daughter must ultimately be able to do for themselves.
Nonetheless, at times it may be necessary for you to be
active and find out what resources are available. If it's a
personal problem, find out what psychological services,
workshops or groups might be available. If you suspect it
might be a learning disability, find out where testing is
done. If your child is having difficulty with a particular
course or subject, get the names of several tutors from
academic counseling. Share your research with your child.
Together you can make an ACTION PLAN to overcome
the obstacle that is impeding success at college.

Copyright 1999 Rob Shapiro. All rights reserved worldwide.
----------------------------------------------------------------------------

The above article was reproduced from "The Successful
Student: A Guide for Parents and Students" a FREE ezine
produced by Rob Shapiro and which can be subscribed to by
sending an e-mail to: jumpstart-request@...
with subscribe in the body of message

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

#3: Resources

RAISING YOUR SPIRITED CHILD; A Guide for Parents Whose
Child Is More Intense, Sensitive, Perceptive, Persistent,
& Energetic by Mary Sheedy Kurcinka
The “strong-willed” or "difficult" child can easily overwhelm
parents, leaving them feeling impotent, inadequate and frustrated.
Here, a refreshingly positive viewpoint, offers parents strategies
and emotional support in bringing up their ‘spirited’ child.
http://www.amazon.com/exec/obidos/ASIN/0060923288/theaddadhdgaze

Jan Poustie, a specific learning difficulties specialist, has a range of
books and teaching materials available on her website that can help
those affected by any of the specific learning difficulties profile. Go to
http://freespace.virgin.net/adrian.pam/index.html for further details.

Free Mental Health Matters Newsletter. Twice weekly. Exchange
information, concerns and resources with Professionals, Mental
Health Consumers, and their Friends and Families. To SUBSCRIBE
send mailto:MHMnews@...
with "subscribe" in subject

TINTAVISION LENSES. We are hosted by the University of
Westminster in London where we work mainly with undergraduates
referred to us by the University Disability Officers. We measure
our effectiveness and this data ( plus any change in protocols)
is relayed back and forth with the research teams with whom we
cooperate.) Details; http://www.tintavision.clara.net

1-2-3 MAGIC by Thomas W. Phelan
Being a parent can seem like the most difficult job in the world,
especially when children are acting like little monsters. Learn to
handle their disrespectful outbursts in an unemotional and
effective manner with this proven bestseller. 1-2-3 Magic
addresses child discipline with humour and insight.
http://www.amazon.com/exec/obidos/ASIN/0963386190/theaddadhdgaze

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

This newsletter is transmitted by subscription ONLY & sent out
only to those who have requested it. Email addresses will NEVER
be passed on to a third party. If you have enjoyed this Newsletter
please forward it to a few of your friends.

To subscribe go to http://www.gailmiller.clara.net
To unsubscribe send email to gailmiller@... with
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===============================================

LINKS
If you have a website I am happy to add a reciprocal link to
The ADHD (UK) Website. Take a look at my site at
http://www.gailmiller.clara.net and email me if you want to link.
===============================================

Next issue 'some time in' April 1999

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

==================================================
The ADD / ADHD GAZETTE
Knocking down the walls of ignorance

Gail Miller
==================================================
............................................................................
28th February 1999 *** ISSUE #2 ***
............................................................................

WELCOME TO ISSUE 2.
Thank you to the 140 new subscribers who have joined us
since the last issue.

The ADD / ADHD GAZETTE. A FREE online ezine all about
the issues surrounding ADD / ADHD and co-morbid conditions
and syndromes.

The editor of the ADD / ADHD Gazette is author of "Wild
Child - A Mother, A son and ADHD", and editor and publisher
of "The ADD Update" a British bi-monthly hard copy newsletter
for professionals and parents of ADHD children.

Contributors' views may not be the views of The ADD / ADHD Gazette.
==================================================

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- ARTICLES:
a) ADHD SYMPTOMS IN ADULTS
b) SHOULD WE BE LABELLING CHILDREN?

#3 -- DEAR KIDS

#4 -- RESOURCES

===================================================
The ADD / ADHD Gazette requires letters, articles etc. from
sufferers, parents and professionals for possible publication.

SWAP-ADS with other health ezines are welcomed.

Subscribers' email addresses will NOT be passed to a third party
==================================================

#1: News & Views

I have just joined a super new discussion mailing list entitled
"Parents Of Angry Children" where I have found a friendly
and most welcoming band of parents who have come together
to discuss the problems and joys of raising children who just seem
to be angry at the world much of their lives.

The list owner says
"Please tell me a little about yourself and your child by
emailing me at kimberly@... and I will open the list to
you and welcome you with open arms.  Your intro will be
forwarded to the list and your subscription authorized as soon
as I get your intro."

