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2012年9月4日 星期二

Overcome ADHD and Autism Without Drugs


ADHD symptoms include inattention or hyperactive-impulsive behavior that is abnormal for that age level and persists for more than six months.

Symptoms of autism include impaired social interactions, impaired verbal and nonverbal communication, problems processing information from the senses, and restricted or repetitive patterns of behavior.

The causes of ADHD and AUTISM range from sensitivity to vaccinations, digestive tract changes, the body's inefficient use of vitamins and minerals, environmental toxins, electromagnetic pollution from cell phones and cordless phones, food intolerances, medications, head trauma and extreme stress.

Neuroscience and brain hemisphere research has shown that the parts of the brain control movement also control cognition and emotion. Even minor delays in sensory motor development any child can cause dysfunction in behavior and learning. The brain stem, at the base of the brain, relays messages to other parts of the brain for movement and sensations. The cerebellum, a cauliflower shaped organ at the top of the brain stem, controls balance and coordination. The frontal lobe, the front one third of the brain, is responsible for initiation, planning/anticipation, follow-through, impulsivity control, judgment, reasoning, abstract thinking, smell, motor planning, personality, emotionality, speaking, integration of thought and emotion, and self-monitoring. If a child has to use all his energy to keep his body and emotions under control, then he will have little energy left to focus on the thinking tasks required of him in school.

Regardless of the causes of ADHD and autism, families of children with these developmental disabilities much find the best treatment available. Many therapists are finding that brain integration therapies which integrate primitive reflexes serve to stimulate the brain and improve attention, balance and coordination. This in turn frees the child to focus in school and improve behavior.

Primitive reflexes are designed to help the baby survive. Rooting and sucking and swallowing are all reflexes that allow the baby to feed. In response to a sudden fall or a loud noise, the baby throws out arms and legs. This startle reflex is called the Moro reflex. Postural reflexes develop as the child learns to coordinate sensory input and to crawl. These reflexes help the child to stand and to sit upright and to develop conscious or voluntary control. By the age of two, if the child was given ample opportunity to move freely, these reflexes should be integrated.

There is a feedback loop in the brain from the brain stem to the frontal lobe that helps integrate sensory input and movement. Our emotions, language abilities, impulse control and higher level thinking skills such as reasoning, planning, organizing and problem solving depend on this loop to be functioning well. As a flower depends on its veins to carry nutrients from the roots to the leaves and then to carry the sugar that the leaves produce back down through the stem, so we depend on our neurological net to be running smoothly in order to function at our best.

At the top of the brainstem is the basal ganglia, which enables us to sit still. The basal ganglia has nerve nets connected to the thalamus, the cerebellum and the frontal lobes, all of which have a role in learning, motor control, and emotions. So, if certain developmental processes are not in place, then sitting still actually lulls the child to sleep. The child must move constantly in order to focus and concentrate on what he hears. In order to compensate for this, many schools are providing balls as chairs in classrooms to improve learning. But, brain integration therapies actually correct the problem by stimulating the brain.

There are several organizations that offer drug free therapy for ADHD and autism, and other developmental disabilities.

The HANDLE Institute (Holistic Approach to Neurodevelopment and Learning Efficiency) provides a sensory and motor-based program for children with neurological disorders. Many of the movements in this program target integration of postural reflexes and correction of the vestibular system (the system in the inner ear that is responsible for balance and spatial organization).

The MNRI method (Masgutova Neuro-sensory-motor Reflex Integration) was developed in Poland by Dr. Svetlana Masgutova, Russian psychologist. The main goal of the Masgutova Method is to activate developmental processes through the integration of primitive reflexes and primary motor patterns with natural learning resources. Dr Masgutova runs camps in Poland for families with children suffering from neurological disorders such as Autism and ADHD. Children receive six hours of motor and sensory reeducation in the course of a week. This allows them to go back to the early developmental patterns they missed and fill in the gaps. Parents receive training in how to work with their child for continued development. This July, Dr Masgutova will be bringing her Family Camp to Plymouth, Minnesota.

Rhythmic Movement Training is another form of brain integration therapy. It was developed by Kirsten Linde,a Swedish psychiatrist, Dr. Harald Blomberg,also a Swedish psychiatrist, used it for himself to overcome the effects of polio. He has been successfully treating children with ADHD, Autism and other neurological disorders for over twenty years without the use of stimulant drugs and has received approval from the Swedish Medical Board. Rhythm and pattern stimulates the development of the cerebellum and basal ganglia. This produces greater symmetry, smoothness, coordination of movement, which in turn supports behavior and learning.

