A.D.H.S. Anhang 6
[Georg Soldner, H. Michael Stellmann]
Attention Deficit Disorder with and without Hyperactivity
Abstract:
The terms “attention disorder” and “hyperactivity” are applicable not
only to certain children but also to the social context of Western
industrialized societies.
Individual behavior problems are coupled with
individual gifts and creative potentials—a fact which must not be overlooked in
diagnosis or treatment.
The article provides a differentiated discussion of the therapeutic
options offered by anthroposophical medicine and
homeopathy in general and of their remedies in
particular. These offer an effective curatively-oriented alternative to
the use of stimulants (e.g. Ritalin), which are of dubious clinical value as
they are purely symptomatic.
Keywords:
Attention deficit disorder
Hyperactivity
ADHD
ADD
Anthroposophical medicine
Rhythmic system
Anthroposophical remedies
Therapeutic eurythmy
Homeopathy
Craniosacral therapy
Stimulants
[H. Köhler]
We make a thorough, highly detailed biographical anamnesis and family
anamnesis and from the start we place particular emphasis on describing not
just the weaknesses,
but also -in fact, primarily- the strengths of the child.
What is an attention disorder?
The English term "Attention Deficit Hyperactivity Disorder"
(ADHD) has supplanted the term "hyperkinetic disorder".
Its leading symptoms are:
• inattention and increased distractibility (=
ADD),
• impulsivity, with poor inhibition capacity in
the mental and behavioral spheres, and also
(optionally)
• intense urge to move: motor hyperactivity (=
ADHD)
The nature of the disorder from which these children suffer is expressed
more clearly by the English language than it is in German: "These symptoms" (see above) " are pervasive and interfere with the
individual’s ability to function under normal circumstances". "Pervasive" indicates a behavioral disorder that is “dominant” and manifests
in different situations. “Normal circumstances” refers to “settings”
typical of societies with a “Western life style”_family
(nuclear), kindergarden and school. What it means
to “function” in circumstances that adults would consider “normal” today
is clearly expressed by child psychiatrists Schmidt, Meusers
and Momsen in their work on ADHD: “The hyperkinetic
disorder is primarily a disorder of impulse control. Before carrying out an
action, we all normally consider if it sensible, appropriate or right, while
these patients” (referring to children) ”have the problem that the will shoots
through before reflection and leads to an action that may later be regretted or
lead to an unpleasant result”.
What is presented here as the “normal” relationship of thinking to
acting reflects exactly the reigning paradigm of thought and behavior in technologically advanced Western societies.
However it fails to take into account the evolution of a child’s consciousness
and action. It also fails to acknowledge the existence of an artistic, creative
type of thinking characterized by an intense openness to everything that is new
and arises in the moment. As artists or inventors, human beings can free
themselves from the calculated certainty of rationally determined action
(theirs could rightly be called a “risk-taking” style of thinking and behavior).
It must be pointed out, however, that the leisure-time and parenting behavior of adults tends not to fit the criteria posited
above. One need only think of adult behavior in
regard to food, alcohol and tobacco. What is more, it has been proven that
parents’ consumption of alcohol and nicotine during pregnancy promotes the very
symptoms which medicine then diagnoses as ADHD in their children. There is much
evidence that “partner conflict, psychological disturbance in the parents,
parenting deficits and disorders in the parent-child relationship” strongly
influence and may impair children’s attention, impulse control and movement behavior. The behavior modeled here seldom bears much relation to the paradigm of
planned or considered action!
In fact it is technology learning to drive safely, having an occupation
in a technologically based modern society, that educates the adult towards a behavioral style with:
• focused attention (shutting out the surroundings as a whole in favor of exact,
primarily visual attention to selected events)
• planful action directed towards a future
result
• relinquishing one’s own physical activity, suppression of one’s own
movement needs in favor of intellectual control by
way of by machines
The same is true of the economic necessities connected with technology.
Moreover, the style set by them penetrates into the upbringing and education of
our children, into
our approach to dealing with patients and thus also into the way
hyperactive children are dealt with: Medical, pedagogical and social norms take
on the value of technical norms and are implemented as a form of “management”
or “self-management.” The ability “to function under normal circumstances” is
thus an historically relative criterion.
In this connection Schmidt, Meusers and Momsen cite a remarkable prognosis made by R.S. in 1920,
the year of the inauguration of anthroposophical
medicine: “...