I heartily recommend this list as a supportive and friendly
place to chat with friends and share experiences.

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


Although I advertised this newsletter as being published monthly
I feel that there is so much happening in ADHD circles I would really
like to put it out every 2 or 3 weeks. Therefore I have decided to
publish on an 'as and when' basis, so you will receive The ADD / ADHD
Gazette once every 2, 3 or 4 weeks depending on the amount of news
to pass on! I hope this is OK with everyone?

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

The national Association for the Care and
Resettlement of Offenders recently published the
results of a survey which showed that almost 95% of
young men serving time in institutions have been expelled
from school, regularly played truant, or dropped out before
leaving age. Absence from school therefore, was the
highest risk factor for young men slipping into offending.

The report, entitled Wasted Lives argues that early
intervention of support for families (Take note social
services – Ed) and appropriate educational support or
intervention would be far more cost effective than the
staggering £75,000 per year it costs to keep one person
in prison.

Other risk factors included having friends involved in
crime, coming from an unstable family background or
suffering violence in the home. Only 4 out of the 45
questioned said that they were the first in their family
to have committed an offence. The report also found
a higher than average use of drugs although only a
small minority have serious drug addiction.

The National Association concluded that approximately
£3 spent on each family on intensive support and appropriate
social or educational intervention would prevent children
being taken into care and/or becoming delinquent.
Wasted Lives. 169 Clapham Rd, London. SW9 0PU

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

Some of you may be interested to know that I have re-vamped
the website. It was described to me by someone this week as
'lively', which rather disconcerted me! Therefore, I have done
away withthe cartoons, whistles and bells, so to speak, and just
left the info in an easier to read format.
http://www.gailmiller.clara.net

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

#2: ADHD symptoms in adults

It has only been relatively recently that research attention
has focused on ADHD in adults.  In large part, this may be
due to the fact that it had long been believed that ADHD was
something that children invariably "outgrew" during
adolescence, and that the disorder rarely persisted into adulthood.
As it has become increasingly clear that this is not true for many
individuals with ADHD, researchers have begun studying
ADHD in adults, and how the disorder in adults may be both
similar and dissimilar to how it appears in children.

A study published in the October 97 issue of the Journal of
Attention Disorders http://www.mhs.com/jad (This is a relatively
new and very interesting journal that is entirely devoted to studies
on ADHD) provides information about the types of ADHD
symptoms that are most prevalent in adults with ADHD.
(Sorry I didn't review this sooner but I just came across it
and it is an interesting study that I did not want you to miss.)

Participants in this study were 149 adults who had been previously
diagnosed with ADHD using structured diagnostic interviews.
These interviews were used both to assess the presence of
ADHD symptoms in adulthood, and were also used retrospectively
to assess the presence of the identical symptoms in these
adults when they were children.

The authors were interested in learning how frequently the
different symptoms of ADHD occurred in a group of adults with
this disorder.  In addition, they were interested in trying
to learn about changes in the frequency of different symptoms
and symptom groups (i.e. inattentive vs. hyperactive) that
may have occurred over time.  This was done by comparing the
symptoms reported by participants as adults with what they
reported as being present during childhood.  (It is important
to be aware that these recollections from childhood may not
be entirely accurate.  Also  note that this study was done prior
to the publication of DSM-IV, so the symptoms assessed
were those used in the prior diagnostic criteria.  The current
diagnostic criteria - see http://www.helpforadd.com/criteria.htm
are not identical to the prior version but there is a lot of overlap.)

The results were quite interesting. What was striking to me was
that in this sample of adults with ADHD, all of the inattentive
symptoms were as prevalent, or more prevalent, than all of
the hyperactive/impulsive symptoms.  For example, at least
70% of this group indicated the presence of each inattentive
symptom, and several of the inattentive symptoms were reported
by more than 90% of the sample.  The proportion of adults
reporting the hyperactive symptoms, in contrast, ranged from
a high of 70% to a low of 35%.  The 3 most prevalent inattentive
symptoms were "difficulty following directions", "difficulty
sustaining attention", and "frequently shifting activities".
For the hyperactive symptoms, the 3 most frequently reported
were fidgeting, interrupting others, and speaking out of turn.

The reports of individual symptoms from both childhood and
adulthood were also used to identify the participants as having
ADHD Combined Type (both inattentive and hyperactive/impulsive
symptoms), ADHD Predominantly Inattentive Type (inattentive
symptoms only) and ADHD Hyperactive/Impulsive Type
(hyperactive/ impulsive symptoms only).  These classifications
were made based on what was reported for childhood and what was
reported for adulthood.  Comparing the childhood subtypes to the
current adult subtypes, 14% of ADHD adults had an increase in the
inattentive subtype and 19& had a decrease in the Combined
subtype.  The latter was primarily because in these individuals
too few hyperactive symptoms were reported to still qualify for
the combined subtype diagnosis.

