CHILDHOOD ADHD · 2020. 11. 4. · Research study: • 32 Waldorf schools • Simplify the home environment • Implement dietary changes • Minimize screens and media • Simplify

CHILDHOOD ADHDFrom Struggling To Thriving

Presented by:Tammy Schamuhn, M.Sc., R. Psychologist., R.Play Therapist Supervisor

& Tania Johnson, MC, R. Psychologist., R. Play Therapist. Co-Founders of the Institute of Child Psychology

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Featured On

Tammy SchamuhnCo-Founder, Psychologist, Instructor, and Consultant

Tania JohnsonCo-Founder, Psychologist, Instructor, and Consultant

Our foundation is one of respect for all with a commitment to listen fully and learn from the diverse viewpoints of our team and those we service in our community.

At the heart of our work is the importance we place on insight, compassion, trust and warmth. We want to foster lasting change in the lives of families and transform our community. We believe that everyone should have access to affordable mental health resources.

We believe strongly in dismantling the stigma around mental health and in empowering caregivers and professionals to help children to reach their full potential. We continually identify important questions, seek out the answers, and evaluate and document what we learn.

Our Vision

Copyright © 2020 Institute of Child Psychology www.instituteofchildpsychology.com 3

The Principles of the Institute:

• Children are inherently good• Secure attachments are the cornerstone of all healthy relationships: a connected child is a happy child• Connection, not separation is the key to effective discipline• Play is a child’s language and should be an integral part of their life• Simplifying your classroom’s culture will strengthen your connection to one another• Awareness of your own childhood wounds is a critical step to becoming a mindful caregiver• Parents should matter more than peers• Discipline should take into account the neurological development of the child• There is a difference between what a child wants and what they need• You cannot spoil a child with love• Children need warmth, connection, consistency, and predictability

Values____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Statistics____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Myths

ADHD:

• Affects intelligence• Is caused by diet• Is caused by bad parenting• Is simply hyper behaviour• Is manipulative attention seeking behaviour• Is caused by laziness• Is a childhood disorder____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Understanding the Diagnosis____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ADHD - Predominantly Inattentive Type

• Fails to give close attention to details• Makes careless mistakes• Trouble holding attention• Does not seem to listen• Does not follow through on instructions and fails to finish tasks• Trouble organizing tasks and activities• Avoids or dislikes tasks that require mental effort over a long period of time• Loses things necessary for tasks and activities • Easily distracted • Forgetful

ADHD - Predominantly Hyperactive Type

• Fidgets with or taps hands or feet, or squirms in seat • Leaves seat when should stay seated• Runs, climbs or is restless• Unable to play quietly• Acts as if “driven by a motor”• Talks excessively• Blurts out an answer before a question has been completed• Trouble waiting his/her turn• Often interrupts or intrudes on others

ADHD - Combined Type____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Copyright © 2020 Institute of Child Psychology www.instituteofchildpsychology.com


Diagnostic Criteria:

• Younger than 17, at least 6 of the 9 symptoms • Older than 17, at least 5 of the 9 symptoms• Must be present for over 6 months• Several symptoms present prior to age 12• Several symptoms present in 2 different settings• Symptoms interfere, or reduce the quality of social, academic or occupational functioning

*Executive Function____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Diagnostic Steps____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Meds


Stimulants: Adderall/ Concerta/ Daytrana/ Dexedrine/ Focalin/ Metadate/ Ritalin/ Vyvanse

Stimulates activity in cerebral cortex, balances the level of neurotransmitters in the frontal lobe of the brain and other areas of the brain responsible for arousal and attention.

Non-stimulants: Strattera/ Catapres/ Tenex

Takes longer than stimulants to work. Can improve focus, attention and impulsivity.

Prescribed alone or in a combination with a stimulant.

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Other options

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Misdiagnosis, Other concerns

• Normal childhood behaviour• Stress• Teachers: family culture and background• Doctor’s quick response• Depression, Anxiety• Trauma• F.A.S.D.

Conduct Problems: 1 in 4 children

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Learning Disorder: 50%

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Anxiety: 1 in 5 children

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Depression: 1 in 7 children

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Therapy

• Parent skills training• Support groups• CBT• Attachment based therapy____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Neurofeedback____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Massage

Small, positive trials.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Occupational Therapist

Skills like organization, co-ordination, everyday tasks and energy management.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sensory Integration Therapy

Difficulty processing sounds, smells, visual input. Some pull away, others crave more.

