A Re-Examination of ADD/ADHD and Childhood Behavior Concerns
A Systems-Based Holistic Approach to Addressing ADD and ADHD Behaviors

For a deep, comprehensive understanding of youth behavior issues, and a range of interventions that empower clinicians to facilitate rapid, lasting progress in clients without the need for medications or intrusive behavior modification plans
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Jed Shlackman, L.M.H.C., C.Ht.

Copyright 2004, 2005 – All Rights Reserved.  This text may only be distributed in its entirety and may be quoted based on fair use provisions of U.S. Copyright Laws.

With nearly 15 years of research and clinical experience in psychology and counseling, Jed Shlackman has worked to integrate the most effective interventions and most advanced theoretical perspectives to facilitate positive transformation and lasting improvements in clients.  Jed has examined the roles of many treatment approaches for addressing emotional and behavioral challenges with children, including cognitive, behavioral, psychosocial, pharmacological, nutritional, dietary, family therapy, educational, spiritual, oriental medicine, energy medicine, energy psychology, play therapy, expressive therapy, sound therapy, biofeedback, neurofeedback, hypnosis, and parenting skills.  Through research and experience, Jed has recognized the need to examine all aspects of a person's being and the interactions between the individual and the individual's environment in order to identify ways of facilitating change.  The existing dominant models to address these issues are only designed to address behaviors and emotions from a limited perspective.  It is recognized that any human perspective is inherently limited, and that part of growth as a therapist may include expanding one's perspective and awareness in order to have more resources and insights to assist clients.  As a result of these recognized limitations in the mental health field, response to treatment is often inconsistent and unpredictable.  In some cases, common treatments may only facilitate short term improvements, may only facilitate slow or minimal progress, or may even be followed by deterioration or a shift in symptoms rather than clear positive outcomes.  It is hoped that by helping caretakers and professionals expand their perspectives and their awareness of issues relevant to youth psychological functioning, those who are in a position to guide and nurture youth will be better prepared to handle youth who present significant challenges and will be aware of more treatment options and of existing clinical and empirical findings associated with a broad spectrum of treatment methods.

One of the goals of this course and text is to present a systems based holistic approach to addressing ADD & ADHD behaviors.

Readers and course participants will be able to do the following upon completion of the course:

- Understand these behaviors as often indicative of difficulties with self-regulation and balancing.
- Recognize that the mind and body are an integrated feedback system.
- Learn to decode this feedback rather than merely suppressing the behaviors for convenience.
- Value the individual's self-healing instincts and coping skills.
- Understand how stressors can lead to reactions of hypervigilance or scattered attention
- Recognize how lack of nurturance can lead to reactions of excessive stimulation-seeking behaviors
- Learn how nurturing the body, enhancing family relationships, and managing stress help restore balance and resolve ADD/ADHD symptoms.
- Recognize that stress is a quality of experience that can be triggered by anything that disrupts routine or threatens the sense of balance and well-being within an individual or system.
- Identify potential benefits of the following:
> Physical Exercise
> Massage, Bodywork, & Energywork
> Oriental Movement Arts
> Nutrition
> Family bonding
> Neurofeedback
> Energy Psychology
> Nurturing creativity

- Understand how the interaction of the individual with his/her environment shapes brain development and brain activity.
- Conceptualize ADD/ADHD functioning as part of a continuum of functioning that tends to be fostered or augmented by an individual's reaction to certain types of environmental variables - not a "disorder" pre-ordained by genetics or any other specific factor.
- Recognize how behavioral and pharmacological interventions may impair emotional development and maturation if used in place of interventions suited to building internal locus of control and coping skills.
- Examine how current major approaches to "managing" ADD/ADHD symptoms may perpetuate the underlying patterns within the individual and the environment that give rise to the dysfunctional behaviors, regardless of short term success in suppressing symptoms.
- Recognize how mental health diagnoses are based upon subjective comparisons to social norms rather than upon an objective definition of "disorder."
- Examine assumptions inherent in common efforts to get individuals to conform or adapt to social demands and the role of individuality in society.
- Understand how the standard methods of diagnosing and categorizing behaviors often limit the practitioner's ability to analyze the circumstances surrounding the client's state of functioning as well as the ability to recognize the range of interventions that are likely to facilitate positive growth and transformation in the client.
- Generate hypotheses and examine existing research about the comparative effects of interventions, focusing on identifying which approaches are likely to produce permanent or lasting resolution of disturbances.

The goal here is to empower the client to function in a healthy, balanced manner, independent of external management.  This empowers the client and reduces health care costs, benefiting everyone except for those who may expect to maintain business by providing ongoing care to manage (rather than help clients resolve) mental health problems or adaptation difficulties.

Since each person is unique, the means of restoring balance will not be identical for all persons who have been diagnosed with a given condition.  Thus, research efforts focusing on a magic bullet pill or specific psychosocial intervention will fail to achieve progress toward addressing the full needs of an identified population.