What are the implications of these results?  First, the data
seem to clearly suggest that in adults, it is problems with
attention that are generally a more prominent part of the ADHD
picture. Difficulties with remember things, keeping track of
appointments, and planning/organisational skills are likely to be
especially problematic.  Although such difficulties can create
significant problems for an individual, they are still more subtle
and difficult to detect than the hyperactive/impulsive behavior
of a younger ADHD child.  As a result, it is likely that adults
with ADHD who were not previously diagnosed as children
will continue to go undiagnosed and untreated.  Perhaps even
more so than with children, the problems experienced by an
adult with ADHD will be attributed by others to laziness, not
caring, and lack of motivation.

Second, for parents of children with ADHD, it is important to
be aware that in many cases, as your child grows older his or
her symptoms of ADHD will become less obvious and dramatic.
Eventually, almost everyone starts to slow down a bit and
become less impulsive - even the most overactive "act now
think later" youngster.  Sometimes, this can result in the
erroneous belief that the child is "no longer ADHD" when, in
fact, what has occurred is simply the diminishing of more
overt symptoms that often occurs with age.  If this results
in the cessation of necessary treatment and special assistance
at school, it is a real shame.

Of course, for a large percentage of children with ADHD,
symptoms do diminish to the point where they no longer create
significant impairment and the diagnosis no longer applies.
The important point, however, which is highlighted by this
study, is that the way that ADHD manifests itself often changes
with development and maturity.  Being vigilant to how your child's
symptoms may be changing over time, and how they may be
interacting with new developmental challenges, can help you to
better understand how to assist and support your child
throughout their transition into adolescence and young adulthood.

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

The above article comes from David Rabiner's  ADHD RESEARCH
UPDATE. David Rabiner, PhD Licensed Psychologist. Visit
http://www.helpforadd.com for information and services designed
to help parents promote the healthy development of children with ADHD.

Receive a FREE trial of ADHD RESEARCH UPDATE by going to
http://www.helpforadd.com/nresearch.htm

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

Should we be labelling children?

I make no bones about writing this from a purely parental point of
view, but the issue of whether or not to 'label' children who suffer
from a range of childhood conditions is an important one to address.
For a year and a half, I manned (or womanned) an ADHD Support
Group helpline and the frustration of parents whose children were left
in diagnostic limbo so to speak was evident on a large scale.

Many was the time a parent would say to me that their specialist didn't
want to 'put a label' on what was ailing their child (ren). Although one can
see that labelling could bring into effect self-fulfilling prophesy in some
cases, surely children who are obviously ill or disordered NEED a label
(or diagnosis) to give a framework to the outside world of what would
be expected of the child?

Personally, I have had to fight tooth and nail to get 'labels' for my child.
The first diagnosis, of ADHD, I had to go out of my area to obtain.
(My local Health Authority appears not to like to label kids!).
However after coming back under the same authority recently
I have again had to make a real nuciance of myself to get it in writing
that my son also has Asperger syndrome. (This was suggested to me
- I didn't go along saying I thought my son suffered from Aspergers).
My specialists in turn have got frustrated with me because I HAVE to
know what is the matter with my son, but I say this;

a; Without a proper 'reason' for a child's difficulties a parent cannot go
through the necessary grieving process enabling them to come
to terms and go forward.
b; Diagnosed children get far more educational, medical and social
accommodations that they are entitled to, than the child who does not
have this so called 'label'
c; Children without diagnoses, or with wrong ones, simply do not have
their educational or medical assistance tailored exactly to their needs.
What use is it for a child with Aspergers, whose most profound difficulty
may be in comprehending everyday social situations, to have a
statement of special needs which focuses mainly on his handwriting
difficulties, when the help which is available would be much better
utilised addressing the most acute presenting problems.
d; A parent needs to KNOW, in order to move on. In simple terms, once
a diagnosis has been made the parent can then educate him or herself
all about the condition in question and how best to deal with situations
which arise.

British professionals must somehow be made to see how this 'label' moves
a situation on. Often parents wait many, many years for such a label,
which never comes. These are the parents whose children are
excluded from school, who have dropped out of school because of
underachievement, who are depressed, maybe unemployed, possibly
abusing alcohol or substances ....... or even dead.

So please, all you British professionals out there, never be afraid to
label a child. You might just save their life.

----------------------------------------------------------------
Copyright Gail Miller  --  gailmiller@...
“WILD CHILD - A Mother, A Son and ADHD” The true story of a
mother, driven to despair by her unruly son, and her fight with the
authorities for recognition and treatment for his condition.
http://www.gailmiller.clara.net
---------------------------------------------------------------

The above article may be reproduced without permission provide
as the above signature file is included.

