A Vision for ADHD

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I want to take ADHD to the world. Too often ADHD is met with a lack of understanding and a great deal of critical disbelief. Even those who care and have taken the time to become educated in this area often don't seem to fully understand.

We as a group need to get past the idea that "different" is bad. We have such great strengths and much of our recent historical progress could be attributed to those who think differently. We need to be one voice; proud of whom we are instead of always apologetic for not fitting in to "normal" expectations.

I would rather be part of the rare few than be just another sheep in the pasture. It is my personal mission to develop opportunities for excellence, on our own terms, for those with ADHD. Imagine a system of wide-spread support, education, public information, networking and empowerment.

What kind of success could we achieve for ourselves and for our society, if there were open-minded educational opportunities for the ADHD'rs of the world? What if 10% of our schools thought like the approximately 10% of the individuals did? If we had schools that focused their efforts on developing the creative strengths of the ADHD'rs while spending time training them to organize, plan and delegate efficiently, the possibilities would be limitless. Instead, our children are trained in an environment where the educators are trying to be "accommodating" to our "difficulties". What if schools were structured in a way that encouraged targeted thinking without the limits of a textbook or classroom plan that at times may be incorrect or, at best, stifling for the imagination? If properly established, the results could be so staggering, as to the member of society that it produces, that people would be clamoring to get their children labeled as ADHD, so they could participate in the "gifted" schools.

Our minds have their greatest capacity for learning in our earliest years. So why do we create the most indelible imprint on a child's understanding that they are anything less than the brightest sparks that they are? We are taking some of our greatest, brightest resources and crushing them before they have had a chance to truly share their gifts.

We have taken a backseat to the needs of those within the bell curve. Is this possibly efficient rather than effective? How often is popular opinion or popular choice downright wrong? Using the 80/20 Principle/Pareto's Principle, we could suggest that 10% (to 20% - work with me here) of our students will be producing 80% of society's results in the future. Are our schools sure they have picked the right 20% to design our schools around? What if they are wrong?

I believe that the world of ADHD needs new educational and supporting opportunities now and that a few can make the difference for many.

Stay tuned my friends. I am not even close to finished.

ADHD Accommodations and Support

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Recently, someone had asked me what my view was on the following, in regards to ADHD:

- What should a person with ADHD reasonably expect from society in terms of accommodations and support?

- To what extent should society make accommodations or allowances for ADHD disabilities?

- How hard should a person work to make their ADHD behavior/performance conform to that of people without disabilities?

My deepest belief is that we cannot rely on the government to take care of every individual in every circumstance. Unfortunately, we live outside the bell curve when it comes to "normal" needs. Therefore, I think we have to strive to do more with less. Condoleezza Rice was taught by her father early on that, as a black person years ago, she would have to work twice as hard to be considered half as good. She clearly has risen to the challenge. Sometimes adversity makes us stronger.

That being said, where accommodations exist, a person with ADHD should seek to use those accommodations. Why would we take a bright child, who has difficulty staying focused during a test and punish them, providing them a damaging label of a failing grade, and hurt their self-esteem? There are those who would see extra benefits of additional testing time, as an example, to be an unfair advantage. As a society, do we not have an obligation to reach the greatest potential of each of our citizens, even if they think differently? This seems to benefit the society as a whole if we can help all to hit their potential.

The person who has ADHD equally has an obligation to society, as well as themselves. We should always strive, in our lives, to self-improve and grow. We are equally responsible for our own success. This means that we should come to understand our differences - strengths and weaknesses alike. The more we can reduce our negatives and strengthen our positives, the more we are improving the overall society.

Conforming is not always the answer. In general, the best situation for a person's mental health and well-being is one in which we have built a life around our strengths. If you are a scatter-brained artistic type, then build a life celebrating your creative ability and have someone else manage the mundane details that drag you down. I wouldn't suggest that someone force themselves to conform to an environment that does not bring out the best in them.

Remind yourself that the only one who can change you or your life is you. No one will do it for you. Find your balance, seek self-improvement and then celebrate your ADHD!

You are the Cornerstone of Tomorrow

The ADHD Hunter needs your help! Those who have been following since the beginning know, that as someone with ADHD, I can't sit still very long.