To begin the discussion of the ADD/ADHD controversy, I will mention here that approximately 10% of children in the United States have been diagnosed as having ADHD or other disruptive behavior disorders.  Major medical and mental health organizations estimate that approximately 80% of children diagnosed with ADHD will continue to have this condition through adolescence and adulthood.  The most widely promoted and prescribed treatments include psychotropic drugs, primarily stimulant drugs, although anti-depressants and anti-psychotic drugs are also prescribed to manage and suppress ADHD associated behaviors.  If the alleged "disorder" remains then these treatments must not be offering any resolution or healing for those being treated.  Those truly benefiting from this situation are people and organizations who sell pharmaceutical drugs and who provide various books, classes, and management strategies for "coping with ADD/ADHD."  One of the more prominent persons who has built his career on promoting orthodox ADD/ADHD beliefs is Russell Barkley, Ph.D..  If he suddenly admitted that everything he has been claiming for the last few decades is misleading then his career and income flow would be expected to rapidly wane.  In a personal communication with Dr. Barkley, he reported to me:
"I do not give equal weight to all proposals of etiologies or management of ADHD regardless of the quality or lack thereof concerning the literature that may exist about them."
Dr. Barkley avoided addressing specific issues I raised with him about empirical data related to ADHD and ADHD treatments, while he acknowledged that a small percentage of his income comes from pharmaceutical industry sources.  He referred me to a previously published 2002 consensus statement about ADHD which itself ignored the issues I questioned Dr. Barkley about.  This is the state of the mainstream research and treatment community's approach to understanding ADHD - protecting dogmatic views which keep a system in place that maintains reputations and wealth for people in certain industries.  Meanwhile, there are increasing reports of adverse experiences related to pharmacological treatments of mental health concerns and reports of ongoing increases in mental health disturbances in the population.  So, it would appear that mental health treatment is overall not very effective, which necessitates a need for ongoing "management" of symptoms.  Claiming that ever more people have mental illnesses and need treatment is in part a way to support "growth" in the mental health industry, as the socio-economic paradigm in which we live is based on this idea of business and corporate growth.  Actually offering effective healing support would harm the industry, for once people are "cured" and in charge of their own health, then who would be left to treat?

IMAGINE for a moment that you look at a movie or picture with stimulating content, such as violence or eroticism.  Does your pulse, breathing, or body posture shift in association with this experience?  Most likely, YES!  Now, suppose you took a drug or herb of some sort that triggered a similar shift in your body's vital activity; would this lead you to start thinking about violence or eroticism?  Depending upon your past experiences and resultant mind-body associations, it certainly might.  Some people consume alcohol and feel relaxed and calm, while others consume alcohol and become rude and violent.  Same chemical, yet different reactions!  Simplistic linear thinking cannot provide an adequate understanding of ADHD/ADD behaviors or any other health issue.  The dynamic interactions of mind, body, and environmental variables must be examined and conceptualized to provide insight and generate positive healing interventions.

Each human being is a manifestation of multiple levels of consciousness.  Behaviors can be quantified, but consciousness can't.  Consciousness lies behind all behaviors, yet the psychological field has no way of directly measuring consciousness.  Instead, behaviors are measured and plans are made to provide interventions that are expected to influence some level of consciousness to facilitate a shift in the behaviors.  For example, a token economy may be instituted to increase a desired behavior or limit a disruptive behavior due to the idea that the individual's motivation to gain the identified rewards or reward credits will override whatever was motivating the individual to act in unacceptable ways.  Family therapy may be employed due to the idea that an individual's behavior is motivated by his/her reaction to patterns of behavior or communication involving other family members.  Psychotropic medicines or nutritional supplements may be prescribed due to the idea that the individual's mood or actions are motivated by some response to the biochemical state of the brain.  Notice how each intervention focuses on a specific area or factor that is believed to influence motivation, and presumes that the targeted area or level is of greater significance than other levels for addressing the therapeutic concerns that have been presented.  Also, most theories attempt to outline linear cause-effect relationships between variables, ignoring the evidence that consciousness functions in non-linear dynamic systems.  As clinicians it is useful for us to examine what assumptions underlie our interventions and to be able to step outside of these assumptions to see a larger context.

Let's look at the implications of key words we will use in discussing these issues:

Consciousness - a quality of awareness.  The "mind" that we normally think of is a self-aware form of consciousness that has a concept of "self" and external surroundings.  Many scientists, philosophers, and theologians are convinced that all things in creation exhibit signs of consciousness, but at much different levels on a continuum of self-awareness.  Each cell in our body has an awareness of what it needs to do to stay alive and function according to its role in the human body.  Our ordinary conscious mind has minimal influence over involuntary body activities, and at most times only guides voluntary movement.  However, research in hypnosis and other states that access deeper levels of awareness/consciousness show that there are levels of the mind that exhibit much control over seemingly involuntary body processes, such as perception of pain, allergies, hormone regulation, immune function, asthma, and other phenomena.  Consciousness, at the very least, cannot be thought of as something not influencing physical processes.  In leading theories generated by theoretical physicists, physical reality and matter are ultimately illusory and are just a product of how we [through human incarnations] perceive fields of energy and information generated by consciousness.