My son, Angel, has always been excessively hyperactive. He literally climbed the walls everywhere we went. My mom was ashamed to take us to restaurants because he spent most of the time throwing silverware and crayons across the room and rearranging the furniture. I received constant phone calls about Angel's behavior in preschool and kindergarten. I was at the end of my rope.

After learning about the benefits of an additive free diet and seeing the benefits of Rhythmic Movement Training at my preschool from certified RMT instructor, Mary Gazca, I decided to eliminate food additives from my family's diet and regularly do the exercises with my son at home.

I found that I was able to handle stress better and learn new skills, like drawing and organizing and setting appropriate boundaries with manipulative people. Now as I work from home I am able to plan my day efficiently. When I take my son to public places, like church or gatherings with other children, I can actually interact with other adults without having to worry about who Angel is going to hit or where Angel is going to climb. Simple handwriting homework that used to take 30 minutes to an hour, complete with pencil banging, rocking in the chair, and doodling has been reduced to 10 or 15 minutes.

As scientific research reveals the importance of the role of the parts of the brain that control movement and behavior, more and more parents of children with autism and ADHD are seeking help from brain integration therapy instead of drugs. Parents can work with their children doing simple, fun exercises and begin a journey to find relief from the stress that these developmental disabilities cause and reach toward higher learning.




http://healthyhappyhome.squarespace.com





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張貼者： 於 凌晨3:54 0 意見
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2012年7月16日 星期一

Overcome ADHD and Autism Without Drugs


ADHD symptoms include inattention or hyperactive-impulsive behavior that is abnormal for that age level and persists for more than six months.

Symptoms of autism include impaired social interactions, impaired verbal and nonverbal communication, problems processing information from the senses, and restricted or repetitive patterns of behavior.

The causes of ADHD and AUTISM range from sensitivity to vaccinations, digestive tract changes, the body's inefficient use of vitamins and minerals, environmental toxins, electromagnetic pollution from cell phones and cordless phones, food intolerances, medications, head trauma and extreme stress.

Neuroscience and brain hemisphere research has shown that the parts of the brain control movement also control cognition and emotion. Even minor delays in sensory motor development any child can cause dysfunction in behavior and learning. The brain stem, at the base of the brain, relays messages to other parts of the brain for movement and sensations. The cerebellum, a cauliflower shaped organ at the top of the brain stem, controls balance and coordination. The frontal lobe, the front one third of the brain, is responsible for initiation, planning/anticipation, follow-through, impulsivity control, judgment, reasoning, abstract thinking, smell, motor planning, personality, emotionality, speaking, integration of thought and emotion, and self-monitoring. If a child has to use all his energy to keep his body and emotions under control, then he will have little energy left to focus on the thinking tasks required of him in school.

Regardless of the causes of ADHD and autism, families of children with these developmental disabilities much find the best treatment available. Many therapists are finding that brain integration therapies which integrate primitive reflexes serve to stimulate the brain and improve attention, balance and coordination. This in turn frees the child to focus in school and improve behavior.

Primitive reflexes are designed to help the baby survive. Rooting and sucking and swallowing are all reflexes that allow the baby to feed. In response to a sudden fall or a loud noise, the baby throws out arms and legs. This startle reflex is called the Moro reflex. Postural reflexes develop as the child learns to coordinate sensory input and to crawl. These reflexes help the child to stand and to sit upright and to develop conscious or voluntary control. By the age of two, if the child was given ample opportunity to move freely, these reflexes should be integrated.

There is a feedback loop in the brain from the brain stem to the frontal lobe that helps integrate sensory input and movement. Our emotions, language abilities, impulse control and higher level thinking skills such as reasoning, planning, organizing and problem solving depend on this loop to be functioning well. As a flower depends on its veins to carry nutrients from the roots to the leaves and then to carry the sugar that the leaves produce back down through the stem, so we depend on our neurological net to be running smoothly in order to function at our best.

At the top of the brainstem is the basal ganglia, which enables us to sit still. The basal ganglia has nerve nets connected to the thalamus, the cerebellum and the frontal lobes, all of which have a role in learning, motor control, and emotions. So, if certain developmental processes are not in place, then sitting still actually lulls the child to sleep. The child must move constantly in order to focus and concentrate on what he hears. In order to compensate for this, many schools are providing balls as chairs in classrooms to improve learning. But, brain integration therapies actually correct the problem by stimulating the brain.