My intentions are to grow this site into something much bigger and better, in the coming months. I cannot give out too many details just yet, but I expect that this site will become your favorite destination for addressing ADHD issues.

I know that many of you have experienced some great value to date. Please return the favor:

Click Here to take a brief, 6 question survey.

Your answers will become the cornerstone to something pretty big and exciting, specifically for the ADHD community.

Thank you all for your support and encouragement and thank you for your help in this survey.

- Chris

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A Hunter Walks in the Woods

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I am sure many of you have heard of studies indicating that time spent outdoors in a green environment can substantially reduce symptoms of ADHD. The various studies indicate that being outdoors alone doesn't have the same impact and also that just being in green surroundings indoors doesn't appear to have any affect.

Few of the studies seem to address why an improvement is seen. Logic would tell us that we are burning off energy playing in open spaces, instead of sitting in front of a TV or computer. Maybe, but I believe there is something more to it. I believe that the reduction of our ADHD symptoms is the result of what we see.

Some of the theories on ADHD point to a need for stimulation. That is why the Hunter-type tends to look for excitement. We tend to live our lives a little more recklessly than the Farmers. We need stimulation to allow our minds to focus. Sitting still and doing routine tasks can be torturous. Many of us take stimulants that would have others a shaking, nervous reck, but are calming to us.

I believe the keen eye of an individual with ADHD views something like the woods a little differently. While the Farmer would see trees, bushes, a path and a brook, the Hunter sees an entire world. The branches overhead form an intricate nebula, tracing interconnected paths across the sky. The millions of leaves shimmer in endless shades of greens, yellows, reds and oranges. The path at your feet undulates randomly, reacting only to wind, rain, time and the steps of those before you. The brook sparkles, dances and gurgles, coming from some unknown source and dissappearing on its way around the bend. This explosion of stimulation asks nothing of us except that we absorb its sights and sounds. We won't be tested. There is no deadline for viewing it. There are no consequences for missing a detail. Endlessly stimulating, yet without pressure or judgement.

Since I was a young child, I have found my sanctuary in the woods. When I was having difficult times in my teens, a walk in the woods could put anything in perspective. Now, I spend a great deal of time at a desk, sitting in urban traffic, stuck on delayed flights. I live in a rather developed urban/suburban area. Those walks in the woods are more valuable than ever. Their restorative effects are quite reliable.

Now, with my two pre-teen Hunters, they too are learning that a walk in the woods is part of a healthier, happier life in living with ADHD.

Inappropriate vs. Inconvenient

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I'm teleporting back in my life - let's say about 35 years. I'm on the street where I live in a Long Island suburb. There are about 15 of us - kids of all ages. What do we have in common? We all have guns!

Plastic pistols and machine guns that go clack-clack-clack. Many forced us to yell "BANG!" or (insert your favorite childhood fake gun sound here). Some were made of conveniently shaped sticks when there were more kids than guns. We'd hide in bushes waiting for the "bad guys" to come. Shouts of "I got you!" and "No way - you totally missed me!" could be heard for hours.

Those were some great afternoons.

For thousands of years, societies have looked proudly to the stories of their war heroes. Those heroes were revered for their selfless sacrifice, courage, valour, fortitude and bravery. Even today, our government runs commercials daily that show young people and children how "great" a life in the military is. The commercials range from the Seal team creeping out of the water in the dark of night, leaving no trace of footsteps after the next wave hits the shore or giving humanitarian aid to some village in need. It makes quite an impression on a young child. Teenage Mutant Ninja Turtles were cool, but this? This is real!

It is no wonder that a young boy has a fascination with "army stuff". Guns, soldiers, cool uniforms, attack vehicles - the list goes on and on. Factor in the most popular video game titles? Halo, Call of Duty, World of Warcraft (10 million paid subscribers paying $180 each year). You might say there's a little interest here.

Now let's focus a bit on the current day. When I say current day, let's say post-Columbine - that horrible day of April 20, 1999. Two students at Columbine High School went on a rampage, killing 12, wounding 23, then commiting suicide - all with guns. To say it changed a nation is an understatement. After an event like that, inquisitions begin. Naturally, those close looks eventually become blame-fests. What the school admistrators did wrong. What the police did wrong. What parents and students did wrong. How did we ignore the signs?