Motivation - a function of consciousness that guides behavior.  Etymologically, this word suggests the idea of that function of the mind which puts things in motion or action.  Since a human being is a composite of multiple layers of consciousness, different motivations may conflict with one another in the same individual, and different motivation sources may dominate depending upon the issue in question.  For example, one may consciously feel motivated to jump in the air and fly from the top of one skyscraper to another.  However, even if a person were consciously unaware of gravitational forces or the inevitable result of such a jump, there would usually be some level of awareness within that person which would lead him/her to refrain from the jump due to the motivation to stay physically alive.  Even persons who have never learned that snakes and spiders may sometimes be poisonous will often have fears of these animals that have no identifiable conscious origin.  Another provocative example is a person who loves to taste peanuts, but displays a severe allergy upon coming in contact with peanuts.  The conscious mind is motivated to taste peanuts but the consciousness of the relevant system of the body is acting to reject this food.  People with habits and addictions that frustrate them are another example of this phenomena of conflicting motives.  Most psychological theories and therapies have a chart or formula of some type to explain how motivation works in the theory, even if the term motivation isn't mentioned.  Unfortunately, these theories do not consider the complex and multi-leveled nature of consciousness and motivation that we are attempting to examine here.  Popular psychological theories are often useful for examining some forms of motivation, but will leave a clinician stuck if motivations related to therapeutic concerns lie beyond the scope of the theory.

Behavior - observed actions.  This is easiest to define.  This is the outermost level of what psychology is concerned with.  However, in the modern managed care model of mental health, behavior has become the focus of diagnosis and treatment, leading clinicians away from examining consciousness and motivation in an in-depth manner and instead shifting toward therapies that focus on the "conscious" level of mind and biochemistry.  Popular current approaches include "brief therapy," behavior modification, and pharmacotherapy.  Current mental health institutions often use the phrase "behavioral medicine" in their name, reflecting the bias toward examining and manipulating behavior rather than balancing and transforming consciousness.

Cognition - active awareness.  Cognition means the act of awareness.  This includes the idea that our minds function to process information from our environment and experiences.  Thus, whatever we become aware of gets processed in some way according to our existing beliefs, values, expectations, etc.  Cognitive therapies focus on the conscious level of this process, but usually don't take into account that an individual's mind is not integrated and unified in its beliefs, motives, values, etc.  For example, one's conscious mind may recognize that fear of being on an elevator is irrational and disabling, but some aspect of the person's consciousness may still react to elevators with panic.

Emotion - a quality of experience that provides feedback to the individual regarding how experiences relate to the individual's values.
For example, when a person experiences fear in response to the environment then there is most likely a value of safety or stability that has been threatened based upon the individual's perception of the environment.  If a person had no value or concern for being physically alive then situations considered by others to be dangerous would not produce any fear or unease in this particular person.  In fact, if the person wished to leave the physical realm and highly valued the prospect of entering an afterlife state then the signs of physical hazard could facilitate happiness or enthusiasm in that person.  This is an extreme example, especially since the life-preserving instincts/values of the body would normally override any "death wish" developed by the conscious mind.  Nevertheless, this shows how emotions provide feedback related to values, and it can't be assumed that people will always react the same to any external situation or environment.  Emotions are usually powerful energizers of behavior, in that the more strongly someone feels about something the more likely that individual is to act.  Lasting reduction of dysfunctional behavior usually necessitates work on neutralizing and transforming the emotions that drive the behavior, whether the client is conscious of the emotions or not.  A combination of psychodynamic, cognitive, and mind-body (holistic) therapies may be helpful in facilitating the release/dis-charge of suppressed feelings and a shift in values and beliefs to minimize the likelihood that unhealthy emotions and associated behaviors would be recreated.  Physical detoxification and improved nutritional and lifestyle practices may also help with this emotional cleansing and psychological transformation.