===================================================
#3: Dear Kids

“Dear kids,
As speaking to you doesn’t appear to have
any effect, I decided to try letter writing. This is going to be
a boring letter but nevertheless I expect you to read it and
take note. I shall refer to this letter in future so keep it safe.
You will need it! Mum’s law according to Mum:-

SHEETS appear to be in short supply, we do have more.
If you have any tucked away, clean or dirty, we need them
back, YESTERDAY. Double sheets will NOT be used on
single beds. If you are bright enough to work out the
difference-DO SO! If you have taken them to anyone else’s
house, for whatever reason, bring them back!

FRIENDS. If they stay the night, you will clear the bedding
the following day and put it in the washing unless otherwise
instructed to do so. In future, friends will not be allowed to
stay overnight unless your room is TIDY and HOOVERED.
Friends are not appreciated in this house at weekends or
on Bank Holidays or similar, first thing of a morning,
especially if Dad and I have not been informed of their
presence. It’s OUR house, we make the rules one of which
is we can walk around in it how we like, when we like
without giving notice to you lot.

TOWELS are also in short supply. Where are they?

PHONE ..... THIS IS MINE, NOT YOURS! The last bill
was £174. From now on the phone block will have to
stay on.

CATS. You all share them. If they ask for food please
WASH their dishes and feed them. Cats can get food
poisoning too! Cats like, but do not need, milk. It is bad
for them. Water is OK but they only need a mouse full
at a time NOT a bloody great bowl full to save feeding
them again later.

FRUIT. Whilst it is nice that you all enjoy fruit, I think you
are extracting the urine. Example ..... yesterday I bought
12 apples (3 left) 6 bananas (1 left) 4 pears (2 left) 7 kiwi
fruit (5 left) 18 pieces of fruit in less than 24 hours!
Sorry, failing a lottery win I cannot afford this level of fruit.
I know the quacks say 5 pieces of fruit and veg a day, but
they don’t pay the bills. Shall I start buying carrots by the
sack load, or will you all get carotene poisoning?

BEDROOMS. They are all filthy rotten. Ceilings need
dusting, paintwork could do with a wash, at least once or
twice per year. Don’t go by my room. I live with your dad
and I’m working on that one separately!

I reserve the right to add or detract from these rules at
any time without warning or having to give reasons.
Mothers have the advantage of always being right,
even when they’re wrong and don’t you forget it!
Lots of love, hugs and kisses - Mummy”

From Mrs JC of Flintshire

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

#4: Resources

SPECIAL EDUCATION RESOURCE FOR PARENTS
AND PROFESSIONALS. A thorough (USA) site all about the
issues surrounding children in special education
http://specialeducation.org

ADDvocate. The email discussion list for parents, professionals
and sufferers of ADHD and related disorders
http://www.onelist.com/subscribe.cgi/ADDvocate

MENTAL HEALTH MATTERS - The User-friendly
Mental Health Directory. FREE search Service available.
http://www.mental-health-matters.com

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

ASK THE COMPUTER LADY -- Free e-mail newsletter!! The
Computer Lady, Elizabeth Boston, answers your computing
questions in this FREE weekly Newsletter. Filled with helpful
tips and answers to your computing questions. Ask The
Computer Lady is delivered weekly to your inbox, with real
questions from readers, weekly tips, interesting web sites,
free software, and e-mail lists. To subscribe to Ask The
Computer Lady, visit http://nospin.com/pc/complady.html

RULE OUT MIMICS BEFORE DIAGNOSING ADHD - MEDSCAPE
http://www.medscape.com/imng/PediatricNews/1998/v.32.n02/pn3202.31.01.html
A report from Pediatric News, listing look-alike disorders which
clinicians need to rule out prior to making an ADHD diagnosis.

"WILD CHILD! - A Mother, A Son and ADHD" - The real life story of
a mother driven to the edge of despair by her unruly son and her fight
with the authorities for recognition and treatment for his condition.
http://members.tripod.com/add_add_add

THE ALLERGY LEARNING LAB http://www.allergylearninglab.com/
An information-rich facility devoted to people with symptoms of
allergies. Prsonalized allergy evaluations, detailed allergy information.


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

This newsletter is transmitted by subscription ONLY & sent out
only to those who have requested it. Email addresses will NEVER
be passed on to a third party. If you have enjoyed this Newsletter
please forward it to a few of your friends.

To subscribe go to http://www.gailmiller.clara.net
To unsubscribe send email to gailmiller@... with
unsubscribe ADHD in body of message

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

LINKS
If you have a website I am happy to add a reciprocal 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
===============================================

Next issue 'some time in' March 1999

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

==================================================
The ADD / ADHD GAZZETTE                       *** ISSUE #1 ***
Knocking down the walls of ignorance

Gail Miller
==================================================
............................................................................
14th february 1999    *** ISSUE #1 ***  This first issue is going
out early due to the large number of subscribers this week !!!
............................................................................