The human being is not just an intellect, after all; he has something
else in his being: He has sensations, he has feelings, and these have to come
to terms with what comes
from the technological devices, from machines. And another feeling
arises than what I spoke of before. I spoke of a feeling of longing arising out
of deepest deprivation.
What is gathered by the soul in the unconscious from its encounter with
technology ... rises up as a reaction; it enters consciousness in the form of
thoughts and ideas, but
it comes up as something similar to fear. And in their longing out of
deepest deprivation, the children we will have in school in the coming years
and decades will begin to manifest an indefinite but very real fear of life,
which will express itself in anxiety. It will express itself in fidgetiness, in
nervousness—I mean this tangibility”.
This makes clear that the change in consciousness evoked by technology
can also be experienced on the soul level as alienation from life, as
imprisonment in an outwardly imposed set of circumstances, as loss of the
experience of one's own presence and capacity for spontaneity. The question is,
can the parents, teachers and doctors of these children recognize and consider
this aspect, which is the “flip side” of the disturbing ADHD symptoms: the fear
of losing one’s creative potential. In fact, under different circumstances the
style of perception, impulsivity and driven motor activity that is labeled as ADHD today could even represent advantageous behavior (typical of the “hunter” of pre-industrial
societies), and many creative personalities _in Western societies too_display traits of ADHD.
Thus, curative educator Henning Köhler
juxtaposes negative aspects to the positive ones in the following table:
1. Compulsive drivenness 1.
Dexterity in movement (“kinesthetic intelligence”) in
many cases
2. Distractibility 2.“Boundless” interest in the world
3. Short attention span 3.
“Panoramic view”: quick grasp and great intensity of attention during this
short span
4. Poor listening ability; 4. Dominantly visual,
frontally-oriented perceptual style
deficient auditory processing
and relation to back-space
5. Impulsiveness 5.
Great flexibility and openness to what is new
6. Urge to assume leadership 6. Longing for trustworthy
authority; genuine leadership qualities in some cases over peers and adults
A personality that exemplifies these paired qualities well is that of
Winston Churchill. Son of a “suspected-ADHD” father who devoted almost no time
or attention to his son, as a schoolboy Churchill showed every sign of an
attention disorder. He made progress only when motivated by a personal
interest. Throughout his life what gave him most energy were military
confrontations.
In 1940, after an already turbulent political career he led Great
Britain through what seemed an irrational and hopeless confrontation with
Germany, letting not even national bankrupcy stop him
(which all previous “normally functioning” British politicians wished to
avoid). Churchill, who had the longest and most successful political career in
the history of Great Britain, was awarded the Nobel prize in literature for his
powerful literary achievements and was also quite active artistically as a
painter.
Another example is the successful inventor Thomas Alva Edison, who
received more than 1,000 patents and was always working on several inventions
at once.
He saw sleep as a waste of time and permanently revolutionized the life
and sleeping habits of his contemporaries and future generations with his
invention of the light bulb.
A total failure at school, at the age 12 he left home and got by for a
time working odd jobs. How would he be diagnosed and treated in our times? Who
would recognize and promote the talent in this “difficult boy”?
In literature, Astrid Lindgren created a figure, Michel of Lönneberga, who casts light on many facets of ADHD: his
trying qualities, the suffering as well as the deep understanding of his
parents, the lack of understanding of his fellow townsmen who want to buy him a
one-way ticket to America (his mother throws all the money they collected out of
the window), and finally his path to becoming chairman of the town council…
In view of these facts, we must object to the definition set down by
well-known ADHD expert C. Neuhaus: “The moment
abnormal behavior ceases to have positive
repercussions and becomes a source of constant trouble for the individual, it
is not creativity but a disorder”. Since the days of the Pharisees we have been
aware that
getting into “constant trouble” is not just the fault of those who
allegedly cause it, but equally that of those in positions of societal
responsibility who react negatively
to abnormal behavior, seeing the mote in the
other’s eye but not the beam in their own. Hence in composing the definition of
ADHD, the authority who defines what is
normal must also be scrutinized. The reason this dimension goes
unmentioned in much of the scientific medical literature is that medical
training today is dominated by
the scientific paradigm. Yet there is no “normal value” that
conclusively separates ADHD as a disorder or disease from the all the possible
healthy paths of development
in children. The diagnosis, rather, is based preponderantly on an act of
understanding of child behavior. This is underscored
by the fact that there is no scientific test for
a diagnosis of ADHD. The German pediatric
guidelines make this perfectly clear: "The diagnosis is to be derived from
the patient’s life story". Even questionnaires have
a very relative value; and over extensive psychological testing, the
guidelines give priority to making "a rough evaluation of the child's
intellectual capacity and attentional behavior in school based on teacher's evaluations and
grades. Examination of school bag and notebooks (orderliness, completeness,
handwriting, organization) will provide
an indication of disorders of visuomotor
coordination (writing), attention (careless errors) and weakness in reading and
spelling." It becomes clear that what is being measured by these criteria
is the child's adaptation to conditions in the modern nuclear family, the
modern kindergarten (25 children, noise level around 85 dB) and the achievement
expectations of modern education; to apply the term "disorder" here
is to move quite far from the concept of pathology as applied to a case of
meningitis, oligophrenia or
even a psychotic illness.