Strategies: deep massage, weighted vests, blankets, rhythmic movements, different tactile experiences, listening therapy.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Chiropractor____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Supplements

Vitamins (A,C,E,B):____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Zinc:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Fish Oil and Primrose Oil:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Iron:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Magnesium:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Causes of ADHD

The Brain____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Neurotransmitters

• Millions of neutrons• Different regions of the brain• Communication via pathways• Key and lock system• Deficiencies• Norepinephrine-dopa-Dopamine-Norepinephrine

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Neurochemicals

Monamine Oxidase: disinhibition, impulsivity, aggression, antisocial behaviour, aggressive behaviour

Serotonin: depression, anxiety, bipolar disorder, impulsive behaviour, emotional aggression

Dopamine: pleasure, aggression, ADHD, impulsive behaviour, violent offenders

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Impaired Neurotransmitter Activity

Frontal Cortex:

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Limbic System:

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Basal Ganglia:

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Reticular Activating System:

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FrontAl CortexLIMBIC SYSTEM

Basal Ganglia


Prefrontal Cortex

The most highly evolved area of the brain.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reticula Activating System

The R.A.S. is our filter system. It is very complex. The R.A.S. tunes out whatever the brain considers to be unnecessary.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Hypersensitivity____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*Conflict and Dr. Mate____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Genes or Environment____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Birth order• Psychological health of family members• Parents’ economic situation• Parents’ relationship to one another• Parents’ relationship to the child• Sibling relationships• Others living in the house• Political climate and how it impacts the family


Biopsychosocial Model

Biological: genetic predisposition, neurochemistry, effects of medications, immune response, fight-flight response, physiological responses

Psychological: learning, emotions, thinking, attitudes, memory, perceptions, beliefs, stress management strategies

Social: social support, family background, interpersonal relationships, cultural traditions, medical care, socio-economic status, poverty, physical exercise and biofeedback

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*Brain Growth____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Social Psychological

School

Gender

Trauma

FamilyRelationships

Drug Effects

Relationships

Culture

Socioeconomic Status

Peer Group

Personality

IQ

Temperament

Mental Health

Coping Skills

Social Skills

Memories

Stress

Biological

Brain Structure

Brain Chemistry Illness

Disability Genetics


Optimal Brain Development

• Nutrition• Physically secure and calm environment• Unbroken• Safe relationship

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Attunement

The golden nugget of attachment. At this stage, most of the important information passed between mother and child is sensory. Presence of an attachment figure is pivotal in the infant’s mastery of focus.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*Attachment____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Attachment

• Secure: content, engaged, on task• Avoidant: withdrawn, quiet, anxious• Ambivalent: anxious, not focused, insecure, asking questions• Disorganized: angry, depressed, not following directions, short fuse, difficulty making friends____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


ATTACHMENT STYLES

Secure AMBIVALENT DISORGANIZED AVOIDANT

I am hesitant, insecure, and the world is a fragile place.

I am terrified, shattered, and the world is a cruel place.

I am alone, lonely, and the world is a cold place.

I am loved, loveable and the world is a safe place.

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Copyright © 2020 Institute of Child Psychology www.instituteofchildpsychology.com

Hierarchy of Needs

Attachment, Alarm, Hunger, Adaption, Individuation____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

So, what does this mean?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Individuation

Adaption

hunger

Alarm

Attachment


Maturity____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Just being a child….____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Measuring Inappropriate Medical Diagnosis and Treatment in Survey Data: The Case of ADHD among School-Age Children, / co-authored by Morrill, Dr. William N. Evans of the University of Notre Dame, and Stephen T. Parente of the University of Minnesota

*Development

On average, the brains of children with ADHD matured three years later than their peers, with the most significant lag being noted in the lateral prefrontal cortex. The primary motor cortex matured faster in children with ADHD.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When Alarm Drives Attention____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Small T and Big T____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Family____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Strategies

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Maturation

The key to activating maturation is to take care of the attachment needs of the child. To foster independence we must first invite dependance; to promote individuation we must provide a sense of belonging and unity; to help the child separate we must assume the responsibility for keeping the child close. We help a child let go by providing more contact and connection than he himself is seeking. When he asks for a hug, we give him a warmer one than he is giving us. We liberate children not by making them work for our love but by letting them rest in it. We help a child face the separation involved in going to sleep or going to school by satisfying his need for closeness. - Gordon Neufeld

Mental wellness is a balance of the mental, physical, spiritual, and emotional. This balance is enriched as individuals have:

PURPOSE in their daily lives whether it is through education, employment, care-giving activities, or cultural ways of being and doing; HOPE for their future and those of their families that is grounded in a sense of identity, unique Indigenous values, and having a belief in spirit; a sense of BELONGING and connectedness within their families, to community, and to culture; and finally a sense of MEANING and an understanding of how their lives and those of their families and communities are part of creation and a rich history - First Nations Mental Wellness Continuum Framework