WELCOME TO ISSUE 1

The ADD / ADHD GAZETTE. A FREE online ezine all about
the issues surrounding ADD / ADHD and co-morbid conditions
and syndromes.

The editor of the ADD / ADHD Gazette is author of "Wild
Child - A Mother, A son and ADHD", and editor and publisher
of "The ADD Update" a British bi-monthly hard copy newsletter
for professionals and parents of ADHD children.

Authors' veiws are not necessarily the views of The ADD / ADHD Gazette.
==================================================

IN THIS ISSUE:

#1 -- NEWS & VIEWS

#2 -- ARTICLE: A Positive Story

#3 -- LETTER FROM GAIL 1 & 2

#4 -- RESOURCES

===================================================
The ADD / ADHD Gazette requires letters, articles etc. from
sufferers and professionals for possible publication, and
SWAP-ADS with other health ezines are welcomed.

Subscribers' email addresses wil NOT be passed to a third party
==================================================

# 1 News & Views

ADVANCE NOTICE !!!!!
“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 and not knowing how to nurture
their qualities?” asks the 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. to 30, The Paddock, York, Great Britain. YO26 6AW.
Telephone; 01904 782556 email: mark-breen@...

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

Are parents to blame for their children’s delinquency? Not
according to New Jersey grandmother, Judith Rich Harris. In
her book The Nurture Assumption, she puts forward the theory
that children’s peers have much more influence on their
behaviour than their parents. Mums and Dads may be surprised
to hear that they actually have little – if any – effect on the
character of their offspring! Author of the book Mrs Rich Harris,
has no PhD or professional qualifications and she developed her
controversial theory in her sitting room. Despite this, she has
received a prestigious award for her work from the American
Psychological Association.

Conventional belief, that children’s characters are made up
of a mixture of genetics and home influence, is turned upside
down by Mrs Rich Harris, who states that children copy other
children rather than the examples set by their parents. She
also says that parents should stop feeling guilty for the way
their children turn out because their influence is much less
than was previously believed.

Although the author does accept the role of genetics in the
make up of children’s personalities she also argues that the
amount of emphasis currently place on the parents’ for the
way their children turn out is wrong. She highlights findings
which show that it doesn’t seem to matter whether parents are
educated or illiterate, happy or sad. Instead, it is the child’s
world outside the home which shapes their personality & behaviour.

She also points to studies which show that living in a problem
area, rather than coming from a problem family, has much more
influence on whether a child turns out delinquent or not. Divorce,
or death, she concludes also has less impact on a growing child
than was thought. “Kids are not that fragile. They are tougher than
you think.” Mrs Rich Harris wants to tell parents through her book
that it’s all right. “You can have a kid without having to devote
your entire life – your entire emotional experience – to
a child for the next 20 years.”

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

Sometimes when it gets really, really bad, isn’t it good to just (try)
and laugh at what’s going on in our lives. Here is something that
was passed to me by a friend, maybe it might raise a smile.

… You find the coffee jar in the freezer, but have no idea how
it possibly got there.
… You find a bag of haddock fillets which SHOULD have gone
into the freezer last week, humming in the kitchen cupboard.
… Your hubby asks you if “it was good” and you reply “was what good?”
… You don’t have to go out and buy Xmas cards this year. You find
last year’s stamped and ready to post in the car boot.
… You drive a 'people carrier' but only one person can travel in it.
It is chocka to the brim with clutter.
… You go to the local Support group meeting and everybody knows
exactly what you are talking about – even if you don’t!
… You can’t find your car keys anywhere ... and you are in the car!

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

The following letter was emailed to me this week.

I have been living in the States and have twin sons, both
Aspergers + ADHD! (Imagine!) They are now 17 years old
and happily settled on a year's special programme designed
to prepare them for University or any other higher education.
It has been a struggle to bring them so far, but now,
although they will never seem like run of the mill kids, they are
able to cope in society without causing total chaos wherever
they go!!

Anyway - the reason I am writing this is because - although
for some years both boys were on a variety of drugs - we tried
some rather different approaches after they were 12. We
found a therapist who offered a range of flexible exercises
designed to improve co-ordination, balance and focus. This
was linked with regular massage and - eventually, the boys
learned a simple meditation technique which was probably the
best thing of all! (I learnt too - brilliant! Years of stress fell away.)

Anyway - it was the combination of approaches and the
incredible patience and love of the therapist (counselling and
excellent advice thrown in!) that finally seemed to make the
breakthrough. Of course, it's not instant - and there is still a
long way to go. Well - this was in the States, but a friend tells
me there is now someone in the U.K using the same techniques.
I don't have the name, but she practises at the Ch'ien Clinic in York.