It is noteworthy that the diagnosis of ADHD is preponderantly applied to
boys. The ratio of boys to girls varies between 3 : 1 and 9 : 1 (4, 12, 13)!
For ADD without hyperactivity a ratio of 2 : 1 is assumed, although without
hyperactivity "the validity of the ADD type is problematic" (Steinhausen), i.e. the dividing line from
"normal"
can "no longer be validly distinguished." On the other hand,
ADHD is considered to be genetically based to a high degree (a number of recent
studies put the inheritance
rate at approx. 80%), yet the twin studies on which these results are
based show no "boy-preference" (cf. 14)! The genetic aspect is
assumed to act pathogenetically chiefly through a
disturbance in dopamine metabolism (as yet unproven) as well as other possible
neurotransmitter disorders in the brain, thus causing the abnormalities in
these children. This thesis is equally incapable of explaining the sex
difference in rate of affection.
Thus regarding the asymmetrical distribution of ADDH between boys and
girls there is an obvious contradiction between the scientifically measurable
aspects (genetics and neurobiology) on the one hand and phenomenological
observation (pedagogical and clinical) on the other. Historically, the
development of technology, the industrialization
of the workplace and the associated social changes have been enormously
significant. On an historical and social background, some of the crucial traits
of the growing-up experience in societies with a Western lifestyle today are
that:
• modern media have dramatically affected family life, sharply reducing
children’s mobility, the alternation of speaking and listening, collective play
and family rituals (e.g. meals).
• the great majority of girls and boys are brought up by women (mothers,
kindergarden teachers and most elementary school
teachers).
• children generally experience their fathers only during leisure time
or -if parents are separated- every other weekend at visiting time, or not at
all.
• it is increasingly rare for children to experience their own movement
as a meaningful necessity due to the mechanization of household and
transportation.
• significantly, boys seldom experience “typically male” movement
patterns -e.g. activities requiring physical strength and endurance- and when
they do these are usually optional athletic activities, not ordered work with
social significance and value.
• places of freedom (e.g. settings in nature) where children can
experience their own movement, impulses and alternating attention, are
increasingly disappearing.
An appeal is made here to the pediatric world,
in a smuch as it is dedicated to serving the
individual: Explain to all those in a position of responsibility—parents,
teachers, politicians and those active in disease prevention—how the framework
of children’s lives can be transformed so that problems such as ADHD lose their
present pervasiveness and urgency.
In this connection, Henning Köhler’s book War
Michel aus Lönneberga? (Was
Michael from Lönneberga?) offers a great many
concrete and practical suggestions that not
only help to successfully “manage” ADD as an adaptive strategy (cf. 15,
16), but also take seriously the special capacities and strengths of the
affected children and turn them in a productive direction.
1 Diagnostic Aspects
Anamnesis
All authors are in agreement that a thorough and undisturbed anamnesis
conversation with the parents -always both parents if possible- is of the
highest importance for diagnostic purposes. Practically speaking, one may
proceed as follows:
• Ask the parents to send an informal letter to their doctor explaining
everything they know of the history of the illness and their own observations
of the child and providing a description of the family’s life circumstances, a
list of the child’s other illnesses and treatments received, as well as the
observations of others
(relatives, kindergarden and elementary school
teachers).
The advantage of this procedure is that it eliminates the time pressure:
Forgotten points can be added later. The parents can concentrate on gathering
and discussing their memories and can express themselves freely without being
constrained by the presence of the child. They can also give voice to the
burdens they have borne. In this way the parents come to the anamnesis conversation
prepared—and so does the doctor, who has read the letter beforehand. If the
letter is handwritten, the doctor gains additional important impressions of one
of the parents. At the same time a significant part of the anamnesis will
already be documented, thus taking more pressure off of the conversation. A
further recommendation is:
• Keep the anamnesis conversation separate from the presentation of the
child.