Brain Hemisphere Duality & Synchronization - in humans, the brain is divided into 2 hemispheres, which are normally active separately in processing information and have limited communication between one another.  The left hemisphere is usually active in logical, linear thought processes and linear mathematical calculations.  The right hemisphere is most active when a person is engaged in creative activities and receiving intuitive impressions.  There are some structural differences in brain morphology between human males and females that could explain why the genders have been historically adapted to different societal roles, although these differences can be substantially overridden by how we use our minds, as brain activity responds to psychological activity just as much as psychological functioning is influenced by physical brain characteristics and neurological activity.  Sound tones, visual patterns, and other stimuli have been used to help persons enhance communication between brain hemispheres and improve utilization of the brain's cognitive processing capabilities.  The brain appears to function as an interface for consciousness to interact with the physical realm using the body, and there has been much evidence accumulated to refute the idea that consciousness arises as an effect of the brain's development.  Just as a computer is not a root source of information or data but a tool for input, output, and processing of information for humans, the human incarnation is metaphorically just such a tool for aspects of consciousness which are part of an immeasurable spiritual creative source.  I encourage everyone to consider the implications of these concepts, and how such concepts challenge limitations and deterministic assumptions often maintained in the health care field.  To use another metaphor, if one's TV cable line is malfunctioning, does that impair the production of the show or source of the transmission, or just the transfer of the signal/data to your own home and TV set?  When someone is "brain dead" the physical realm does not cease to exist nor does the spirit/consciousness that has been immersed in the physical realm.  Those in comas sometimes recover and report witnessing things that actually happened while they were virtually "brain dead," since their consciousness was able to view the physical realm from an "astral" or etheric perspective that doesn't depend upon physical body senses and the brain's processing/filtering of those physical sensory inputs.

Dissociation & Multiple Personality Syndromes - persons suffering from trauma, especially early trauma or severe trauma, may display a fragmentation of personality.  Distinct personalities may develop that are unaware of other personality fragments and of actions carried out by the other personalities, with these alternate personalities alternating control of the person's conscious mind according to external cues and stressors.  Nazi scientists in Germany were involved in experimenting on subjects to develop methods of creating dissociative identities which could be directed for intelligence and espionage purposes.  This research was later expanded by groups in other countries, including the U.S. CIA, which further developed these efforts in sub-projects under the MK-ULTRA project umbrella.  Many leading doctors and mental health professionals worked with these projects and accumulated extensive information about the dissociative process and methods of deliberately programming persons based on these findings.  Distinct changes in physical condition and physiology have been documented with personality shifts among those with genuine dissociative syndromes.  Understanding the realities of DID and MPD are useful in recognizing the complex nature of consciousness and personality structure.

Feedback System - a system where there are one or more units that process information and adjust their activity according to the perception and processing of information generated by this system.  All feedback systems present the possibility and likelihood of change, as a system where change is impossible would not be able to use feedback.  In our world where our physical body is integrated with our mind, we have "experience" which is the feedback generated by how we perceive external occurrences associated with our presence in the physical world.  Our body has "programs" to protect itself and preserve its integrity, so it perceives things which may harm it as unpleasant - for example, you feel pain when you touch a fire or hot iron, your sinuses feel irritated when you are first exposed to cigarette smoke, you feel pain when physically struck, etc.  Psychological programs, however, may often override these body programs - for example someone may begin to crave cigarettes, feel stimulated by physical abuse, and even be able to numb physical sensation when touching flame.  We have "programs" for handling feedback, while we are able to adapt or transform these programs as our awareness shifts.  Our individuality and self-awareness are key to our power and capacity for change.  When we experience an unpleasant symptom we can try to trace the symptom to the factors that lie at its origin.  For instance, a phobia will be triggered when we become aware of some external stimulus that elicits fear in some aspect of our consciousness.  How did this fear develop or become a program in one's consciousness?  Usually, some past emotional reaction to an experience is involved.  Beneath the emotional memory may be a dysfunctional belief or identity structure.  Even if we access and clear the memory pattern and emotional charge the belief may remain and contribute to future emotional reactions that trigger symptoms.  Also, if we confront and transform the belief on a conscious level, we may still encounter residual symptoms from the emotional charge and the body, as these are guided by deeper levels of consciousness.  The new awareness and beliefs must be communicated through ALL levels of consciousness connected to the individual.  Conventional therapeutic modalities do not utilize such a concept and don't have techniques for facilitating such communication.

OVERVIEW OF THERAPEUTIC APPROACHES

Behaviorism:  Behavioral psychology focuses greatly on how rewards and punishments may be used to shape and control behavior.  It has been used extensively with animals, having arisen in modern times from the research of Russian physician Ivan Pavlov, whose work with salivating dogs and associated stimuli has been described to millions of psychology students.  Behaviorism ignores any spiritual aspect to subjects and has been a useful tool for those wishing to control behavior of subordinates.  Behaviorism has been highly influential in educational and criminal justice settings, with a subsequent increase in prison populations and decrease in comparative student skills.  It seems that by catering to the animalistic levels of consciousness, behaviorism has promoted desires for instant gratification and a lack of intrinsic motivation for educational pursuits.

Social Learning Theories:  Social learning theories highlight the role of social models and vicarious learning in human psychology.  Clearly, what individuals observe in their social environment plays a role in how they select values and behaviors.  Nevertheless, different people will develop differently in identical environments, so it is apparent that there are complex patterns of consciousness involved in how we perceive and react to our social environment.

Cognitive Therapies:  These focus on our conscious beliefs and perceptions and how those interact with emotions and behaviors.  While helping restore reason to conscious thinking is laudable, psychological issues usually include subconscious patterns and motivations that are resistant to conscious control.