Self-examination is important after such an event. History repeats itself and we should learn from our mistakes. There are other factors here as well: preventative lawyering and risk reduction. We live in a litigious society. We are threatened every day by lawsuits that are sometimes valid and sometimes frivilous and parasitic. In reaction to these threats, schools have taken a "zero-tolerance" approach to anything having to do with guns in a school environment.



When a young boy draws a catalog of his imagined army, this is deemed as inappropriate in today's zero-tolerance schools. Inappropriate and in need of punishment. "Off to the school psychologist! We're very concerned" Very concerned??

Let's put this in perspective. A child draws pictures of the thing that has been programmed into a society for generations. Due to a school district's fears of a lawsuit down the road, the child is sacrificed. This places very conflicting standards on the child. Returning war veterans from Iraq and Afghanistan = Good; Drawing a picture of them = Bad. What are we teaching our kids? This is a very black and white solution to a world with many shades of gray. How many systems and infrastructures must we destroy with knee-jerk, reactionary policies?

Was the picture "inappropriate" or was it "inconvenient" to the schools risk-reduction program, instituted by a lawyer who has no interest in the right of expression of a child?

By the way - last I checked, none of my childhood freinds had gone on a gun-toting rampage in their later years.

Coexisting Conditions of ADHD

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Often, an individual who is negotiating with ADHD in their life will also experience other coexisting conditions, or comorbidity. The rate of occurence for various other conditions can be surprisingly high and can make diagnosis and treatment more difficult. It is believed that as many as two thirds of children with ADHD have at least one other coexisting condition.

In an effort to inform parents, educators and others involved in maintaining the well-being of children in their care, we will give a very brief overview of some common coexisting conditions of ADHD.

Oppositional Defiant Disorder:
It is estimated that up to 40% of individuals who have ADHD also present symptoms of Oppositional Defiant Disorder. This can take form in resisting/resenting authority figures, being argumentative and deliberately annoying others, as some examples.

Conduct Disorder:
Conduct Disorder is found to coexist in 25% of children, 45-50% of adolescents and 20-25% of adults. Some presentations of Conduct Disorder are aggression towards people or animals, property destruction, stealing from others and running away from home. If ignored, this can often result in legal difficulties down the road.

Anxiety Disorders:
As much as 30% of children who are dealing with ADHD are also experiencing Anxiety Disorders. Frequency in adults is less clear with estimates ranging from 25% to 40%. Children with Anxiety Disorders have extreme feelings of fear, worry or panic that make it extremely difficult to function. These disorders can produce very real physical symptoms such as racing heart/pulse, sweating, diarrhea and nausea.

Mood Disorders:
This effects about 18% of children with ADHD. Often, there is evidence of a family history of these conditions. Frequently crying, with no apparent reason, or becoming easily irritated with others are some likely clues.

Depression:
Varying estimates, between 10 and 30%, have been made as to the number of children with ADHD who also are showing signs of depression. In adults with ADHD, it seems to worsen, with estimates of about 47% presenting. Repeated negative social experiences can significantly damage self-esteem, leaving the child, or adult, discouraged and in despair.

Tics or Tourette Syndrome:
Less than 10% of those with ADHD also present signs of Tics or Tourette Syndrome. Conversely, approximately 60% of those with Tourette Syndrome also have ADHD.

Learning Disabilities:
Learning disabilities are conditions that make it difficult for a child to master skills such as math or reading. Although ADHD is not a learning disability, it can make it hard for a child to thrive in school. Up to 50% of children with ADHD also have some form of learning disorder.

As I am not even remotely close to being a doctor, I will leave the reccomended treatments and therapies to brighter minds. Instead, the intention here is to raise awareness that these coexisting conditions not only exist, but occur quite frequently. If we are watchful, maybe someone we are close to or working with might benefit by our ability to see the signs as a need for additional help.

ADHD & Taxes

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Here it is again - 10 days left until April 15th. U.S. federal, state and local taxes will be due. And once again, my ADHD procrastination circuits are rocking!

I am fortunate that I have a couple of unexpectedly free days to do the work. It won’t matter. I will lock down my free time approaching April 15th as “committed” to preparing my taxes. I will stress over the work. And then, I will do anything but the taxes.