In any case, whether physician is a pediatrician
or a general practitioner, it is essential to allow for sufficient time: as a
rule presently, one hour for the initial conversation in cases of suspected
ADHD, regardless of what the fee schedule may permit (questionable norms come
into question as soon as ADHD is involved!). This is the only way to provide
the space needed for creative diagnosis and treatment selection.
Regardless of the patient's present age, it is crucial to begin by
inquiring into the first 7 years of life. Leading symptoms of a disorder
requiring treatment may be:
Infancy
• persistent recurrent symptoms of an overtired infant (cf. 17, 18),
protracted crying phases, motor unrest, irritability, difficulty falling
asleep, difficult to calm
• child is trying and unsettling for the parents; difficulty
establishing a satisfying emotional bond between child and parents (cf. 19 and
literature cited there.)
Early childhood
• temporal dissociation between language acquisition, motor development
and other learning (e.g. toilet training), marked prematurity/retardation of
specific “behavior competencies,” e.g. fine motor
skills, language comprehension skills, etc.
• driven, restless motor activity, low endurance (usually with some
significant exception!), unpredictable and frequent changes in activities,
enjoys risky behaviors, increased accident-proneness
• “socially difficult” due to bursts of impulsiveness, disinterest in
listening (often not true when they are told stories alone), frequent
rule-breaking behavior, early and inappropriate need
to lead, highly defiant assertion of autonomy. Because of this, child and
family may find themselves socially isolated and siblings may be made into
enemies or victims.
Disturbance in the ties of family and friendship (with this particular
symptom, the reverse process may be operative, attentional
and behavioral disorders may result from separation
of parents or loss of a loved one, etc.)
• situational aggravation of the problems (kindergarden).
Kindergarden in its present form is usually a
particularly unfavorable setting for hyperactive and
attentionally
disturbed children. The picture is different in kindergardens
with small groups that can move freely in natural settings, such as the “forest
kindergardens.”
• This is also the place to inquire into any allergic illnesses and
reactions, get a detailed history of eating habits and digestion (dysbiosis/fungal illnesses?) and ask whether
they have observed any aggravation of behavioral
abnormalities connected with specific foods or improvements during an
elimination diet.
As we have pointed out above, these behaviors
are generally paired with special capacities and “behavioral
plusses.” Thus, an early talent may be noticed for acrobatics
(many affected children love the circus and circus games), or a climbing
ability, a creative gift, etc.
As a rule, given a careful anamnesis and observation of the 5-year-old
child at the 9th preventive care examination, it will be possible to recognize
an attentional disorder
with hyperactivity and to treat it satisfactorily without the use of
stimulants. The symptoms linked with ADHD in school-age children are
well-known:
• easily distracted, forgetful, lack of care and perseverance (at
unappealing homework and household chores), disruptive, impulsive, defiant
social behavior,
• strikingly bad handwriting, trouble with reading/spelling, continual
speaking, rushed speech,
• affective lability and low self-esteem,
outsider position in contrast to mental gifts.
Once again there is another side: Extremely hyperactive boys are also
able to fish quietly with their father for hours, and in frightening or
emergency situations (e.g. a fire) these children do the right thing with
amazing sureness and presence of mind and later show excellent recall of even
the smallest details.
Further features of the picture in adolescence:
• leaving school prematurely/repeatedly
• social isolation, continual conflicts with others, few or no friends
• attraction to dangerous sports, risky behavior
in driving, etc.
• continual need for distraction, inner unrest
Issues relating to drugs, addictive dependency on media and computer
games and socially problematic experiences with peers are of growing
significance.
Much public attention is now drawn to the danger of leaving ADHD
untreated in young people and adults. At issue, however, are not only those
affected but equally
the society in which they live. At bottom, the only way to make a
difference in the increasing marginalization of these individuals is though a
genuine understanding of
their difficulties and specific gifts—not by a suppressive approach
(e.g. use of stimulants)
The controllability of stimulant therapy is also generally unreliable;
and for this reason as well, the therapeutic goal in adolescence must be to
provide those affected
with the support, treatment and appropriate social integration they need
to become and remain free from daily tablet taking at this stage in their life.
Making a Family Anamnesis
The most important aspects to ask about are:
• The course of the pregnancy and birth. A quick or difficult birth,
intubation at birth, etc., may have caused lasting disturbances of the craniocervical transition and can be effectively remedied
with appropriate therapy.