Psychodynamics:  Psychodynamic theories have focused upon personality structure, examining how the personality and identity develop and interact with external stimuli.  Psychodynamic theories are insight-oriented and are concerned with the role of subconscious factors in personality functioning.  However, psychodynamic approaches usually don't include very effective ways of integrating conscious and subconscious awareness.  Furthermore, psychodynamic theories don't address how physiological and biochemical change transpire in reaction to consciousness and emotional patterns, even though the concept of psychosomatic illness is recognized.

Family Systems:  Family systems approaches examine the structure and interaction patterns of family members (and other systems that may interact with the individual or family).  Family systems therapists use a variety of techniques to facilitate shifts in how these systems function.  There are many wonderful possibilities using these approaches, although systems at work within the individual (the individual's own mind-body system) are often neglected when the interpersonal systems are examined.

Pharmacotherapy:  Pharmacotherapy is based upon advances in the ability of medical science to recognize correlations between biochemical activity and psychological symptoms.  The focus here is on correlations rather than any conceptualization of how the mind-body system yields the observed phenomena.  An attempt is made to manipulate the observed chemical state using drugs that interfere with natural biochemical regulation.  This is also precisely how recreational drugs create their effects.  While most professionals discourage patients from manipulating their mood and mental focus with drugs like alcohol, cocaine, amphetamines, and ecstasy, they claim that prescribed drugs which function in fundamentally the same ways are desirable treatments for alleged mental disorders.  All psychotropic drugs are potentially hazardous and are in conflict with the long term goal of restoring balance and self-regulation to the system.  If people wish to suppress their mind-body feedback system and postpone efforts to heal themselves then they should be free to do so in whatever way they choose and not subject to criminal charges and forced commitment for choosing drugs that aren't controlled by the pharmaceutical companies and medical doctors.  Prescription psychotropics are inherently just as likely to foster violent, psychotic, or self-destructive behaviors as recreational and illicit drugs.  The major difference is in use patterns, as people with prescriptions have steady access to their drugs and therefore are usually less likely to face withdrawal symptoms or overdose symptoms than those who must obtain drugs illegally.  Pharmacotherapy is directed at the biochemical level of the feedback system and aims at controlling unpleasant emotions and unwanted behaviors.  It does not attempt to access or transform patterns of consciousness related to symptoms or to provide nutrients that the body can use in synthesizing its own chemicals or regulating them.

Oriental Medicine:  Oriental medicine is a holistic system that examines how consciousness, energy, and physiology interact.  Traditionally, this system has used energy "chi" therapies, diet, herbs, massage, and acupuncture to facilitate restoration of balance.  One weakness in this approach is that psychological issues are not given much direct attention on the level they originate at.  The energetic imbalances triggered by psychological issues are addressed, but the core emotions and beliefs that give rise to these disturbances may need to also be addressed through a complementary cognitive, psychodynamic, or psychospiritual counseling approach.

Nutritional/Dietary Therapy (Orthomolecular Psychiatry):  This approach, like the pharmacological approach, has developed through examination of correlations between biochemical activity and psychological symptoms.  Deficits or excesses of nutrients as well as allergies and sensitivities to various stimuli are observed to correlate with psychological symptoms.  While gross malnutrition is likely to disrupt brain function and thereby trigger psychological symptoms, the role of psychological/consciousness factors in the regulation of metabolic processes is not usually examined in this approach beyond the generalization that stress can deplete nutrients and disrupt metabolism.  The advantage of this approach over pharmacotherapy is that it provides natural nutritional compounds to help the body restore balance, especially when nutrients have been depleted by stress or drug consumption.  This eases psychological symptoms without disruptively interfering with biochemical processes.  Substances that the body reacts to adversely are avoided, although the root source of such reactions is not usually examined or neutralized, sometimes meaning that the person has to maintain cumbersome lifestyle restrictions.  This approach can be easily combined with other approaches, and as consciousness and energy patterns become more balanced then orthomolecular interventions often may be eased.  Orthomolecular therapists are also more likely than pharmacotherapists to use biochemical tests to guide treatment, as doctors and psychiatrists usually prescribe psychotropic medications according to patterns of symptoms rather than lab tests of one's biochemical state.

Energy Psychology & Vibrational Therapies:  These tend to overlap with oriental medicine approaches, offering various stimuli to neutralize negative emotions and energies and promote energetic balance.  These include a variety of mind-body modalities as well as things like color therapy, sound therapy, crystal healing, aromatherapy, reiki, therapeutic touch, flower essences, homeopathy, and more.  While all of these are at times useful, the unbiased observer should recognize that consciousness is what responds to these stimuli, and that "energy" is the medium in which consciousness can be perceived.  These therapies are excellent at helping clear disruptive energetic patterns that have been triggering negative feedback loops, and are therefore good compliments to therapies that focus on conscious and subconscious levels of mind.

