Kids who only want to be active in this laziness-endorsing socity are being given extremely powerful mind-altering drugs with extremely serious side effects (angina, hallucinations, bipolar disorder, high blood pressure, schizophrenia, and many, many more); in fact, the side-effects are far more alarming than the actual symptoms of 'ADHD' (if such a condition really exists)!!!
Let's start by looking at the symptoms of ADHD:
nattention, hyperactivity, and impulsivity are the key behaviors of ADHD. The symptoms of ADHD are especially difficult to define because it is hard to draw the line at where normal levels of inattention, hyperactivity, and impulsivity end and clinically significant levels requiring intervention begin. To be diagnosed with ADHD, symptoms must be observed in two different settings for six months or more and to a degree that is greater than other children of the same age. The symptom categories of ADHD in children yield three potential classifications of ADHD—predominantly inattentive type, predominantly hyperactive-impulsive type, or combined type if criteria for both subtypes are met::p.4
Predominantly inattentive type symptoms may include:
- Be easily distracted, miss details, forget things, and frequently switch from one activity to another
- Have difficulty focusing on one thing
- Become bored with a task after only a few minutes, unless doing something enjoyable
- Have difficulty focusing attention on organizing and completing a task or learning something new
- Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities
- Not seem to listen when spoken to
- Daydream, become easily confused, and move slowly
- Have difficulty processing information as quickly and accurately as others
- Struggle to follow instructions.
Predominantly hyperactive-impulsive type symptoms may include:
- Fidget and squirm in their seats
- Talk nonstop
- Dash around, touching or playing with anything and everything in sight
- Have trouble sitting still during dinner, school, and story time
- Be constantly in motion
- Have difficulty doing quiet tasks or activities.
and also these manifestations primarily of impulsivity:
- Be very impatient
- Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences
- Have difficulty waiting for things they want or waiting their turns in games
Most people exhibit some of these behaviors, but not to the degree where such behaviors significantly interfere with a person's work, relationships, or studies. The core impairments are consistent even in different cultural contexts.
Symptoms may persist into adulthood for up to half of children diagnosed with ADHD. Estimating this is difficult as there are no official diagnostic criteria for ADHD in adults. ADHD in adults remains a clinical diagnosis. The signs and symptoms may differ from those during childhood and adolescence due to the adaptive processes and avoidance mechanisms learned during the process of socialisation.
A 2009 study found that children with ADHD move around a lot because it helps them stay alert enough to complete challenging tasks.
Now, let's look at the side effects of ritalin (one of the main drugs used for 'treatment' of ADHD')
Some adverse effects may emerge during chronic use of methylphenidate so a constant watch for adverse effects is recommended. Some adverse effects of stimulant therapy may emerge during long-term therapy but there is very little research of the long-term effects of stimulants. The most common side effects of methylphenidate are nervousness and insomnia. Other adverse reactions include:
- Abdominal pain
- Appetite loss
- Blood pressure and pulse changes (both up and down)
- Cardiac arrhythmia
- Diaphoresis (sweating)
- Hypersensitivity (including skin rash, urticaria, fever, arthralgia, exfoliative dermatitis, erythema multiforme, necrotizing vasculitis, and thrombocytopenic purpura)
- Pupil dilation
- Short-term weight loss
- Stunted growth
- Xerostomia (dry mouth)
 Known or suspected risks to health
Researchers have also looked into the role of methylphenidate in affecting stature, with some studies finding slight decreases in height acceleration. Other studies indicate height may normalize by adolescence. In a 2005 study, only "minimal effects on growth in height and weight were observed" after 2 years of treatment. "No clinically significant effects on vital signs or laboratory test parameters were observed."