In addition, we (the authors)
have also observed what American classical homeopathists
and ADHD experts Ullmann
and Reichenberg-Ullmann report, namely that
"the thoughts and feelings experienced by the parents just before
conception and during pregnancy can have a direct effect on the condition of
the child". In their book
Ritalin-Free Kids, these authors offer impressive casuistic proof
(recognized by ADHD specialists) of the efficacy of
homeopathically
potentized remedies in these areas.
• Exposure to toxic substances (chiefly pharmaceuticals, nicotine,
alcohol and other drugs). The importance of these factors is generally
recognized today. Therapeutic remediation is possible to an extent (chiefly in
the first 7 years of life) sing approaches requiring practice and habit change
and to an certain degree employing homeopathic
and anthroposophic remedies.
• Constitution of parents and grandparents: During the ADHD discussion
and diagnosis process many parents become aware for the first time that they
themselves display certain traits (or did so as children) which now confront
them in their children.
This realization can often lead to:
• a new understanding of how their child actually feels
• a certain calming of the situation, since in the course their lives
many parents have ultimately made something positive of their difficulties and
would not really want to
be "completely normal"
• a therapeutic opportunity, inasmuch as progress brought about by
learning and behavior change in the parents is often
the most productive.
Frequently when parents recognize that they have a particular style of
attention and impulsivity themselves, they develop a new understanding for one
another
(and this in itself is a good reason why the parents of a child with
"differences" should be thoughtfully integrated into the treatment.
Parents learn that by being more attentive to their own impulsiveness and
mastering it—in some cases giving up drugs, etc.) they are helping their
children by sparing them the kind of disappointments and unhealthy experiences
they have had. This also enables them to work through even severe
disappointments or difficult separations of their own.
Finally, also important are reports from kindergarten and school, etc.,
as well as taking up direct contact with teachers. During treatment a regular
common meeting time can
be arranged with the parents and class teacher. School notebooks and any
pictures, etc., done by the child should of course be personally perused by the
physician.
DD.: and Examination:
The preliminary written anamnesis (parent's letter) and parent
conversation free up the examination visit so that it can take place in a
relaxed atmosphere.
The doctor's aim must always be to experience the child directly: in a
one-on-one conversation, a play situation or at least a wordless dialogue in
gestures followed by an appropriately designed physical examination. In this
way constitutional traits often become evident from the first impression of the
child's appearance and answering behavior. An
essential question is the child's capacity for dialogue: How does (s)he respond
to eye contact and how long will (s)he tolerate it?
What does (s)he notice in the examination room; how does (s)he relate to
people and things; how quickly does his/her attention switch?
– Does listening closely to the child permit a successful dialogue? At
pre-school age, the chief focus will be on behavioral
evaluation in regard to attention, impulsivity and motor behavior
(here again one can use playing to draw the child "out of his
shell"). Surprisingly often, school-age children with ADHD issues are capable
of voicing a deeply insightful self-evaluation of their situation when a free,
unstressed conversation situation has been created (with parents absent or
truly restraining themselves). In many instances issues that were long hidden
come out, to the surprise of all involved, or interests are recognized that
lead to important progress. The primary points to clarify in the anamnesis and
examination are:
• Is there a hyperactive disorder requiring treatment according to the
criteria defining ADHD?
• Are there grounds to suspect an attention deficit disorder (ADD)
without hyperactive behavior?
For differential diagnosis, the primary focus is on reactive behavioral disorders caused by stress to the child from:
• family (problems in parents' relationship to child and in parenting,
unrealistic expectations, parental relationship problems, occupational/economic
stresses, problems with siblings and close relatives; "family
secrets" that were never aired
• kindergarden or school (excessive demands
for achievement, teacher with difficult personality, etc.)
• depressive disorders must also be identified. Among boys these may
well be coupled with hyperactive behavior and in most
cases impair attention (sometimes severely).
Also significant in this connection are:
• peripheral and central hearing disorders (these must always be
eliminated.)
• autistic disorders; in rare cases, psychoses
• endocrine disorders (chiefly of the thyroid gland and adrenals)
Vegetative lability and hypotonic circulatory
condition can be read from skin color, distribution
of body warmth, perspiration and posture; particularly in the 2nd seven-year-period
it is important to perform blood pressure checks (also when standing) and
measure blood sugar level (a.m., 2 – 3 hrs. after leaving home). Disorders in
the interaction
of upper and lower jaw, asymmetries in the cervical spine, alternation
of tensed and hypotonic areas in dorsal musculature and postural anomalies may
point towards
• disorders of the craniocervical transition area as a source of trouble.