There are several organizations that offer drug free therapy for ADHD and autism, and other developmental disabilities.

The HANDLE Institute (Holistic Approach to Neurodevelopment and Learning Efficiency) provides a sensory and motor-based program for children with neurological disorders. Many of the movements in this program target integration of postural reflexes and correction of the vestibular system (the system in the inner ear that is responsible for balance and spatial organization).

The MNRI method (Masgutova Neuro-sensory-motor Reflex Integration) was developed in Poland by Dr. Svetlana Masgutova, Russian psychologist. The main goal of the Masgutova Method is to activate developmental processes through the integration of primitive reflexes and primary motor patterns with natural learning resources. Dr Masgutova runs camps in Poland for families with children suffering from neurological disorders such as Autism and ADHD. Children receive six hours of motor and sensory reeducation in the course of a week. This allows them to go back to the early developmental patterns they missed and fill in the gaps. Parents receive training in how to work with their child for continued development. This July, Dr Masgutova will be bringing her Family Camp to Plymouth, Minnesota.

Rhythmic Movement Training is another form of brain integration therapy. It was developed by Kirsten Linde,a Swedish psychiatrist, Dr. Harald Blomberg,also a Swedish psychiatrist, used it for himself to overcome the effects of polio. He has been successfully treating children with ADHD, Autism and other neurological disorders for over twenty years without the use of stimulant drugs and has received approval from the Swedish Medical Board. Rhythm and pattern stimulates the development of the cerebellum and basal ganglia. This produces greater symmetry, smoothness, coordination of movement, which in turn supports behavior and learning.

My son, Angel, has always been excessively hyperactive. He literally climbed the walls everywhere we went. My mom was ashamed to take us to restaurants because he spent most of the time throwing silverware and crayons across the room and rearranging the furniture. I received constant phone calls about Angel's behavior in preschool and kindergarten. I was at the end of my rope.

After learning about the benefits of an additive free diet and seeing the benefits of Rhythmic Movement Training at my preschool from certified RMT instructor, Mary Gazca, I decided to eliminate food additives from my family's diet and regularly do the exercises with my son at home.

I found that I was able to handle stress better and learn new skills, like drawing and organizing and setting appropriate boundaries with manipulative people. Now as I work from home I am able to plan my day efficiently. When I take my son to public places, like church or gatherings with other children, I can actually interact with other adults without having to worry about who Angel is going to hit or where Angel is going to climb. Simple handwriting homework that used to take 30 minutes to an hour, complete with pencil banging, rocking in the chair, and doodling has been reduced to 10 or 15 minutes.

As scientific research reveals the importance of the role of the parts of the brain that control movement and behavior, more and more parents of children with autism and ADHD are seeking help from brain integration therapy instead of drugs. Parents can work with their children doing simple, fun exercises and begin a journey to find relief from the stress that these developmental disabilities cause and reach toward higher learning.




http://healthyhappyhome.squarespace.com





This post was made using the Auto Blogging Software from WebMagnates.org This line will not appear when posts are made after activating the software to full version.

張貼者： 於 清晨5:02 0 意見
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2012年3月23日 星期五

5 Steps You Can Take This Summer To Help Improve Your Child's Attention And Behavior Without Drugs


A Summer Home Guide To Help Get Your Child Ready To Succeed in School From Day One!

Summer Program

Getting ready for school next year begins this summer. This vacation break is the perfect time to help your child with attention and behavior problems. In just a few weeks, you can begin to find and fix the underlying causes of the most common attention and behavior problems I find in my practice instead of using drugs to cover the symptoms. This approach has helped thousands of children I have treated at my center. The goal of this article is to give you the information that can start you down the road to help your child succeed in school and in life.

DRUGS COVER UP SYMPTOMS

It may surprise you to learn that drugs rarely cure anything. Drugs can cover up symptoms while the body heals itself and that is often how it works. I am not saying that all drugs are bad and that we shouldn't use drugs, but I do think it's important for the public to understand that a doctor's training emphasizes, almost exclusively, the use of drugs. Sometimes this use is appropriate, but it is always important to understand the limits and risks of using drugs. I learned the hard way. I went to medical school at the age of 39 to save my daughter after doctors made her ill with psychiatric drugs for bladder infections.