A 2003 study tested the effects of dextromethylphenidate (Focalin), levomethylphenidate, and (racemic) dextro-, levomethylphenidate (Ritalin) on mice to search for any carcinogenic effects. The researchers found that all three preparations were non-genotoxic and non-clastogenic; d-MPH, d, l-MPH, and l-MPH did not cause mutations or chromosomal aberrations. They concluded that none of the compounds present a carcinogenic risk to humans. Current scientific evidence supports that long-term methylphenidate treatment does not increase the risk of developing cancer in humans.
It was documented in 2000, by Zito et al.“that at least 1.5% of children between the ages of two and four are medicated with stimulants, anti-depressants and anti-psychotic drugs, despite the paucity of controlled scientific trials confirming safety and long-term effects with preschool children.”
On March 22, 2006 the FDA Pediatric Advisory Committee decided that medications using methylphenidate ingredients do not need black box warnings about their risks, noting that "for normal children, these drugs do not appear to pose an obvious cardiovascular risk." Previously, 19 possible cases had been reported of Cardiac arrest linked to children taking methylphenidate and the Drug Safety and Risk Management Advisory Committee to the FDA recommend a "black-box" warning in 2006 for stimulant drugs used to treat attention deficit/hyperactivity disorder.
Doses prescribed of stimulants above the recommended dose level is associated with higher levels of psychosis, substance misuse and psychiatric admissions.
 Long-term effects
The effects of long-term methylphenidate treatment on the developing brains of children with ADHD is the subject of study and debate. Although the safety profile of short-term methylphenidate therapy in clinical trials has been well established, repeated use of psychostimulants such as methylphenidate is less clear. There are no well defined withdrawal schedules for discontinuing long-term use of stimulants. There are limited data that suggest there are benefits to long-term treatment in correctly diagnosed children with ADHD, with overall modest risks. Short-term clinical trials lasting a few weeks show an incidence of psychosis of about 0.1%. A small study of just under 100 children that assessed long-term outcome of stimulant use found that 6% of children became psychotic after months or years of stimulant therapy. Typically psychosis would abate soon after stopping stimulant therapy. As the study size was small, larger studies have been recommended. The long-term effects on mental health disorders in later life of chronic use of methylphenidate is unknown. Concerns have been raised that long-term therapy might cause drug dependence, paranoia, schizophrenia and behavioral sensitisation, similar to other stimulants. Psychotic symptoms from methylphenidate can include, hearing voices, visual hallucinations, urges to harm oneself, severe anxiety, euphoria, grandiosity, paranoid delusions, confusion, increased aggression and irritability. Methylphenidate psychosis is unpredictable in whom it will occur. Family history of mental illness does not predict the incidence of stimulant toxicosis in children with ADHD. High rates of childhood stimulant use is found in patients with a diagnosis of schizophrenia and bipolar disorder independent of ADHD. Individuals with a diagnosis of bipolar or schizophrenia who were prescribed stimulants during childhood typically have a significantly earlier onset of the psychotic disorder and suffer a more severe clinical course of psychotic disorder. Knowledge of the effects of chronic use of methylphenidate is poorly understood with regard to persisting behavioral and neuroadaptational effects.
Tolerance and behavioural sensitisation may occur with long-term use of methylphenidate. There is also cross tolerance with other stimulants such as amphetamines and cocaine. Stimulant withdrawal or rebound reactions can occur and should be minimised in intensity, e.g. via a gradual tapering off of medication over a period of weeks or months. A very small study of abrupt withdrawal of stimulants did suggest that withdrawal reactions are not typical. Nonetheless withdrawal reactions may still occur in susceptible individuals. The withdrawal or rebound symptoms of methylphenidate can include psychosis, depression, irritability and a temporary worsening of the original ADHD symptoms. Methylphenidate due to its very short elimination half life may be more prone to rebound effects than d-amphetamine. Up to a third of children with ADHD experience a rebound effect when methylphenidate dose wears off.
Now, let's see what a professional has to say about it:
Priscilla Alderson is Professor of Childhood Studies at the Institute of Education, University of London.