Preventive care visits (particularly the 7th – 9th) are valuable
diagnostically, offering the opportunity
to observe the child's movement
patterns and manner of speaking and answering while playing together (at ball
or movement games such as pullstring puppets, etc.)
and having
the child balance, draw pictures or
figure eights, write (writing position) and manipulate objects in the examining
room (fine motor skills). These observations, in conjunction
with the developmental anamnesis and
possible later tests, —can provide diagnostic indication of
• competency deficits
An essential component (DD.: as well) is an evaluation of the child's
intelligence and gifts, including a judgment as to whether the demands placed
on the child are commensurate (under-/over-demand). The use of labels such as
"highly gifted" may not always be productive here, since in reality
these children largely suffer from great discrepancies - e.g. between their
aptitude for mathematical/logical thinking and for social learning
("emotional intelligence"), or between their artistic gifts and their
reading/spelling ability.
The level of DD.: certainty needed must be decided on individually -
i.e., to what degree one should implement complementary psychiatric testing, pedaudiologic examination, allergological
diagnosis including evaluation of intestinal flora, endocrinological
diagnosis and an EEG.
In any case, however, the following aims should be borne in mind:
• Before diagnosis: The pediatrician or family
doctor should develop a well-rounded picture of the child and out of it a
preliminary diagnosis;
• After the diagnostic process described: The results and conclusions
should be thoroughly discussed in a group conversation leading to common
agreement on the therapeutic avenue to be taken. As a participant in the group,
the child should feel helped and supported:
Köhler: "the personal relationship is
the actual therapy." A conversation among all adults concerned has proven
of the greatest value. Primarily, this should include the parents, kindergarden or class teacher, therapists/curative
educators and the responsible physician (cf. the principle of the
"protective circle," Köhler). Through this
type of conversation a comprehensive view of the child, incl. both weaknesses
and gifts, can arise. Diagnoses, goals and responsibilities can be discussed
and clarified.
2 Therapy
In the authors' practice, the following ADHD-associated disorders have
been found to be of diagnostic and therapeutic significance:
• Disorders involving a constitutional dominance of the metabolic-limb
system which manifests as a hyperkinetic disorder (ADHD)
• Attentional disorders without hyperactivity
(ADD). With this 2nd form particular, competency deficits (incl. acquired ones)
have proven to be of considerable pathogenetic
importance.
• Disorders in the area of the craniocervical
transition.
• Vegetative lability, labile hypotonic
circulation.
• Food intolerances; nutritional, digestive and metabolic disorders.
Therapeutically, a great deal depends on classifying the child's
disorder correctly within this schema, so that one can implement a treatment
that has a clear aim and also a curative orientation.
In contrast, the dominant treatment approach using stimulants (e.g.
Ritalin) has a purely symptomatic effect; furthermore, around ¼ of all children
considered to be affected
do not respond to stimulants or respond only negatively to them. Even if
it is not always possible to avoid the use of stimulants during the 2nd
seven-year period, the authors strive to find a path without stimulant therapy
that aims towards at least partial healing/rehabilitation - i.e. a path towards
progressive healing in the child's development.
Stimulants cannot accomplish this. The claim is presently made that
stimulant therapy is a kind of substitution therapy for the metabolism of the
central nervous system.
When it is contrasted with true substitution such as insulin treatment
for diabetes, however, this claim is found to be a largely hypothetical
justification for the therapy.
As a general rule, any substitution of substances can have problematic
effects on the equilibrium and ultimately weaken the autonomous development of
the child's metabolism. This in turn leads to continual medical checkups, with
doctors warning their patients always to take their pills if they wish to avoid
a relapse. In adolescence
at the latest, this frequently leads to massive self-doubts and mis-use of the substances to be taken.
The question is, do not stimulants rather deserve the status of an acute
treatment_a last resort when a child remains
unresponsive, socially isolated or unmanageable despite every measure
attempted? To closer observation it will also be evident that stimulants do
exercise a suppressive action on many children—particularly in the soul realm,
the realm where originality and creativity reside. As long as the therapeutic
aim is healing and not management of a disorder, the use of stimulant therapy
on attentionally disturbed and hyperactive children
will represents a sometimes necessary but ultimately unsatisfactory solution.
General therapeutic considerations
1st therapeutically significant step is to create a detailed
clarification of the medical diagnosis that manifests an understanding of the
child and his or her strengths and weaknesses. This creates new interest in the
child as a human being_as an individuality that is
only in the process of appearing and still has surprises in store for us. The
aim here is to achieve a shared sense of how the child experiences important
life situations and reference persons, and what (s)he is able and not (yet)
able to do.