Lead

• Assume the Alpha Role• Take initiative• Inspire trust• Don’t ask too many questions____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Giving Directions

• Clear• Brief, specific• Break up tasks• Help your child plan (start early, simple steps, take breaks)• Use picture schedules• Engage your teen____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teach Feelings

• Nurture all feelings• Touch gently• Normalize and model• Find everyday examples• Use memories• Mix feelings• 90 Seconds____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


How To Work With Feelings

Wait, be with them in the feeling, calm spaces, movement, repetitive motion, be creative, the small moments____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Peer Rejection____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Separations

• Parenting with anger• Time-outs• Stress and impulse control• Bridge discipline• Keep rules simple• Be consistent• Script behaviour• Normalize____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Tread softly, breathe peacefully, laugh hysterically- Nelson Mandela


Expressed Emotion____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

“It’s you, not your diagnosis”____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*The Hand-Brain Model____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Actions Have Consequences

• Connect, then redirect• Natural and swift• Not arbitrary• Respond to positive and negative behaviours• Raise awareness• Teach alternatives____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Are you a thermostat or a thermometer?

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Mirror Neurons

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It’s not how, but who:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Teens

• More independent• Make the first move• Choose skills you want to teach• Live in the here and now• Be compassionate• Set boundaries• Have concrete contracts• Social/emotional guidance____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Neurons that fire together, wire together

• Prepares us for the future, based on the past• Our brain pays attention to what we focus on• States become traits• Practice becomes skill• Animals rewarded for sound• Taxi drivers

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Neuroplasticity

• Brain remains responsive to the environment• Power of restoring relationships• New ways of processing emotions = new neural circuits = new experiences____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Relationship Modelling

• Compassion through conflict• Nonverbal communication techniques• Teach reparation• Playful teaching• Dopamine squirts• Develop models

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Parenthood____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*Gordon Neufeld____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Kim Payne

Simplicity____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q + S = D (Quirk + Stress = Disorder)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Simplification Routine

Research study:

• 32 Waldorf schools• Simplify the home environment• Implement dietary changes• Minimize screens and media• Simplify schedules• Cut information input by 50%• 68% children no longer qualified with 36.8% of those children showing an increase in academic and cognitive

performance

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Society

What are some of the hallmarks of American culture that are typical of ADD? The fast pace. The sound bite. The bottom line. Short takes, quick cuts. The TV remote control clicker. High stimulation. Restlessness. Speed. Present centered, no future, no past. Disorganization...going for the gusto. Making it on the run. The fast track. What-ever works- Scattered Minds, Mate, p.112


Low Emotion vs High Emotion____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Environment____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The House____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rhythm

• Rhythmic structure• First 3 years• Hijacked amygdala• Intention• Post it____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Schedules

• Loss of 12 hours over 20 years• Free time• Rest nurtures creativity• Process sensory stimulation• Complete presence• Awareness• Boredom as a gift____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


“Music is the space between the notes”____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Family Meetings

• Who are we as a family• What worked and what did not work• Executive functioning• Solid foundation to map making• Agenda• Compliments• Brainstorming• Family fun activity• Calendar

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Family Dinner

• Sense of belonging• Stepping stone• Industry combats feelings of being overwhelmed• Competency• Activity and autonomy• Higher school achievement• Healthier eating patterns• Broader vocabularies• Less likely to engage in risky activities or struggle with depression and asthma• Better with practice

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Education

Environment

Simplify the classroom:

Be aware of heat.

• Cooler the brain, more relaxed, receptive and on task • Higher temps disrupt serotonin and norepinephrine (aggression)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Light: Californian Study (21 000 students):

• Most sunlight >20% faster in math and 26% faster in reading• Noisier classrooms: Elevated stress levels (heart rate and blood pressure) • Hearing impaired and at-risk children difficulty separating teacher and background noise____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Flexible Seating:

• Strain vertebral area- fatigue and pain > performance and regulation• Visual cues: Time Timer____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Instruction

• Teach to the child• Do not shame• Keep attachment needs foremost• Introduce more play• Adjust test and homework expectations• Allow fidget toys• Allow chewy snacks• Repeat back instructions• Loosen a little• Trust• Use rhymes• Build in movement• Never take away recess• Classroom environment and routine

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Concentration Tools

• Silly putty• Stress balls• Fidgets• Velcro• Gum/ edible necklaces• Doodling• Background music• Chair leg bands• Yoga balls• Swivel chairs• Wobble chairs• Disk seats• Standing desks• Swinging footrests• Bikes• Space in the classroom• Flexible work locations

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Working with Children’s Skills Creativity traits:

• Spontaneous idea generation• Mind wandering• Daydreaming• Sensation seeking• Energy and impulsivity• Creativity - ability to broaden attention and have a leaky mental filter• Imagination network• Research study: fluid reasoning, working memory and creativity cognition____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How do we apply this____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Movement____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Music

Music strengthens executive functioning.