"More than one in 20 schoolage children have been diagnosed with ADHD, and by 2007, some experts predict that one in seven schoolchildren will be on mood-altering pills - such as the infamous Ritalin - to control anti-social behaviour.
Yet not too long ago, ADHD was unheard of.
So have scientists identified an old disease - or invented a new one? The truth is that a disorder or a syndrome is not a medical diagnosis, but a collection of behaviours.
These are so broad and vague that almost everyone has them at some point. Getting agitated, losing your temper and being bored are classic symptoms of ADHD - but don't all children behave like that sometimes?
What has caused the rise in ADHD? I believe it has much to do with the destruction of real childhood - shutting children away in schools, crËches, homes and cars.
Recently, David Blunkett said he was 'reclaiming the streets' from young people. I believe we have already stolen the streets from them.
Once, they were the children's playground, where they could have freedom and fun, while their parents had some peace at home.
Now, it is a crime to 'hang about' with your friends. Local authorities have closed hundreds of parks, playgrounds, play groups and youth clubs.
Campaigns, such as 'say no to strangers', create fear. Adults are afraid to speak to a child in case they look like paedophiles. Children with problems at home may have no one to turn to.
Fear of accidents and of being sued leads adults to treat children like china dolls. Then, the safest place is on the sofa in front of the TV ads. Or playing computer games, or watching videos.
With all this enforced inactivity, children who try to be active are seen as abnormal or 'hyper'. Then doctors helpfully add drugs such as Ritalin to the stew of hyperinducing chemicals that children have already ingested from sweets and fizzy drinks.
So how could we help the children likely to be diagnosed with these 'syndromes', and their parents?
If we were serious, we would have to make major changes. Those who work the longest hours and on lower pay tend to be parents with young children.
After a day in top gear, it is hard to adjust to toddler pace, or enjoy an evening picnic. No wonder children have to react to get their share of attention.
Many British children are locked into frustrating, failing struggles with maths and literacy lessons that they could do quickly and easily when a couple of years older. Is this frustration manifesting itself as the classic anti-social behaviour exhibited by ADHD children?
I don't believe the statistics that condemn so many children to this label are fair. We need to look at the way society creates hyperactivity in so many children, and adults. And stop stigmatising - and drugging - the lively ones."
Read more: Does ADHD really exist? | Mail Online
Unruly behaviour by children is falsely attributed to ADHD and autism, academic claims Professor Priscilla Alderson claims in the Times newspaper that behavioural 'syndromes' are normal childhood restlessness of a generation stuck at home.
But Barry Bourne, an educational psychologist, who has worked with children for 35 years, rejects the claims that his profession is exploiting labels to make money.
July 28, 2003 - Source: This article is taken from The Times newspaper.......Priscilla Alderson, Professor of Childhood Studies at London University, said that syndromes such as attention deficit disorder and mild autism were being exploited by psychologists keen to “make a quick buck”.
Unruly behaviour by many children is being falsely attributed to medical complaints and syndromes when better parenting is needed, a leading academic has claimed.
Her conclusion will provoke fury among psychologists and the parents of affected children, who have spent years fighting for recognition of a range of behavioural problems. The National Autistic Society said that questioning the diagnoses would add to the “stress and confusion” suffered by many families.
The number of children registered with special needs has almost doubled over the past decade to 1.4 million — an increase from 11.6 per cent to 19.2 per cent in primary schools and from 9.6 per cent to 16.5 per cent in secondary schools. The term encompasses learning difficulties, such as dyslexia, to various syndromes on the “autism spectrum”.
Professor Alderson was backed by Eamonn O’Kane, leader of the National Association of Schoolmasters and Union of Woman Teachers, who said that members were cynical about an explosion in the number of special needs diagnoses and called for more support for teachers facing bad behaviour.