Attention Deficit Hyperactivity Disorder (ADHD) is officially a psychiatric label. When children are diagnosed with ADHD, they are considered to have a psychiatric disorder. The signs and symptoms of ADHD listed in The Psychiatric Diagnostic and Statistical Manual (DSM IV) are completely subjective. ADHD cannot be tested with an objective method such as a blood test.

A RIGHT TO DRUG-FREE EDUCATION

Parents should have the right to decide if they want their child drugged or not. Here are the facts:

1. There is no objective way to diagnose ADHD.

2. The drugs used to "treat" ADHD can cause heart problems and worsening behaviors.

3. The drugs do not help all of the symptoms.

4. There are no long-term studies on the safety or efficacy of the drugs.

5. Many of the drugs used have never been tested on children.

In this article I will discuss how to help identify the most common underlying health and educational causes of the ADHD symptoms I find in my practice and discuss the non-drug techniques and methods I have found to be most effective in treating them.

PROBLEM ONE: LOW BLOOD SUGAR

Low blood sugar actually can occur from eating too much sugar. When someone has low blood sugar, their body releases adrenaline to raise the blood sugar back to normal. This adrenaline can then cause changes in behavior, concentration and focus. Yes, sugar does affect behavior. Sugar affects children even more then it does adults

Even if the child is sitting comfortably in the classroom, trying to pay attention, an adrenaline release can have a profound effect. Studies have shown that if your heart is beating fast, you cannot concentrate or focus. The child can become agitated. Any little thing can now trigger the child to act angrily or even aggressively. Such behavior is not conscious. The child does not choose to act that way. It is a physiological reaction.

The second way to have a low blood sugar is to not eat often enough or to eat carbohydrates instead of proteins. Proteins are meats, eggs, cheese, and nuts. To protect a child from having a low blood sugar response, I have them remove all sugar and artificial sweeteners and begin a diet eating frequent protein to help keep the blood sugar stabilized. In my practice I do a thorough evaluation of the child's diet.

Approach: Consider removing all sugar and artificial sweeteners from your child's diet and add frequent small protein snacks.

PROBLEM TWO: DIET

Consider that perhaps ADHD doesn't actually stand for Attention Deficit Hyperactivity Disorder but really means A Demand for a Healthy Diet. Many children's diets are shameful. Sweetened cereals are still the most popular breakfast item. The FDA's minimum nutritional requirements are based on the amount of nutrients needed to prevent diseases such as rickets, scurvy and pellagra. They do not take into account the modern day problems and symptoms that may be caused by nutritional deficiencies. In conventional medicine, these deficiencies are treated with drugs to cover up the symptoms. Most physicians are not looking for nutritional deficiencies as the underlying cause of health problems.

Looking for the underlying cause of a problem will often lead to a nutritional solution since nutrition affects every way the body works. The body cannot function properly without the right nutrients. It is basic biochemistry taught in medical school that specific nutrients are needed in our body to make the biochemical processes work properly. You might not feel sick without these nutrients, but you may not actually be well either. Your body must compensate and work harder if you don't get the nutrients your body needs to maintain health.

There are literally hundreds of articles in the medical literature showing a correlation between certain nutritional deficiencies and many different health problems, from heart attacks to cancer. Nutritional deficiencies can also affect how we feel, act and think.

Even when we eat more nutritious foods, I do not believe that we can get enough of the nutrients we need from our diets. Not only are most foods laden with sugar and artificial ingredients, many have chemicals added to lengthen their shelf life. Animals are fed antibiotics, hormones and other chemicals before they are slaughtered and fruits and vegetables are sprayed with pesticides while they are growing. All of these things can affect the quality of the foods we eat as well as add unhealthy toxins to our biological systems.

In light of the many problems and concerns with the American diet, I believe that supplementing nutrients can help to make our children healthier, and, as I've seen in my practice, the supplements can make a major difference in how they feel and act. That's why I recommend supplements for all my patients. I have had children in my practice do nothing more than take supplements and improve significantly.

Approach: Use organic foods whenever possible. Find out what deficiencies your child might have and ask your child's healthcare professional for nutritional supplements recommendations.