Probably not a cheap option, (and what price do you put on
mental and physical health?) but might be worth a try for
someone who is trying to avoid drugs, or can't be prescribed.
(Method works with drugs too, of course.) Well done for getting
a list together - it is so valuable to be able to share info & ideas. - C.

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

Families with autistic children are the ones complaining the
most about their local authorities, according to figures
gathered from special educational needs tribunals. 11% of
present appeals are concerned with autistic children compared
to 6% the previous year. A tribunal spokes person said that
the increase in cases could be due to the fact that better
identification and classification needs to be brought in. The
condition which affects a not unsizeable proportion of children
leaves them self absorbed and poor social communicators.
Apparently, there are more cases coming through now which
in the past would have been labelled simply as moderate
learning difficulties. he majority of appeals are against the
content of statements.

Tribunal members have however, recently received training
from the national Autistic Society, plus of course, parents are
these days taking a more pro-active approach to gaining the
specialist care their children need and are supposedly entitled to.

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

From Bob at The Mining Co:-

This coming week, on Tuesday, Feb 16 at 9:30 Eastern, 6:30
Pacific, ADD on the Mining Co will host a special guest chat
with Dr. Margie Sweeney in the ADD Chatroom -
http://add.miningco.com/mpchat.htm
Our topic will be "Parenting the Child Who Has ADD"

You can find out more about Dr. Sweeney at her website
http://www.tamingthetriad.com/index.htm

Dr. Sweeney is currently the Medical Director and Practitioner
at the Dixie Health Center in Louisville, KY. She treats ADD
/ADHD children and other patients. Prior to this, she was the
Assistant/Associate Professor of Clinical Family Medicine at the
University of Cincinnati College of Medicine (1993-1998) and the
online Expert for ADHD and Smoking Cessation/Tobacco Abuse
for NetWellness at http://www.netwellness.org (1997-1998)

She also served on the Professional Advisory Board to
Suburban Cincinnati CH.A.D.D.  (1995-1998) and is currently
in the process of writing her first book about ADD.

I am looking forward to hearing your questions and Dr. Sweeney's
responses in this very important evening conference. Also, if
you haven't been by the site lately, drop in early so you can take
a look at the new, easier to navigate, easier to bookmark, easier to
print design. - Hope to see you on Tuesday, Feb 16 at 9:30 Eastern.
Thank you for your support - Bob

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

# 2 Article: A Positive Story
by John Boulton B.Ed., M.Ed., Dip. Psych. (O.U.)

After working with pupils who are diagnosed with AD/HD,
one of the earliest lessons learnt was that the parents involved
are usually both well informed and knowledgeable about the
condition, and they are highly motivated to ensure that the
correct provision is made. This was certainly the case when
Kevin’s parents first made contact in June 1995

By this time, Kevin had been attending a local authority
special school for almost three years. There had been some
concerns from both the occurred in the early part of 1995,
that serious thought was given to the suitability of a
placement. Following the initial contact with my school, the
parents turned their attention to making the Authority aware
of the alternative provision. The LEA already had some
knowledge of the facility, contact was made, and
arrangements for interviews put in place.

Kevin Joined the school in November 1995, and due to his age,
the Local Education Authority generously agreed to fund a
three-year placement. He joined a fairly well established
group of three other boys. The school provides a very
traditional and structured timetable and all pupils work
towards public examinations. It is possible to sit a maximum
of 6 GCSE’s and those who are involved with less, are also
entered for combinations of City and Guilds and AEB Basic
Tests. Each pupil’s needs are considered individually and the
combination of courses ensures that a balance is maintained
between academic focus & emotional & social development.

Being a residential school can be an advantage, for a number
of reasons. Firstly, we often have parents say that while their
son is away at school, they as a family are able to once again
develop as a unit, without the additional stresses and strains.
In turn, they are more prepared and rested for the periods when
their son returns to spend time at home, and this again
becomes quality and not conflict time. Secondly, from the
school’s standpoint, this provides the opportunity to quickly
establish the boundaries of acceptable behaviour while at the
same time demonstrating a level of consistency that in most
cases has not been achieved previously.

There can be a fine line between developing a supportive
structure which allows and encourages the individual to
develop, and an oppressive atmosphere which although
offering a degree of training can be too restrictive in
terms of the contribution the pupils can make to their
everyday living situation. Kevin found the consistency
and boundaries difficult to accept and cope with at first.
What he found even more difficult to understand that
decisions and reasons were invariably provided and
explained. The first three weeks, not unusually, were marked
by numerous examples of conflict. Kevin clearly found this
time stressful and because all incidents were discussed
with him in a calm and supportive manner, and he was
confronted with having to recognise the contributory
behaviour of all involved, including himself, he quickly
recognised that a different approach was being used.