Hypnosis:  This approach to therapy is merely a means of accessing subconscious levels of mind and providing suggestions to help create transformation in subconscious mental programs.  Some hypnotic techniques are quite directive, while others are more open-ended and intended to elicit the inner wisdom of the client for healing.  Hypnotic methods can often facilitate rapid change, depending upon the skill of the therapist and the suggestibility of the client.

Medical Intuition:  This approach involves the use of intuitive impressions, often from a specialist with extra-sensory perceptive abilities.  Medical intuitives typically examine correspondences between physical symptoms, psychiatric symptoms, and psychospiritual issues.  Information garnered from extrasensory information fields, including a subject's aura or spirit entities, can be used to give suggestions for treatment and to create awareness of therapeutic issues.  The body is understood to provide symbolic feedback for the spirit, something that has been suggested to a limited extent in traditional psychoanalytic theories.  This is a holistic approach, in which interventions in a variety of domains may be suggested to assist the client.

My Intro To ADHD/ADD

As a child, I heard relatively little about ADD/ADHD or drugs like Ritalin used to treat it.  The first awareness I had of this was when my parents spoke about a cousin of mine whose parents had agreed to have him placed on medication for "hyperactivity."  This was around the late 1970's or early 1980's, and this cousin later got off of the medicine and grew up to be a professional guitar player.  Next, I heard more about "ADHD" and Ritalin in high school when catching up with an old schoolmate from my early elementary years.  "Sam" had been a very active, talkative child back in the years between 1st and 3rd grade when I had him as a classmate for a couple years.  He was, in many ways, an opposite of myself, as I had been a calm, studious child.  In high school, when we were about 16 or 17 years of age, I ran into Sam again.  Sam told me that he had been diagnosed with ADHD around the time I knew him in elementary school and was placed on Ritalin, which he said stifled his mind and made him feel zombie-like.  Sam described the earlier dysfunctions of his home environment, as well as the subsequent self-defeating behaviors he pursued.  Sam remained a poor student and by the time he was in high school he was abusing alcohol and ended up in Alcoholics Anonymous.  He was working toward a GED at the time I spoke with him and we caught up on old times.  Fortunately for Sam, he had developed a spiritual sense that helped him escape from the lure of alcohol and delinquency.  Unfortunately, many other youths who face the many common challenges of growing up fall into unhealthy patterns to meet their psychological needs, patterns which follow them into adulthood.

After entering college, I soon shifted my initially declared major from philosophy to psychology, focusing on developmental psychology.  After completing my bachelor's level training and a master's degree in counseling, I was soon in the field working with children and adolescents in a state-funded health care system.  Here, relatively inexperienced therapists do their best to build rapport with children and parents and try to implement whatever popular approaches to subduing uncooperative behavior they have been taught.  Having these children see a psychiatrist and receive medications like Ritalin appeared increasingly routine.  Many of these children had started on medications in preschool, some even earlier.  That doesn't include the recreational drugs some of these children had been exposed to in utero by their biological mothers.  It appeared to me that children who had been medicated at early ages were among those most likely to have more serious problems as they got older.  These children could become violent and destructive when disappointed or threatened, having failed to develop a stable self-concept or mature coping skills.  These children faced various forms of rejection, from caretakers, teachers, and peers, and were vulnerable to developing oppositional and anti-social tendencies, sometimes joining gangs and cliques composed of peers with similar tendencies.  It appeared to me that behavioral interventions had little lasting impact on children's behavior independent of the impact of relationships children developed with peers and adults.  To put this another way, it seemed far more beneficial for a child to build a close relationship with a mentor (peer or adult) who displayed concern and respect for the child than for any particular behavior management system to be enforced.  Professionals often blamed children's ongoing problems on their early abuse experiences or hypothetical biological abnormality, ignoring the possibility that these children's ability to heal had been impaired by the psyhcotropic drugs and behavior management strategies employed by usually well-meaning but misguided physicians and caretakers.

Over time, I was fortunate to build positive relationships with many of these children and their caretakers, and to help these youths mature and function better in spite of any past or present stressors.  It usually seemed that children who were not on any psychiatric medications were more responsive to therapeutic efforts, while those on medications were more likely to have difficulty controlling their moods and behaviors independent of drugs.  Of course, most people in the mental health field ignore the appearance of a chemical dependency arising or being present and claim that the child has a mental disorder that has to be controlled with a medication.  This is kind of like saying that drinking alcohol to relax in the evening is a necessary treatment for an anxiety disorder.  

This situation, in retrospect, should not really have been surprising, as modern culture heavily promotes denying and suppressing problems in all aspects of our lives, often via the use of prescribed or over-the-counter drugs.  For example, we are told to take antacids without care when we overeat, to dose ourselves with caffeine to stay alert when we are sleep deprived, to down some Prozac when depressed, to take Tylenol when we have a flu (rather than just resting and allowing our fever to help suppress the virus so our immune system can wipe it out), to take Viagra when our sexual response gets sluggish, to take Haldol when we receive messages from unseen entities or see things that others don't, and to down some Paxil when we feel uncomfortable around strangers.