PROBLEM THREE: ALLERGIES AND SENSITIVITIES

Allergies do affect how we think, feel and act. Conventional allergists have told me and many of my patients this is not so. They were taught that allergies do not affect behavior or learning. The medical literature says otherwise. The report says the "coincidence of the pollen season, with the timing of examinations, discriminates unfairly against children suffering from allergies. It further asserts that unless the children's allergies can be effectively treated, they should not be expected to maintain the same rate of learning as their normal peers and that it would be fair and/or wise to postpone examinations until the pollen season has passed."

Of course, the recommendations from this report are not being implemented in schools. Instead, these children are being placed on amphetamine-like drugs such as Ritalin and Adderall for what could be an undiagnosed and untreated allergy. I see this all the time in my practice. I find that children who have been on these drugs or whose parents have been pressured to put their child on one of these drugs actually have allergies that caused the learning and behavior symptoms.

The number one food reaction I find in my patients with behavior and learning problems is from cow's milk. Many of these children will improve to some degree when milk is removed from their diet. Milk is not the only source of calcium. We can obtain calcium from many different sources including salmon, broccoli, calcium fortified fruit juices, soy and rice milk, and supplementation.

Approach: Consider finding and removing or treating at all offending foods.

PROBLEM FOUR: CHEMICAL SENSITIVITIES

Many chemical fragrances are made from petroleum chemicals. We spray these substances in the air, heat them up in our electrical outlets, and apply them to our bodies through soaps, creams and perfumes. Can you imagine going to the gas station, squeezing the nozzle, filling your cupped hand with gasoline and splashing it all over your body or spraying it in your home? That is what you might be doing when you use some of these products. No wonder our children do not feel well. People with asthma can start wheezing when they are exposed to fragrances. I always recommend that my patients never wear or use fragrances. Even if it doesn't bother them, it could cause a serious health problem for someone with asthma or other breathing problems. These fragrances can also cause headaches which can certainly have a negative affect on how your child learns in class.

Smoke

I will not see a child at my center if a parent smokes. The parent should never smoke in any of the air space the child uses, even when the child is not in the space at the time. That means never smoke in the car if the child is ever a passenger in that car and never smoke in the house. This also means to never allow anyone else to smoke in those spaces or around your child. I cannot emphasize this enough. Smoke is a very serious toxin and it causes as many health risks for the non-smoker as for the smoker. This was true for one mother who smoked. When I allergy tested her child for tobacco smoke, his behavior changed dramatically. That mom never picked up another cigarette after seeing what a major negative effect it had on her child's behavior. Smoking outside is not the answer either. New studies have found that the toxic chemicals from smoking outside are still on the hair, skin and clothing and when the smoker enters the home, the effects on those in the home are almost as severe as if the person was smoking in the home.

There are many chemicals in our environment with new ones being added all the time. We are just beginning to understand the affect these chemicals have on our environment and on our bodies. I see health problems resulting from chemical exposure everyday. These are not the acute exposures that send people to the emergency room but the chronic ones that cause a multitude of baffling symptoms such as behavior and learning problems, headaches, tiredness, muscle and joint pain and other chronic problems.

Approach: Consider remove all chemicals from your home. Go green for your child.

PROBLEM FIVE: LEARNING DIFFERENCES

It is often assumed that all students by the age of five or six have completed the development of skills needed to be successful in school. However this skill development is not automatic and does not occur magically by a certain age. Some students are not prepared for learning in a structured classroom situation and this can affect their entire educational careers. Many programs are available to help children develop visual and auditory learning skills. "Vision Therapy" is available through developmental optometrists and auditory processing programs enhance the ability to listen. Sensory Integration works to strengthen the sensory skills. I have developed a home program based on these established developmental activities that can be done at home.

Approach: Help you child develop learning skills needed in school.

To help you decide if your child has learning differences that can be helped by one of these programs, review the following checklist:

Learning Problems Checklist

A "Yes" Answer to any of these questions may indicate that a child has learning differences and may need help to retrain their auditory, visual and sensory-motor skills.