The high level of mediation provided by key staff, in
particular the form teacher and key worker from his
residential unit, ensured that sound, trusting and working
relationships were quickly established. To start with,
staff harnessed his enthusiasm and energy by
manipulating circumstances and negotiating with Kevin,
so that he could become involved in areas and activities
that would make the best use of his talents. The positive
outcomes were discussed in exactly the same way in which
the challenging behaviour had previously been reviewed,
with particular emphasis being given to two aspects.

As impulsivity and the lack of consideration for the
consequences of his behaviour were major problems, any
examples of personal reflection before acting or taking
action which induced positive responses from others,
were seized upon by the staff concerned, and the senior
staff later. Although the secondary behaviour problems
were well established, staff were pleasantly surprised just
how quickly Kevin was able to move from always
reacting immediately, to a process of reacting /reflecting
/ correcting, and eventually arriving at a situation which
on most occasions allowed the staff to intervene and guide,
thereby avoiding problems developing.

At the same time Kevin was introduced to the individual
withdrawal timetable to be given extra help for his specific
learning difficulties and provided with short-term goals
which, with help, he could see combined to make the
examination courses accessible for him.

The Trident Project which covers the areas of work
experience, community involvement and outdoor
pursuits, is used extensively by the school. It
provides a framework for, and a means of evaluating
the work that takes place in these aspects of the school.
In addition, it encourages the educational and residential
staff to work together and not least of all, it provides
additional opportunities for the pupils to develop their
skills and experience success.

During the whole of Kevin’s two year period at the
school, regular constructive communication was
maintained with the parents who gave their full support
and understanding to the vital role of teamwork. Not only
was the two-way stream of information helpful in keeping
all parties fully informed, but it also provided Kevin with further
examples of consistency. He recognised that adults were
co-operating, that successful arrangements were being made,
and it was part of his nature that he wanted both contact
with adults and to be made part of the process.

Overall, the change in Kevin was dramatic. Academically,
he became highly motivated, taking his work to the living
unit or home at the weekends to ensure he did not fall
behind.The requirements for the Community Involvement
prong of the Trident Project were quickly exceeded and on
many occasions he stayed at the school over the
weekend because of the success he was experiencing.
The Gold Standard for trident was achieved in record time
but this did not deter him from continuing with his
involvement. Perhaps the most significant improvements
were those noted by his parents. They commented that he
had now developed the strategies that enabled him to stop
and think before acting, and appreciate the needs and
circumstances of others.

What does the future hold? - As a result of these
improvements it was decided, at an Annual Review
that the extra year at the school would not be necessary.
Kevin had always shown an interest in pursuing a career
in agriculture, and his successful work experience placements
supported this plan. At the review which was attended by
Kevin, his parents, staff from the school and a representative
from the LEA, it was decided that he should be helped to
apply  for a course at an agricultural college which just
happened to be close to his home. The parents had already
made the initial contact and were beginning to explore the
posibility of funding for a support assistant. The LEA
representative was to contact the careers service regarding
possible funding for computing equipment, and the school
was to contact the college with a view to offering advice
about supporting Kevin’s daily routines.

At this point, the educational psychologist involved remarked
that all of the professionals involved had worked together to
support Kevin through this transition period. This happened
to be the first AD/HD student to have applied to the college.
Following numerous interviews and telephone calls, Kevin was
offered a place. The school invited staff from the college to visit
and discuss both general and specific concerns. They had already
given much thought to developing discreet systems of support
and the lecturers appeared to appreciate the advice and views of
the teachers who had been working with Kevin for two years.

Through dogged determination, the parents had managed to
acquire funding for a full time support assistant, and with leads
provided by the school, they are also researching the other
possible sources of computer equipment. Kevin is looking forward
to starting the course at the end of September. Not only from the
point of view that he is embarking upon the next stage of his career,
but because he appreciates the fact that so many people have
worked together to make this possible and that this support
will continue. There is every reason to believe that this placement
will be as successful as his period at school. Kevin’s parents
describe him as being an ambassador for those with AD/HD.
Through his actions he is clearly raising peoples awareness of his
needs and the many others like him. It is very pleasing to have
witnessed his increasing confidence and he, and his parents, are
a good role model for others to follow.