Students who listened to specific types of classical music showed improved speech and language skills, stronger memory, greater organization of the brain.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Homework • Decompress• Calendar• Clean spaces• Colour coded spaces with a bunch• Weekly cleanup• Make copies• Meds• Recognize effort____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Helpful Apps/ Watch:

• Popplet• My Homework• 30/30• Stay On Task• Octopus Watch____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reading:

• Boosts Brain Power• Uses Problem Solving Skills• Creativity And Imagination• Trained Visualization• Problem Solving Skills• Research____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Nutrition:

• Artificial colourings, EU advisories• Preservatives and Additives: Butylated hydroxyanisole (BHA)• Butylated• Hydroxytoluene (BHT)• Sodium nitrate• Tert-Butylhydroquinone (TBHQ)• Aspartame• Monosodium Glutamate

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Sugar

• Sensitive to internal and external environments• Activates the same pathways as addiction• May act on same systems that trigger hyperactivity• Refined sugars trigger erratic sugar levels____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Salicylate Food____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Allergenic Food

• Eggs• Fish• Nuts• Milk• Wheat• Shellfish• Peanuts• Soya____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Caffeine____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Healthy Brain Foods

https://draxe.com/15-brain-foods-to-boost-focus-and-memory/____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Nutrition

www.webmd.com/add-adhd/guide/adhd-diets#3____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Whatever is good for the brain, is good for ADHD - Dr. Sogn


Sleep

• Connections• Regenerates sensitive neurological apparatus• Process information and build neural pathways• Less reactive• Performance gap from one hour less sleep (6th to 4th grader)• Varying bedtimes• Sleep before midnight• Breakfast____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sleep Routines____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Physical Exercise ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Movement

• Change our physical state, we change our emotional state• Flow of energy between body and brain becomes blocked, results in disintegration• Blood flow to the brain____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Sports____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Before And After School Exercise

20 minutes of movement: • Improvement In Reading And Math • Improvement Impulse Control

30 minutes of exercise before school:• Boosts brain’s neurotransmitters• Primes brain for learning• Controls aggression and creates better sleep patterns

After school activities:• Swimming and diving • Stretching____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Contemplative Practice____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Power of Play

http://pediatrics.aappublications.org/content/119/1/182____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Nature-Based Research


• The daycare research• Better motor coordination and ability to focus• Foster creative play• Positive adult interaction• ADHD symptoms

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Recommendations____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Screens

TV eliminates the space for creativity and imagination:

• The brain is the least developed organ at birth• 3 stimuli: Need interaction with caregivers/ need to manipulate environment/ need to problem solve

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Hyperfocus

tv viewing hurts the development of children under 3 years old and poses a certain number of risks... -American Academy of Pediatrics (3 months -40%, 2 years - 90%), France


• Sustained attention with rewards• Self-medicating: dopamine squirts• TV viewing: comprehension/ neurochemical rewards• Social difficulty• Mastery____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Screens and Attention ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conflict

• Use a Family Media Agreement• Communication is way better than parental controls• Discuss limits and keep warmly to them as a family• Don’t try to teach when emotions are high• Some families may need to hit the reset button• Get help____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Resources

Richard Louve:Last Child in the Woodshttp://richardlouv.com/

Gabor Mate:Scattered Minds: The Origins and Healing of Attention Deficit Disorderhttps://drgabormate.com/

Gordon Neufeld and Gabor Mate:Hold On to Your Kids: Why Parents Need to Matter More

Gordon Neufeld:Making Sense of Attention Issues (video)http://neufeldinstitute.org/

Kim Payne:Simplicity Parentinghttps://www.simplicityparenting.com/

Bruce Perry:http://childtrauma.org/

Daniel Segal:No Drama DisciplineThe Whole Brain ChildParenting from the Inside Outhttp://www.drdansiegel.com/

John Taylor:The Survival Guide for Kids with ADHDAnnick VincentMy Brain Needs Glasses: ADHD explained to kids

Patty Wipfler:Listenhttps://www.handinhandparenting.org/

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The Institute of Child Psychology was founded to educate parents and professionals on issues pertaining to children’s mental health, and to promote the psychological and emotional well-being of children and adolescents.

Our mission is to empower parents, teachers, therapists, social workers and psychologists by giving them pertinent insights, skills, and tools necessary to help children thrive.

www.instituteofchildpsychology.com

Documents

CHILDHOOD ADHD · 2020. 11. 4. · Research study: • 32 Waldorf schools • Simplify the home environment • Implement dietary changes • Minimize screens and media • Simplify