Does any or all of this sound familiar to you? “My child is struggling in school… the teacher complains that they don’t complete their class work, can’t follow directions, and are frequently daydreaming. Their grades are below average, yet I know that they are intelligent. Homework takes forever, and is a constant battle. If this were not enough, they are frequently getting in trouble at school, and it’s the same at home. The poor kid can’t get a break, and the family is constantly in an uproar. We always dread the start of the next school year, and things seem to be getting steadily worse.”
If the academic performance and/or behavioral part of this statement sounds familiar to you, there is a good chance that your child may be suffering from ADHD. The destruction of the child’s self-esteem, and the conflict and chaos wrought on family dynamics, can be devastating.
Denial is often a further complication to this problem in that many parents, thinking that the side effects and rigors of life-long medication are the only remedy, try to deny the problem and avoid testing and treatment. Fortunately, medication is definitely not the only form of successful treatment. We’ll discuss this more in a moment.
The many problems mentioned above and the hectic schedule of school, sports, etc. often make it near impossible to get help during the school year. However, when the school year ends, and summer is finally here, an opportunity presents itself to make a big change for the better. Neurofeedback treatment for ADHD requires thirty sessions of only thirty minutes each, with a minimum of one session a week. During the school year the pace of life can be so hectic that the treatment may take four to seven months to complete. In the summertime, the opportunity presents itself for a “Short Course” treatment, which can be completed in as little as two weeks.
One of the gifts of childhood is an innocence, which (as long as their self-esteem isn’t too damaged) prompts them to believe (without anything actually occurring to bring it about) that next year will always be better. If the child’s parents actually correct the problem over the summer, then a beautiful thing happens to the child’s belief in his or her self. They discover that, “you know what?… I was right to believe in myself… things are better this year.” When parents intervene for their children in this way, not only does their performance and/or behavior turn around for the better, but the parents also give their child an incredible boost in self-confidence and self-reliance. These are wonderful gifts to give your child!
Neurofeedback is a proven, painless, and effective solution to the problem of ADHD, which opens for the person the opportunities they deserve for a lifetime of learning, growing, and relating well with others.
If you have a child in your family who has, or you suspect may have ADHD (ADD), and they are not currently getting the proper help with the disorder, there is obviously a problem that needs to be fixed. It could be that they are on medication and it is not solving all the problems, or that the side effects of the medication are causing their own set of problems, or they are causing a compliance problem, or a combination of the above. It is also possible that no treatment is engaged and parents are employing strategies to help the child cope with the disorder, instead of correcting it, and this is not doing enough for the child to realize their true potential.
Although it may be clear that a solution is needed, what may not be obvious is the importance of the “end game” of the current school year for your child. How this school year ends is of critical importance to how the next school year will start, to both your child and your child’s teacher (both this years’ and next’s). Improvement at the end of the year shapes your child’s current teacher’s decision for advancement and classroom placement for the next year. It also shapes the comments this year’s teacher will make to the new teacher about your child’s perceived (not actual!) personality, intelligence (most children with this disorder actually have a higher than average I.Q., although the disorder can make it seem the opposite), attitude, and in some cases even the parent’s skill at parenting! These comments and reports are very powerful in shaping your child’s school experience next year.
Furthermore, when a child actually experiences that school is really getting better at the end of this year, they will transfer that confidence over onto the start of next year. This makes a tremendous difference in their self-expectations and level of success for the new year to come. Both this year’s teacher’s ending perception of your child, and its effect on next year, and the confidence “carry-over” from this year to the next, is why the “end game” of this school year is so important.
The way to actually make this very important “end game” successful is to actually correct the ADHD (ADD) now at the end of this school year. The most effective way to do this, and at the same time avoid the side effects, stigma, and life-long rigors of medication is through Neurofeedback Treatment.
By utilizing a treatment called Neurofeedback, a child can re-teach the sensory functions of the brain, including processing, to ameliorate the disorder. Neurofeedback is a painless and effective process, where there is no side effects and no maintenance or re-training is needed after treatment is completed. It allows for focus, task completion, organization, and a variety of other symptoms to be controlled and become the way they should be.
Please feel free to contact Alta Neuro-Imaging for additional information in regards to Neurofeedback, or to set up a consultation with Dr. Ferrari at his Placentia, CA office.
The parents of children suspecting of having ADD symptoms often deny even the possibility of testing, let alone treating, the disorder. This denial is understandable, and may be seen as protective and well-intentioned. However, it may make matters worse since it prevents finding out what the truth is; if the problem is there, it allows it to grow and worsen.