One year later - Kevin and his parents returned for a visit on
the School’s Open / Sports Day. Success had followed. In
addition to completing City and Guilds level one course in
‘Crop and livestock production’, A.E.B. Numeracy levels 1
and 2 and a vocational Foundations Certificate, he also received
a ‘Challenge Cup’. This was awarded by the college for
‘special endeavour’ on the Introductory Landbase Course.
All in all, a successful year by anyone’s standards, and
acheivements of which Kevin and his parents can be justifiably
proud. Readers interested in having the name of the school
involved may apply to the editor for further details.
----------------------------------------------------------------------------
Copyright J Boulton. The author of this article is a member of
the British Psychological Society and the Principal of one of
our residential special schools in the South of England.
=============================================

#3: Letter from Gail (1)

Many thanks to all the subscribers who have come to us in the last
week. The response has been phenomenal! As some of you may
know, I have edited the ADD Update, a hard copy newsletter since
1994 when it started out as the West Yorks Support Group newsletter.
Recently however, it has got more and more difficult to fund it as
subscriptions barely covered the production of it and all the other
expenses incurred. Because of this I am having to run it down and so
this is what has prompted me to put a newsletter on line, therefore
not having to find money for paper, printing, postage, publicity etc
etc etc. This way I can send ONE email which will send the newsletter
to all subscribers, ensuring that information still gets out without my
being hampered simply by shortage of funding.

If you are part of a support group, try to get as many printed as
you can to distribute. Unlike The Update this newsletter will not be
copyrighted (!!! However if you want to copy individual articles you
MUST ask contributors first!!!). I GIVE YOU MY ASURANCE that all
the information passed on to you will come from the highest sources,
so let's all work together to get the walls of ignorace knocked down
sooner rather than later. Also to prove that not only are we NOT bad
parents, mis-managing our families, as is often thought, but in fact
excellent parents, with wonderful & talented children.

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

Letter from Gail (2)

Well, as you will all probably know the newsletter got off to a shaky
start!!! After gaining over 450 subscribers in 4 weeks, I found out at
the weekend that in fact this issue and the second one, which is to
follow, didn't reach ANY of the subscribers. Therfore I have changed
to onelist who run my other discussion list and who seem to be very
good. Therfore I have had to change all my website again and all my
ezine listings and message board postings. It's been a nightmare!!!!!

Anyway, hopefully we can start again with this being the launch issue.
If one or two of you have a spare moment please drop me a quick email
to tell me if you have received these first two issues as I am extremely
paranoid now!!! Also, feedback would be welcomed.

FINGERS CROSSED!!!!!

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

4: Resources

BEN'S STORY - The Symptoms of Depression, Adhd and Anxiety
That Caused His Suicide by Trudy Carlson
http://www.amazon.com/exec/obidos/ASIN/0964244365/theaddadhdgaze
insightful account of one mother's struggle with the death of her son.
Interesting and compassionate, the book is a beautiful example of parental
dedication, understanding and insight.

ADDnet UK http://www.web-tv.co.uk/addnet.html
Premier british ADHD site. You MUST visit this
page, if only to hear the theme music!!! No telling.

NATIONAL ATTENTION DEFICIT DISORDER ASSOCIATION
http://www.add.org Serving the needs of individuals with ADD
and ADHD, their families, teachers, and health care providers.

MENTAL HEALTH MATTERS - The User-friendly
Mental Health Directory. FREE search Service available.
http://www.mental-health-matters.com/

ON LINE FREE SELF HELP GROUP DATABASE
http://www.mentor-update.com/ This page allows you to
search the self help section of the PILS database. Over 500
entries containing details of national self help groups, patient
associations and similar organisations in the UK.

THADDERS  http://www.adders.org
Free Software Website: http://www.adders.org/freeware
British Support Group website with loads of interesting
information and useful advice.

TO MEDICATE OR NOT TO MEDICATE?...
THAT IS THE QUESTION
http://www.geocities.com/HotSprings/2287/drpaul13.htm
In this article, Paul T. Elliott, M.D. discusses the dilemma
faced by parents and physicians in deciding whether to
medicate a child who has been diagnosed with ADD.

QUIT WASTING YOURTIME
You KNOW Ezines are where you need your ads. But getting
all the info you need about rates, circulation, deadlines, rules,
payments, takes SO much time! The Directory of Ezines is your
solution. Finally, everything you need to place your ads where
they REALLY work. It's quick, it's easy, it's up-to-date and it's all
immediately accessible! Go to: http://www.lifestylespub.com

"WILD CHILD! - A Mother, A Son and ADHD" - The real life story of
a mother driven to the edge of despair by her unruly son and her fight
with the authorities for recognition and treatment for his condition.
http://members.tripod.com/add_add_add

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

This newsletter is transmitted by subscription ONLY & sent out
only to those who have requested it. Email addresses will NEVER
be passed on to a third party. If you have enjoyed this Newsletter
please forward it to a few of your friends.

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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

===============================================
Next issue 28th February 1999 and monthly afterwards

TO LEAVE WITH, A SIGN OBVIOUSLY WRITTEN BY AN ADDer
"This is the back door, the front door is round the back"  aaaggghhh!!!

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