2nd step consists in pedagogical counseling
of the parents and_in an appropriate way_of the teachers and caregivers (cf. the idea of the
protective circle).
On this point there is excellent literature today; among many others we
refer again to Henning Köhler and the work of Schmidt
et al. For practical purposes the reference guides of Neuhaus
and Aust/Hammer are quite helpful. As widely as their
concepts may diverge, in dealing with the children one finds importance points
of agreement.
Regarding the media question, the studies of R. Patzlaff
are fundamental; numerous literature references are also provided in the
general parents’ guide by Goebel/Glöckler. It is
important to establish authentic conditions for pedagogical progress by_for example_drawing awareness
to parental relationship crises, economic pressures, etc. and working these
through separately so that they are not played out through the child. In every
form of attentional deficit, individually suited
dietary counseling also plays a significant role.
3rd step consists in evaluating if the kindergarden,
school or nursery group is meeting the child’s needs. Frequently changes are advisable
in group size, options for individual help, academic achievement standards, as
well as in the amount of time the child spends in the institution. For example,
an all-day school with qualified afternoon care may provide the family with
critical relief. Finally, the authors have repeatedly seen children (age 10 and
up) with massive hyperkinetic disorders and very difficult family situations
make excellent progress without any stimulant therapy by spending several years
at a curative-education boarding school based on Waldorf pedagogy. In any case,
the children themselves say very soon if they are really profiting from the
change and when this is the case they are willing to accept many unpleasant
aspects of the experience. It is important for the advising physicians to
acquaint themselves with the various schools and institutions in their area.
Once these initial steps have been taken, the therapeutic approach in a
narrower sense can be formulated. For this purpose we cannot understate the
value of
• anthroposophical and homeopathic remedies.
Their action is not substitutive or suppressive like that of stimulants.
Rather, when correctly selected for the individual, they stimulate organismic learning processes. They address the regulation
of vital processes, the body of life forces that works in bodily growth and
organic functions_as well as in memory function_while these are maturing. The engagement of the
soul element in bodily functions is facilitated in this way. These remedies act
not in an isolated way on the nervous system, but integrally on the organism as
a whole. This is important because it is precisely the relationship of the
nerve-sense system to the rest of the organism that is impaired in ADHD (cf.
Pohl 29, Schmidt et al. 25). As a rule the length of administration depends on
how long the child needs before (s)he has accomplished the step in learning and
maturation that the remedy has stimulated and is able to stabilize it alone.
Composite remedies with broad indications may require longer periods of
administration (several months), while single potentized
remedies will be given for weeks, months or as a single dose, depending on
their efficacy and potency. The most remarkable publication on classical
homeopathic therapy in ADHD is a compendium of cases from Reichenberg-Ullmann
(30); for anthroposophical drug therapy one might
point to von Zabern (31, 32) and to the general
survey by Schmidt et al.
In the authors’ experience, without a differentiated application of anthroposophical and homeopathic drug therapy it will
appear necessary to resort to stimulants.
Since there are few up-to-date survey works based on personal
therapeutic experience here, we shall concentrate on this form of therapy.
• Non-medicinal therapies for ADHD must be approached in a
differentiated way. The following forms of therapy have the advantage that the children acquire new
capacities, or physical obstacles are eliminated (craniosacral
therapy and rhythmic massage). These are steps towards real healing:
• curative play and practice therapy,
• therapeutic eurythmy and Wegman/Hauschka
rhythmic massage,
• craniosacral therapy,
• artistic modelling (less often painting and speech or music therapy),
• ergotherapy in conjunction with breathing
therapy exercises,
• therapeutic circus work, etc.
For the reasons discussed, these forms of therapy are also preferable to
stimulant therapy, which takes a clear third place among therapeutic
approaches. At the same time an ongoing stimulant therapy should not be simply
discontinued. In such cases it should initially be complemented with the
therapy forms mentioned above and later reduced
or discontinued to the extent possible. Depending on the child’s age, it
is important for him or her to be included in evaluating the therapy from the
start. Many school children are capable of judging the efficacy of their
treatment very well themselves.
Constitutional Dominance of the Metabolic-Limb System Manifesting as a
Hyperkinetic Disorder (ADHD)
The Constitutional Aspect
Constitutionally hyperactive, impulsive behavior
with attentional impairment (ADHD) shows a marked
relation to the male sex, although in rare cases it also occurs in girls.