My child has difficulty remembering left from right. Y or N

My child does not understand how the directions of North and South on a map relate to the world. Y or N

My child is not very coordinated or good at sports. Y or N

My child has difficulty throwing a ball into an intended receptacle, such as a basketball into the goal or a paper wad into the garbage can. Y or N

My child has trouble jumping rope. Y or N

My child does not seem to hear me when I call, but his/her hearing is fine. Y or N

My child seems to wiggle and move all the time and is unable to sit still. Y or N

My child touches everything of interest. Y or N

My child seems to get confused when asked to follow simple directions. Y or N

My child has trouble with handwriting. Y or N

My child is forgetful, unorganized and sometimes confused over what is expected of him/her. Y or N

My child has difficulty remembering more than one verbal request at a time. Y or N

My child describes things using "tactile" words, such as, "That doesn't feel good." and

"You hurt my feelings." Y or N

My child is sensitive about how things feel - complains that clothing is too scratchy,

or stiff and hurts. Y or N

My child has difficulty understanding cause and effect - does not seem to understand simple consequences to specific actions. Y or N

Other Helpful Learning Tips:

Tactile learners can hold something while studying

Listen to classical music with earphones while studying

Make a check list to remind the student of all classes/homework/books to take home

If handwriting is erratic test for handwriting changes before and after eating specific foods.

Keep blood sugar levels even-provide protein snacks and/or meals every two hours.

Practice right and left

Find successes outside the class room, music, art, acting etc.

Find something your child does well and make it part of the first impression with the teacher.




Dr. Mary Ann Block is an international expert on the treatment of attention and behavior problems without drugs and author of the top-selling books, No More ADHD, No More Ritalin, No More Antibiotics: Treating Ear and Respiratory Infections The Natural Way, Breaking Free From ADHD Home Program, The Learn-How-To-Learn Program, The ABC's of Raising Great Kids and Just Because You're Depressed Doesn't Mean You Have Depression. Dr. Block is founder and Medical Director of The Block Center in the Dallas/Ft. Worth area, an international clinic for adults and children with chronic health problems.

A tireless advocate for children, Dr. Block has been traveling the country speaking to parent and professional groups and at legislative hearings on the dangers of the psychiatric drugging of our children. Dr. Block has been featured on the CBS news show, 48 Hours, MSNBC's Scarborough Country, and The Montel Williams Show, and interviewed on CNN News, NBC`s Home Page, Fox Network News, The Today Show in New York, The Joni show on Daystar, Your Health with Dr. Becker and is a medical contributor on Trinity Broadcast Network as well as such magazines as Newsweek, Better Homes and Gardens and radio and newspapers across the country.

For More Information on Dr. Block visit http://blockcenter.com





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張貼者： 於 凌晨2:08 0 意見
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2012年2月28日 星期二

Do Not Medicate Your Children With Drugs


Do not medicate your children with drugs - the side effect of which can be many times greater than the original symptoms that caused concern.

There is more than adequate evidence about the dangerous side effects of medicinal drugs and those that are prescribed for mental irregularities in particular. These latter are invasive and can create chemical chaos in the brain to cause serious side effects, far more damaging than the original symptoms the child displayed.

The public generally would like to believe that governmental health bodies are set up with the power and responsibility to protect us from any medication or substances that may prove damaging to our health. Unfortunately this has not proven to be always the case, particularly where the more powerful chemical companies are concerned and to which many doctors have shown to be faithful followers. Those medical researchers and doctors, scientist of integrity however, are strongly questioning many aspects of modern drug medication in the light of the deteriorating health condition of the people of both the U.S. and Australia as well as other western countries where drug therapies are dominant over the traditional medicines.

We would wonder at the government health authorities and powers that are designed to protect the public, but are proving impotent to control the release of drugs that may promise immediate relief but prove to have 'side effects' that are severe and even fatal. This is particularly causing concern where brain chemistry is directly involved and in the case of children's conditions such as hyperactivity where symptoms tend to be exaggerated restlessness, inattention and inconsistent behavior. These states although perhaps could be seen to be based upon known and reasonable causes are quickly diagnosed as ADHD (Attention Deficit Hyperactivity Disorder) or ADD (Attention Deficit Disorder) for which the most common prescription is Ritalin.

Ritalin or methylphenidate hydrochloride is an oral medication, commonly called kiddles and bits in colloquial terms. It is a class II narcotic and stimulant of the central nervous system. Ritalin is prescribed for hyperactivity disorders. Although it is a stimulant more potent than caffeine it has an apparently temporary calming effect on these children. It is however open to much abuse by young people who resort to snorting or even injecting the crushed tablets similar fashion to cocaine.

Ritalin has many well documented side effects. There are over one million posts on the internet with many scientists and medical doctors warning of the dangers and of an alternative drug choice Cylert or pemoline.