Professor Alderson said that it was often convenient for neglectful parents to claim that a child had a behavioural disorder. She believes that much of the increase can be put down to more flexible interpretations of normal childhood traits, such as restlessness and excitability. In our more gullible age, she says, this becomes attention deficit — which could be solved by engaging more with children and allowing them to let off steam in traditional fashion by playing in parks and climbing trees.
“I recently visited a special school which had 27 children diagnosed as autistic. Of those, only two that I met displayed the lack of eye contact and absence of empathy which denotes true autism,” she said. “Money is behind all this. Pyschologists want the work, and lower the diagnosis threshold accordingly. Special needs is an administrative device describing children who have extra needs from those provided for in the average classroom.
“Playgrounds and parks are empty, because of the scare stories about abductions. But children need the space and freedom to play, run and climb — without that, they are restless, and come to be seen as abnormally ‘hyperactive’.
“About eight children are murdered outside the home each year, compared with about 50 inside. Cooping up children inside homes is not going to do them any good.”
Professor Alderson, 57, who has three grown-up children and three grandchildren, admitted that her eldest daughter had been “difficult”, something she attributes to her naivity at the time about how to be a good parent. “By the time my other children came along I had realised that if you treat children as adults then they will behave accordingly.”
Teachers have complained about the growth in the syndromes, alleging that it gives pupils an excuse to avoid discipline. They are also suspicious about the number of children who are able to use a diagnosis to claim more time in their examinations. For a fee of £50, an educational psychologist or specialist teacher can attest that a child should claim at least 25 per cent extra time because they have behavioural or learning disorders.
Almost 37,000 11-year-olds were given extra time in their national test in English last year — up by 8,000, or more than 35 per cent, in two years. Similar increases were seen in maths and science tests.
Barry Bourne, an educational psychologist, who has worked with children for 35 years, rejected the claims that his profession was exploiting labels to make money. “In the past I think we had a very crude view of some of these disorders,” he said. “It is a very complicated issue. I think we have a much better understanding of what aspects make up a personality than we did when I first joined the profession. Personally I am convinced that family history plays a far more significant part than we believed in the past, and while surroundings and upbringing are also important alone they simply do not explain why certain people from the same family develop in very different ways.”
Mr O’Kane, general secretary of the second-largest teaching union, said: “A lot of teachers are very cynical about the reasons behind the boom in the numbers of these conditions. We need to do more to address the consequences for staff who have to deal with the bad behaviour.”
An internet chatroom used anonymously by teachers reveals the beliefs of many members of the profession. One posting, left this month by a teacher identified only as “re”, complained about students who “are whipped off to a psychologist and labelled if they show the slightest sign of misbehaviour”.
It goes on: “This ‘diagnosis’ then becomes an excuse for more misbehaviour — we have students with ‘mild tourettes’ and lots of ADHD — and yet they can behave well if threatened with punishment.”
Someone calling herself Miss Nomer responds: “Writing as a special-needs teacher, I am quite sure that a lot of it is complete b. I get sick of being trashed by some little s who then tells me I can’t punish him because his pill hasn’t kicked in yet. When you give a kid a syndrome, you give him an excuse.”
She blamed “uppity parents looking for compensation, extra funding, a stick to beat teacher and an excuse for their kid’s obnoxious behaviour and their inadequate parenting”.
Eileen Hopkins, a director of the National Autistic Society, said: “This can only add to the stress and confusion that many families face. The importance of receiving a correct diagnosis cannot be emphasised enough. Access to the most appropriate education and support depends on it. No reputable diagnostician is likely to make an on-the-spot diagnosis. Our experience is that diagnosis is still a battle for many families. Teachers believe the numbers of children with an autistic spectrum disorder is on the increase.”
Many young children feel unsafe in local parks as these are often dirty and dominated by gangs of older youths, a report says today. Lack of opportunities to play out safely was the top concern of 5- to 13-year-olds from deprived parts of England, according to research by the education watchdog Ofsted for the Government’s Children’s Fund.