It is not unusual for the family anamnesis to reveal disturbed
development in earlier generations (father, male ancestors). Boys are
characterized by a relative dominance of the limb forces over the centralizing
head forces (which mediate inner calm and concentration); in these predisposed
cases, the dominance appears particularly marked.
This type of constitution favors a
“short-circuiting” between environmental stimuli and limb activity along with
deficient control (and guidance) of limb movement emanating from the head
(disturbed motor coordination is striking in many of these children).
From the embryological viewpoint it is noteworthy that the regulatory
connection between the nervous system and the musculature does not emanate
hierarchically from the nervous system, but rather arises as structures of the
central nervous system and the muscle blastemes are
“brought into agreement” by the organism (i.e. by an unspecified center!). When the central nervous system is recognized for
what it is: a reflective organ necessary to the steering of body movement; and
when the limb system is recognized for what it is: an independent system (34)
which together with digestive and metabolic processes comprises the primary
organ of the human will_then and only then does the
mediating task become clear which the human being must accomplish during development.
It is in the area of body and limb development that the female and male sexes
differ most markedly. An explanation based on brain metabolism (the
dopamine hypothesis), on the other hand, casts no light on the sex-specific
character of ADHD.
Interestingly, the primary effect of the nerve on the muscle cell is
that of inhibition (embryonically, fibrillation of
the muscle cell interrupted for the first time when the growing nerve fiber reaches and penetrates it), while the original
“modus” of every muscle cell is movement. In reality, the success of the
mediating task mentioned above is not
a process of the nervous system at all, but depends on the rhythmic
system that mediates between the nerve and limb systems and on associated
“soul” processes (respiration, circulation, spinal function and craniosacral rhythm – cf. (35). Movement and consciousness
must be “brought into congruence” out of one’s own forces_that
is the task.
As a rule, abnormal behavior on the part
children with hyperkinetic syndrome becomes especially pronounced when they are
in socially challenging situations. This too is connected with insufficient
development of the rhythmic system, resulting in insufficient connection and
interpenetration of the head and limb forces: The rhythmic system, which
provides for a “breathing, resonating” kind of understanding, becomes
“fragmented” by limb forces and impulses that take on a life of their own. The
other children
in a group as well as their parents are soon aware of this and need to
feel that their situation is understood by the doctor in detailed
consultations. The hyperactive children themselves also suffer, however,
feeling overwhelmed by their own limbs and their spontaneous actions.
In the metabolic area (just as in children with food intolerances), one
should be especially watchful for a labile blood sugar curve. Otto Wolff points
to the fundamental importance of the carbohydrate metabolism in hyperkinetic
children. Many of them display a marked lability of
the blood sugar level, which can lead to corresponding hunger phases (primarily
in the a.m.) with increased sugar consumption and correspondingly greater,
reactive blood sugar vacillations. Diet and medication can be effective here.
• It must be borne in mind that by its very nature, will-life proceeds
without memory, comparison or plan; it moves from the now towards the future.
In order for this to occur, the past must be forgotten. In a child who
is carried away by his will, this means that the function of conscience can be suppressed
and things
of value from the past can be destroyed without any feelings of regret
or guilt. Even an ability to lie without a bad conscience stems from the
unbalanced dominance of
the will-life. At any moment, however, this state can switch to feelings
of regret or guilt once the “intoxication of movement” has passed.
A crucial factor in hyperactivity is the child's relationship to the
father: Is he present? Is he active in their lives? As a man, by constitution
his role lies in the use of his limb forces; the more harmoniously he does this
and models it, the more positive the effect on the child. It is very important
to bring the father into the child's upbringing in an appropriate way.
Ergotherapy, artistic therapies, curative
education, school-preparatory work in small groups should always be considered
and—most importantly—implemented at the right moment. How deeply they can
change the constitution depends on the time of their use. The aim is to enable
the rhythmic system to mature in the second seven-year period, and in
hyperkinetic children the ground must be prepared for this (particularly at
pre-school age). An especially significant aid to children with constitutional
ADHD is offered by therapeutic eurythmy (see below),
which can be received quite positively when it is carried out correctly.
Concentration and perseverance is best learnt by these children through
meaningful physical activity [can become very skilled and engaged in this area
(in handicrafts)]. Constitutional remedies can have a decisive effect on the
symptoms. A selection of important remedies is presented below.
Vorwort/Suchen Zeichen/Abkürzungen Impressum