Center of Attention
Newsletter of CHADD of Northern California
Also at: http://www.chaddnorcal.org/newsletter
9 December 2001

CHADD Works to Improve the Lives of People with
Attention-Deficit/Hyperactivity Disorder through Education, Advocacy,
and Support

===== In This Issue =====

About the Newsletter
Feature Article: "10 Things"
This Week: Genetic Research
Please Tell Us
Calendar of Events

===== About the Newsletter =====

The Center of Attention is CHADD of Northern California's bi-weekly
newsletter. The newsletter is designed to keep you up to date with
CHADD of Northern California's activities and updates in the field.
It's a step toward bringing the members closer together.

===== Feature Article ======

The following article was published in ADDvisor newsletter earlier
this year. We are publishing this article in our newsletter with kind
permission from Alan Graham and Bill Benninger of ADDvisor.

"ADDvisorTM is your link to trustworthy, reliable information about
Attention Deficit Hyperactivity Disorder (ADHD). If you would like to
participate in any of our calls or our other programs, or would
simply like more information, including times and fees, call us at:
1-866-ADDvisor. Or you can email Alan Graham at Alan@... or
Bill Benninger at Bill@.... We will give you the information
you request."

10 Things Teachers Wish Parents Would Do and 10 Things Parents Wish
Teachers Would Do

Parents:

1. Be involved. By being involved, you help your child's teacher help
your child to succeed. Your child will learn more as a result.

2. Provide resources at home for learning. Use your local library.
Read with your kids whenever you can. Have books, newspapers,
magazines available around the house.

3. Set a good example. Show your children that you believe reading to
be enjoyable and useful by your actions. Read! Also, monitor your
child's use of television and video games.

4. Encourage your children to do their best in school. Show your
child that you believe school to be important and that you want them
to do their best.

5. Value education and seek a balance between schoolwork and outside
activities. While outside activities such as sports, dance, scouts,
are worthwhile experiences, emphasize that the importance of gaining
skills and knowledge are necessary for success in school and in life.

6. Recognize factors that take a toll on students' classroom performance:

Consider the possible negative affects of long hours at
after-school jobs or extracurricular activities. Maintain a balance
between school responsibilities and outside commitments.

View drinking and excessive partying as serious matters. These
include illegal drugs, over-the-counter drugs, alcohol and other
common substances such as inhalants.

7. Support school rules and goals. Take care not to undermine school
rules, goals and discipline.

8. Use pressure positively. Don't set goals for your children that
are too high or by over-scheduling them. This can put undue pressure
on them.

9. Call teachers early if there is a problem so that there is still
time to solve it. Don't wait for the teacher to call you.

10. Accept responsibility as parents. Don't expect the school and the
teachers to take over parental obligations. Teach basic respect and
discipline at home-don't expect the school to teach these basic
behaviors and attitudes.

Teachers:

1. Build students' self-esteem by using praise generously when
appropriate while avoiding ridicule and public criticism.

2. Get to know as much as you can about each child's needs, interests
and special talents as well as the way that each child learns best.

3. Communicate often and openly with parents. Contact them early
about academic and emotional problems. Don't be defensive when
discussing school problems.

4. Assign meaningful homework on a regular basis that helps children
learn. Provide direction to parents as to how they can work with
their children to make the most out of the homework activities.

5. Set high academic standards for all students. Expect them all to
learn and help them to do so. Research has shown that when children
are expected to learn, they do.

6. Vary your teaching methods. Make learning challenging and relevant
to children and their world.

7. Care about children. Children learn best in an atmosphere that is
warm, friendly, caring and enthusiastic.

8. Treat all children fairly and don't play favorites.

9. Enforce a positive discipline code based on fair clear rules that
are established at the beginning of the school year. Be sure to
reinforce positive behavior rather than just punish negative behavior.

10. Reach out to parents to involve them in their children's
education. Show them how they can help their children at home.

Remember that parents want to work with teachers as members of a team
to help their children learn best.

======== This Week ==========

A panel of researchers presented their newest AD/HD related work.

So new, in fact, that these studies haven't been published yet!

First Gene-Mapping Study Locates AD/HD Genes!

Susan L. Smalley, PhD. and her team at UCLA have performed the first
gene mapping study of our disorder. They examined DNA from a large
group of affected sibling pair (ASP) families (that is, families with
2 or more ADHD children). In the sample of 126 ASPs, Dr. Smalley
found increased DNA sharing (over what is expected by 'chance alone')
among the affected ADHD siblings on three chromosome regions -
chromosomes 10, 12, and 16. By investigating these regions further,
her group hopes to identify 'risk' genes underlying AD/HD.