In all these cases, we are encouraged to ignore the real sources of whatever the perceived problem happens to be.  Rather than eating more responsibly or dealing with stress more effectively people choose to treat the symptom with antacids.  Rather than creating healthier schedules or managing time more wisely people take caffeine and other stimulants to stay active and alert while the body is desperate for rest.  Rather than examining one's feelings, beliefs, perceptions, and lifestyle, many individuals just take some drug to feel "up" when they are depressed.  Rather than strengthening our energy and immune system we are encouraged to override our body's self-healing symptoms to "feel better" when ill.  Rather than exploring the many psychological and physical factors that could interfere with sexual potency people are enticed to pop a pill to facilitate their thrill.  Rather than looking into metaphysical and transpersonal realms of consciousness, people are often led to suppress contact with these expanded realities.  Being uncomfortable in social situations becomes another reason to take a drug rather than to explore the subconscious psychological factors that underlie these feelings.

The late psychoanalyst Erich Fromm once described how many people actually fear freedom and responsibility.  Fromm was exploring how the elements that facilitated public support in Germany for Hitler's regime were also quite present in America.  Self exploration and self-discipline are not easy to pursue.  Freedom and responsibility are inseparable, so those who avoid responsibility will inevitably surrender their freedom and accept dependency or servitude of some form.  This escape from freedom has become prominent in the mental health field, where case plans and reports are expected to focus on control of symptoms and behaviors rather than on the maturation and psychological growth of the client.  Patients are expected to accept the authority of doctors and therapists, who provide few treatment options and have little or no knowledge about the many alternatives available to address client issues.

This issue is not exclusive to the mental health field, as society in general has retreated into dependency mode in many ways.  Power has been increasingly centralized, with government becoming an ever larger segment of the nation's economy and regulator of institutions.  Some people will be perfectly happy to submit themselves or their children to a "Brave New World."  After all, if most of your life is decided for you and you can have a drug holiday whenever you feel uncomfortable, how difficult can life be?  Well, we already live in a society where there is insurance available for cars, homes, body parts, life, accidents, travel, and more.  Money is already distributed (inefficiently, as it is) by governments to persons demonstrating need.  Drugs are already marketed for almost every conceivable illness or discomfort.  Governments promise us safety as long as we allow them to monitor us all wherever we are and allow them to maintain secrecy concerning much of their activities [governments are supposedly serving the public, yet they increasingly wish to monitor the public while keeping their own activities hidden].

The question is, "do you want to live and grow or do you want to feel protected in an ordered utopia?"  Since I am convinced that living and growing/evolving is part of the reason we exist, I believe that the mature path involves looking deeper into our experiences and discovering what they may teach us about creating balance in our lives and harmony in our environment.  I invite the reader to follow me in this discussion, and to consider how we can nurture the psychospiritual development and thoughtfulness of our youth in an era where schools, churches, corporations, physicians, and governments frequently seek to stifle dissent and non-conformity. 

1. Defining The Issues - How Children Get Labeled & How We Choose To Treat Them:

The mental health field has developed an increasing number of labels to define behavior patterns that challenge arbitrarily established norms.  The American Psychiatric Association has a Diagnostic Manual that is currently several hundred pages long.  Criteria are given to diagnose a vast number of conditions, while information on etiology and treatment is typically sketchy and biased.  Names are given to norm-crossing mood patterns, behavior patterns, substance use patterns, personality styles, learning difficulties, socially frowned upon sexual fetishes, and more.  In order to treat clients, practitioners working with insurance payment or reimbursement must provide covered diagnoses for their clients and provide the type and quantity of treatment covered in the patient's health plan.  This should be kept in mind when considering how the mental health system addresses its clientele.

If a child happens to be unruly, he/she may receive varying diagnoses depending upon the specific ways in which the child fails to comply with norms and established limits.  The diagnoses reveal little or nothing about the myriad of factors and motives that give rise to the youth's behaviors - they merely categorize the symptoms or behaviors that are observed.  However, the diagnosis is usually used within the health care system to select what type of interventions are used.  This is especially true with pharmacotherapy, where drugs are specifically promoted and approved for specific "disorders."  Most research uses the assumption of homogeneity of individuals with a given condition, seeking to find a pill or therapy that will resolve the "disorder" rather than looking at the whole scenario to learn what is fostering a disturbance and what may be done to restore balance for each individual.  Something that fosters alleviation of symptoms in one person may aggravate symptoms in another person, even though they are diagnosed with the same "disorder."