A number of reasons for this denial may exist. One is an extension of a simple childhood fantasy: “If I don’t admit to it, it’s not really there”. Even as adults, a lot of this “magical” thinking still goes on.
Another cause of denial is the “self-protective” one. Some parents see any problems in their children as a reflection of themselves, and therefore something that is wrong in them or they did wrong as parents. In children with ADD, this is not the case. However, the urge to self-protect, even when misdirected, is a powerful one.
ADD is often hereditary. This means that the parent could have ADD, too. Often, parents compare their children to themselves, and so don’t see any problem, even if others do. This prevents them from getting the best for their children.
The perceived solution to ADD may be seen as so terrible that it is best to exclude the possibility of the problem, therefore excluding the solution as well. This solution- often seen as unavoidable in treating the problem- is usually Ritalin or another stimulant-based drug. This concern is valid. These drugs often have serious physiological and psychological side effects; and to control the ADD, must be taken for life. However, it is imperative to know this is not the only solution!
Denial of ADD, although understandable, might actually make the problem worse. What does this mean? First, each academic year builds on the previous years’ foundation: the longer the testing and possible treatment is delayed, the increasingly harder school becomes. Secondly, if children’s experience at school and elsewhere teaches them they are “not smart” (even if people with ADD tend to have higher than average intelligence), or are “trouble-makers”, they will gradually see themselves as such and act accordingly. Finally, practicing denial teaches denial and the consequent hopelessness that are toxic to growth, achievement, and success for the child.
Medication is not the only effective treatment for ADD. Neurofeedback is a treatment that corrects the problem for life, as well as adding a sense of self-determination and success for the child. This method of treatment, a sub-type of biofeedback that utilizes EEG analysis to provide information on brain signaling activity, is an alternative to medication. Neurofeedback mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain, ulimately alleviating the condition.
Hope…not patience, not financial resources, and not perseverance, is the most important thing parents of children with ADHD (ADD) need to have. While the other assets (among several) are valuable, albeit essential to these parents, maintaining hope for their children’s condition to improve is the most essential ingredient for this wish to come true. The critical thing to remember when considering this asset is that it exists on a sliding scale. At the bottom of that scale is hopelessness, which means giving up.
The hope parents have for their children’s condition to improve is both fortunately, and unfortunately, not fixed. This is a good thing if hope is sliding up the scale and increasing, and a bad thing if it is sliding down and a parent is losing hope and in danger of giving it (hope) up completely. It is also important for parents (and grandparents, etc.) to realize that losing hope is something that one is often not proud of, and so it may be hidden, both from one’s self and/or other concerned persons. Gaining or losing hope is also contagious, and likewise one needs to be aware of its status and encourage it in the right direction, guarding it carefully.
Hope springs naturally from a happy and healthy heart (as human beings, this can vary according to life’s trials), and from other places such as spirituality, the encouragement of friends and professionals, and faith in one’s resourcefulness, among others. The reasons for losing hope are often listening to the wrong people (however well intentioned) both professional and non-professional (this can include teachers and doctors), overwork and fatigue (though this seems simple, it’s the culprit in much of our “giving up”), and feeling that you have no options.
Often persons who we figure should know what they are talking about, actually don’t. Some people with lots of experience working with children and being good at fixing other problems (doctors, teachers, grandparents, friends with children with similar problems) do not actually understand sufficiently this disorder and the treatment options. Unless someone’s specialization is ADHD, you are going to be getting inadequate or inappropriate advice.
As ADHD in frequently hereditary, many parents of children with ADHD who never got the right help, think that nothing can be done, and give up. Some of the same type of parents go the opposite way and steadfastly refuse to accept this handicap for this children.
A great many parents are afraid (with good reason) of the many side effects that can occur with medication, and seeing no way out, become hopeless too. This is a big mistake. There is an alternative to accepting the limitations that ADHD forces on their children, and the serious side effects that frequently come with medication. There is a treatment called neurofeedback which is free of side effects and the rigors of medication, and in one set of treatments can free their children of these significant limitations.
Neurofeedback is a type of biofeedback that utilizes EEG to provide information on brain signaling activity and allows for re-training that lasts for life. This form of treatment mitigates the symptoms of ADHD in a beneficial and side-effect-free manner by re-focusing the thought processes of brain.
Timing of the treatment is important too. If it is possible, it is a good idea to begin the treatment before the end of the school year so the child can experience some of the improvements involved in the school setting. Once again, it is critical that parents maintain and guard their hope by obtaining the correct (by a specialist in ADHD) consultation and, if necessary, treatment.