Some research reports Ritalin as highly addictive. Its short term side effects can include insomnia, disturbances of digestion, dizziness, headaches, skin irritations, weight loss, psychotic episodes, and often severe depression upon withdrawal of the medication.

Its predictable long term side effects can manifest as malnutrition through loss of appetite, tremors, convulsions, diabetes, headache, irregularities of heart and lungs, paranoia, hallucinations and sensory distortions. Adverse reactions are mainly related to nervousness and insomnia but also skin conditions, anorexia, headaches, and many other uncomfortable symptoms. Rare reports of Tourette's syndrome and toxic psychosis have also been reported. Cylert is not the first choice medication as it has caused severe liver damage requiring liver transplant. It has caused several fatalities through liver failure.

In spite of this the FDA has given approval for similar drugs to be used in treating schizophrenia and bipolar disorders in young patients from 10 -17 years of age as well as in adults. These are reported amongst the highest selling prescriptions in the US accounting for $14.6 billion in sales in 2008 alone.

Remembering that the child patient was considered to be abnormal by first displaying simple indications such as lack of concentration or because of over-activity, it is hard to see the logic in prescribing a drug that in time could produce diseases of mind and body much more severe and impossible to correct either in the child's behavior or in the subsequent physiological symptoms.

Cautions officially are given with the drug. These are usually directed at those with alcohol or drug abuse (presumably referring to teenager patients). Warnings also that serious mental and mood changes can be expected if the medication is stopped. Also warning not to abuse the substance by snorting or injecting the crushed tablets.

Children under six years of age are not permitted to take the drug.

Would you allow your child to take such drugs under any circumstances?

Yet millions of children and minors are now receiving medication for psychological reasons and are vulnerable to severe consequences. It is assessed by the U.S. Surgeon General that 20% of American children have mental illness of some kind and that about 5 million children and young adults suffer from a mental illness that threatens or interferes with their daily life.

There are over 4 million posts regarding mental diseases in children on the internet.




Sally Wilson supports a philosophy that looks to Nature as the ultimate Intelligence that directs us towards health and happiness as we learn to live according to natural laws. Our interests and studies of all natural sciences offer us pathways in gaining knowledge but it is by our choice or action that we are able to apply what we learn in a positive manner in both personal care and self discipline as well as in caring for our children and families.

Health and healing receive primary focus for her writings as do a range of subjects open for further exploration for the purpose of enriching our well being, and also to help us avoid the many health issues that confront us as we recognize the mistakes and causes of illness in the community.

These subjects include Aromatherapy, herbalism and botanical interests, nutrition, flower foods, seaweed supplementation, relaxation and stress relief, exercise therapy, breath control ,self care and the care of our planet by application of many advances in the natural sciences. She also alerts us to negative factors to eliminate or avoid as thse are of equal importance if we are to create well being on all levels of earth life.





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張貼者： 於 晚上10:10 0 意見
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2012年1月2日 星期一

Overcome ADHD and Autism Without Drugs


ADHD symptoms include inattention or hyperactive-impulsive behavior that is abnormal for that age level and persists for more than six months.

Symptoms of autism include impaired social interactions, impaired verbal and nonverbal communication, problems processing information from the senses, and restricted or repetitive patterns of behavior.

The causes of ADHD and AUTISM range from sensitivity to vaccinations, digestive tract changes, the body's inefficient use of vitamins and minerals, environmental toxins, electromagnetic pollution from cell phones and cordless phones, food intolerances, medications, head trauma and extreme stress.

Neuroscience and brain hemisphere research has shown that the parts of the brain control movement also control cognition and emotion. Even minor delays in sensory motor development any child can cause dysfunction in behavior and learning. The brain stem, at the base of the brain, relays messages to other parts of the brain for movement and sensations. The cerebellum, a cauliflower shaped organ at the top of the brain stem, controls balance and coordination. The frontal lobe, the front one third of the brain, is responsible for initiation, planning/anticipation, follow-through, impulsivity control, judgment, reasoning, abstract thinking, smell, motor planning, personality, emotionality, speaking, integration of thought and emotion, and self-monitoring. If a child has to use all his energy to keep his body and emotions under control, then he will have little energy left to focus on the thinking tasks required of him in school.

Regardless of the causes of ADHD and autism, families of children with these developmental disabilities much find the best treatment available. Many therapists are finding that brain integration therapies which integrate primitive reflexes serve to stimulate the brain and improve attention, balance and coordination. This in turn frees the child to focus in school and improve behavior.