Discussion

This could be a landmark study. Not just because it's the first
'genome scan' searching the entire Human Genome to examine AD/HD, but
also because the results support the idea that AD/HD is due to
multiple genes, each of rather small effect. Furthermore, different
genes are likely to be present in different families and there may be
a relationship between specific sets of 'risk genes' and AD/HD
subtypes or co-morbidities. Future work is needed looking at the
variability in AD/HD symptoms and co-morbidities.

Discussion / Speculation

The current edition of DSM defines three types of AD/HD. Reportedly,
the next edition will define five or six types of this disorder.
Daniel G. Amen, MD has already announced, in the title(!) of his
latest book, that his thousands of SPECT scans can be separated into
six subtypes of AD/HD, depending upon the different areas of the
brain that are involved. Prof. Smalley finds many AD/HD genes, and
observes that they seem to cluster into "several" differing subsets.
And, now that I think about it, our Monthly Meetings have been more
focused on our "co-occurring conditions" lately.

Wow! The new information from the expanding areas of several
different disciplines seems to be coming into alignment! This could
mean that our scientific understanding of this "invisible disability"
has broadened, deepened, and increased to an entirely new level! The
paradigm is shifting, right before our eyes! Stay tuned for the next
exciting developments!

Doug Miller,
Coordinator, Sonoma County
*****
Better still--actively participate in this sudden increase in understanding:

The UCLA team is always seeking more families in which there are 2 or
more AD/HD children to participate in their research. Ages 5-18 are
preferred, but adult siblings are also invited.

Please call 310 825 8660 or visit their website at www.adhd.ucla.edu
for more information.

===== Please Tell Us! =====

We thank members for their responses to the Newsletter. Any comments,
suggestions, or criticisms will be greatly appreciated. Please
continue to help us make this newsletter more beneficial to you all.

We also invite readers to share their experiences with us and other
members. Please feel free to write to us about anything that you
would like to see published.

You can e-mail your comments to us at CHADD_Dimples@....
Simply replying to this e-mail will also send your message to the
right place.

======== Calendar of Events ==========

12/10/2001, Mon. 7:00 pm to 9:00 pm - Mendocino-Humboldt
"Moms" A.D.D. support group to meet once a month, Our local therapist
will be sharing with the group the specifics of what the support
group will embrace. This is a much needed program for the parents in
our community. This will be funded through our Healthy Start
Resource Program, local donated funds and also financial payment
based on a sliding scale. We are 70 miles from the nearest county
mental health facility. This program is so important.
Redway School Family Resource Center, Redway - Contact: Lori Vella:
707-247-3702
============================
12/11/2001, Tues. 7-9pm - Marin
Making the Holidays More to Your Liking!! - Michael Vurek, LCSW,
Learn some ways for making the holidays good for you rather than
being hijacked by strong emotions. Also enjoy holiday treats at our
annual party!!! Bring something to share, if you wish. Michael has a
private practice in Kentfield and specializes in groups and
cognitive-behavioral therapy. A new 10 week group is forming.
415-451-7455.
Town Center Corte Madera Community Room, Corte Madera - Contact:
Beverlee: 415-789-9464
============================
12/12/2001, Wed. 7 - 9 pm - Alameda
Tri-Valley Parent Support Meeting,
Thomas J. Hart Middle School, Pleasanton - Contact: JoAnn Matone: 925-484-2173
============================
12/18/2001, Tues. 7-9pm - Marin
Drop in Support Group, for Adults and Teens with ADHD and Significant Others
Marin Community Mental Health, Greenbrae - Contact: Beverlee: 415-789-9464
============================
12/26/2001, Wed. 7:15 p.m. - 9:30 p.m. - Santa Clara
Kitty Petty ADD/LD Institute Meeting, Discussion of and sharing
successful ADHD/LD strategies and coping skills with other like
ADDults. Plus holiday refreshments.
Friends Meeting House, Palo Alto - Contact: Kitty Petty ADD/LD
Institute: 650-329-9443
============================
1/8/2002, Tues. 7-9pm - Marin
Couples and ADHD - Lisa Csaklos, MFT, Learn some practical ways to
improve your relationship. Lisa is a psychotherapist who has been
working with ADHD for more than 11 years. She has a private practice
in Kentfield and San Francisco. 415-460-9500.
Town Center Corte Madera Community Room, Corte Madera - Contact:
Beverlee: 415-789-9464
============================
1/9/2002, Wed. 7 - 9 pm - Alameda
Tri-Valley Parent Support Meeting,
Thomas J. Hart Middle School, Pleasanton - Contact: JoAnn Matone: 925-484-2173
============================
1/15/2002, Tues. 7-9pm - Marin
Drop in Support Group, for Adults and Teens with ADHD and Significant Others
Marin Community Mental Health, Greenbrae - Contact: Beverlee: 415-789-9464
============================