It’s amazing how happy I can be at these times discovering loose handles around the house that need tightening. The garage will implore me to come and pick up a broom, after ignoring it the rest of the year. What better time to empty and re-fill the hot tub or wash the cars. Anything but the taxes.

I’m running out of free days. I will eventually launch into high-speed, around the clock sessions to complete the work. The kids will know better than to go near Dad in the office. I’ll use words that will probably deserve a little soap. It won’t be pretty.

I’m going to keep this post brief - I have to get to my taxes….. (wow - I just noticed how badly my desk drawer needs organizing!)

We've Moved!

As further evidence of my ADHD mind, I present to you the following:

I have decided that after three weeks of learning about blogging, how to use and fine-tune Blogger and developing a writing flow, the next step was obvious! Time to start over!

I have made the switch to Wordpress. A number of nagging issues came to a head when one Twitter friend was having difficulty subscribing to the feed. I will continue to update both sites for the next few weeks, then I will discontinue the updating of Blogger.

In business, as well as in life, you have to believe in what you are doing. Staying on a particular course, because it is easier than correcting, is a sure path to mediocrity.

There will be some minor changes in the coming days. My intention is to keep it simple, clean and focused on the content.

Please update your bookmarks, links, subscriptions, etc. to Hunter in a Farmer's World here.

Thanks for all of the encouraging support!

There's No Checkbox For My ADHD Child

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What do you do when your ADHD child does not fit into someone's checklist?

We just had a meeting with our school district's Special Education committee. We had requested an evaluation for our son for an IEP, or Individualized Education Plan, due to his ADHD and Asperger's. As described in earlier posts, his ADHD and Asperger's have been interfering with his focus in school and hurting his relationships with peers and teachers alike.

PJ was put through a series of psychological and intelligence tests. His standardized results came back as someone with superior to very superior abilities, often ranking in the 98 and 99 percentiles. His ability to respond to instructions was relatively low. Put in terms of PJ's experience, he has some tremendous potential, yet he has had substantially lagging grades.

Remembering homework and bringing home books has been challenging to say the least. One of the benefits we were hoping to get for PJ was some additional monitoring or oversight in regard to these assignments.

At the IEP meeting, there were many present, including the school's principal and psychologist, PJ's main teacher, PJ's psychiatrist, individuals responsible for the testing, a chairperson from the school district, Dawn and myself. All participants seemed concerned for PJ. His attendance in school was getting worse and worse. Indications of depression were beginning to show.

When all the discussions and empathetic looks were over, it came down to this: "His support systems are great!", "He seems to be doing well!", "We should continue to monitor him"(insert look of concern here). To really make the committee's difficulty clear, we have "I don't even have a checkbox we could use for him in my state forms". Lastly we are given "You can always request this meeting again" (insert hopeful smile here). Wow. How is it that I was not overly surprised?

As the appointed day for the meeting was approaching, I had come to the recognition that we were somewhat on our own. There is no government sponsored public education system that was going to hold our hand and steer us towards the best possible situation for PJ. They are tuned into education for those within the bell curve - the "normals". I don't mean to imply that they don't try or that they don't care. They clearly do care and are working with what they have internally and externally. But in PJ's case, it's not enough.

As in many walks of life, you are your own best advocate. Don't wait for your child's educators to pat you on the fanny and send you off with a "success guarantee" tucked neatly in your pocket. We have found that our greatest tools are thinking outside the box and taking direct responsibility for the results.

Don't be locked down to conventional thinking for your child. Instead of trying to force your "round peg" child into a "square hole" world, look for and enhance their strengths.

PJ loves drawing, computer generated art and Flash animation. By 10 years old he had taught himself to design animated cartoons using Flash. He was also posting those animations online and getting great feedback from adult artists. When PJ says he wants to be a graphic artist or game designer, we don't ignore him. We look for ways to encourage him in his endeavors. What better way to find success than doing what you truly love.

Find what puts your ADHD child in "the zone". Give them the opportunities to find their life's vocation even if it's not what you would consider a traditional path for them.

To paraphrase a favorite movie, "We don't need no stinkin' checkboxes!"

- Peace