Primitive reflexes are designed to help the baby survive. Rooting and sucking and swallowing are all reflexes that allow the baby to feed. In response to a sudden fall or a loud noise, the baby throws out arms and legs. This startle reflex is called the Moro reflex. Postural reflexes develop as the child learns to coordinate sensory input and to crawl. These reflexes help the child to stand and to sit upright and to develop conscious or voluntary control. By the age of two, if the child was given ample opportunity to move freely, these reflexes should be integrated.

There is a feedback loop in the brain from the brain stem to the frontal lobe that helps integrate sensory input and movement. Our emotions, language abilities, impulse control and higher level thinking skills such as reasoning, planning, organizing and problem solving depend on this loop to be functioning well. As a flower depends on its veins to carry nutrients from the roots to the leaves and then to carry the sugar that the leaves produce back down through the stem, so we depend on our neurological net to be running smoothly in order to function at our best.

At the top of the brainstem is the basal ganglia, which enables us to sit still. The basal ganglia has nerve nets connected to the thalamus, the cerebellum and the frontal lobes, all of which have a role in learning, motor control, and emotions. So, if certain developmental processes are not in place, then sitting still actually lulls the child to sleep. The child must move constantly in order to focus and concentrate on what he hears. In order to compensate for this, many schools are providing balls as chairs in classrooms to improve learning. But, brain integration therapies actually correct the problem by stimulating the brain.

There are several organizations that offer drug free therapy for ADHD and autism, and other developmental disabilities.

The HANDLE Institute (Holistic Approach to Neurodevelopment and Learning Efficiency) provides a sensory and motor-based program for children with neurological disorders. Many of the movements in this program target integration of postural reflexes and correction of the vestibular system (the system in the inner ear that is responsible for balance and spatial organization).

The MNRI method (Masgutova Neuro-sensory-motor Reflex Integration) was developed in Poland by Dr. Svetlana Masgutova, Russian psychologist. The main goal of the Masgutova Method is to activate developmental processes through the integration of primitive reflexes and primary motor patterns with natural learning resources. Dr Masgutova runs camps in Poland for families with children suffering from neurological disorders such as Autism and ADHD. Children receive six hours of motor and sensory reeducation in the course of a week. This allows them to go back to the early developmental patterns they missed and fill in the gaps. Parents receive training in how to work with their child for continued development. This July, Dr Masgutova will be bringing her Family Camp to Plymouth, Minnesota.

Rhythmic Movement Training is another form of brain integration therapy. It was developed by Kirsten Linde,a Swedish psychiatrist, Dr. Harald Blomberg,also a Swedish psychiatrist, used it for himself to overcome the effects of polio. He has been successfully treating children with ADHD, Autism and other neurological disorders for over twenty years without the use of stimulant drugs and has received approval from the Swedish Medical Board. Rhythm and pattern stimulates the development of the cerebellum and basal ganglia. This produces greater symmetry, smoothness, coordination of movement, which in turn supports behavior and learning.

My son, Angel, has always been excessively hyperactive. He literally climbed the walls everywhere we went. My mom was ashamed to take us to restaurants because he spent most of the time throwing silverware and crayons across the room and rearranging the furniture. I received constant phone calls about Angel's behavior in preschool and kindergarten. I was at the end of my rope.

After learning about the benefits of an additive free diet and seeing the benefits of Rhythmic Movement Training at my preschool from certified RMT instructor, Mary Gazca, I decided to eliminate food additives from my family's diet and regularly do the exercises with my son at home.

I found that I was able to handle stress better and learn new skills, like drawing and organizing and setting appropriate boundaries with manipulative people. Now as I work from home I am able to plan my day efficiently. When I take my son to public places, like church or gatherings with other children, I can actually interact with other adults without having to worry about who Angel is going to hit or where Angel is going to climb. Simple handwriting homework that used to take 30 minutes to an hour, complete with pencil banging, rocking in the chair, and doodling has been reduced to 10 or 15 minutes.

As scientific research reveals the importance of the role of the parts of the brain that control movement and behavior, more and more parents of children with autism and ADHD are seeking help from brain integration therapy instead of drugs. Parents can work with their children doing simple, fun exercises and begin a journey to find relief from the stress that these developmental disabilities cause and reach toward higher learning.




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