For diagnostic patterns such as ADHD, it is not uncommon to find several completely different treatment promoters presenting evidence that their treatment approach alleviates symptoms in 50% or more of subjects.  Clearly, there must be many factors synergistically interacting to foster the observed behaviors given the diagnostic label.  Additionally, one must examine research and treatment claims according to length of treatment and how long treatment benefits last.  If someone is on a medication many years to control behavior, then this treatment is not very effective at addressing whatever has triggered the behavior pattern in the first place.  However, if a parent changes his/her approach to interacting with a child and within a month the child has transformed from a seeming brat into a respectful family member for the remainder of childhood, then that intervention would be viewed as highly effective.  Medications are usually only tested for several weeks or a few months to evaluate their effects, thereby minimizing the likelihood that drug tolerance or adverse effects will become apparent.  Long term follow-up studies have consistently shown a lack of substantial lasting improvement following withdrawal of medications.  Having worked in special education settings in schools where children with mental health diagnoses are often placed, I observed that these children usually stay in these types of classes for multiple years, suggesting that the interventions provided were not that effective in creating lasting improvement in these students' adaptation to the school setting.  In light of these observations, I was quite pleased to find that there are clinicians and researchers who have documented significant, lasting benefits from approaches that challenge the status quo.  Significantly, these approaches are non-invasive and are supportive of overall health and well-being.

I understand that many parents and professionals are actually pleased to hear that their child is professed to have a mental health disorder, the symptoms of which can be suppressed with medication or a restrictive school class.  After all, this suggests that the parent has no culpability or responsibility in the state of functioning presented by the child, other than genetic transmission.  The parent doesn't have to do anything different other than facilitating the treatment offered by the professionals.  It's relatively easy to hand your child a pill every morning and pick up a prescription once a month.  It's more difficult to change how you act around your children, how you talk to them, how you feed them, and what activities you promote their participation in.  Nevertheless, experience and research strongly suggest that all these factors are potentially important in how children function, and that not only are medications not really needed to address symptoms, but that lasting improvements and self-directed balance are best promoted by non-drug therapies.  The challenge is in looking at each child as a unique person functioning in dynamic systems and finding the best ways of helping the individual function in a healthy manner.  There is an inner power and wisdom that seeks balance and well-being.  This force creates feedback that is displayed by the feelings, actions, and body of the individual as he/she interacts with the environment.  Seeking positive solutions requires courage and commitment, but if we fail to make the effort and rely on disempowering interventions to control behavior and mood then we are failing our youth and ourselves.   

WHY ASK WHY...

A recent Budweiser advertising campaign bombarded the public with the phrase, "why ask why?"  This promoted the idea to just go with your impulses to have a drink... of their beer.  In fact, not only advertising but also educational systems and other institutions promote a lack of critical thinking among citizens.  We are taught to go along to get along (or get promotions).  We are encouraged to accept whatever authorities and experts tell us, even though they are themselves often repeating information or ideas that they have failed to critically examine or investigate.  Moving to our focus in this text, when a child is not meeting expectations or social standards the surrounding adults are quick to jump on assumptions about the situation rather than to thoroughly explore "why?"  Does the doctor who passes out Ritalin and Straterra prescriptions spend time talking to parents about their children's exercise, diet, sleeping habits, and television viewing habits?  What about the personal style of the child's teacher or the child's interests?  How much time does the child get to spend with parents and close relatives?  Those who wish to really help these youths need to be asking these types of questions.  Otherwise, adults end up merely helping force conformity to dysfunctional systems.  If we encourage ourselves to go through life with phrases in mind like "just do it" and "why ask why," we have every reason to expect people to behave impulsively.  There are certainly circumstances in which risk-taking is useful and healthy, yet our society has a split personality on this issue, simultaneously promoting impulsivity and excitement seeking while claiming that those acting consistently in that manner have a biological disorder and need to be medically drugged.

ADHD VIDEO GAME JUNKIES...

It has been widely discussed that youths who get labeled ADHD are often able to focus for hours on video games and perform quite well at them.  Thus, they attend quite well to a stimulus that they find enjoyable and exciting.  They are reluctant, however, to maintain focus on tasks they find dull, especially when there are external stimuli to grab their attention.  There are a variety of factors that can be recognized as contributing to this tendency.  First, is genetic inheritance.  Some people have genetic codes that allow for activation or de-activation of certain expressed patterns according to their reaction to their environment.  Some children watch television extensively and maintain standard patterns of attention, while others who watch TV with similar frequency soon display ADHD patterns.  Those who develop the ADHD patterns would typically not have developed these patterns if they hadn't been exposed to TV or other environmental triggers for the expression of this trait.  With the understanding that behaviors are adaptive and purposeful, one can recognize that children who watch TV and play video games frequently may adapt to this environment and have difficulty shifting back to other patterns of attention when expected, such as in a typical school classroom.  As the individual's consciousness interacts with the environment, physiological shifts occur, which may get mistakenly labeled as a "cause" of a supposed disorder.

SLEEP DEPRIVATION, AMPHETAMINE ABUSE, & ADHD...

If one looks at the symptoms of sleep deprivation, amphetamine abuse, and ADHD, he or she will find that they are all very much alike.  When one is in need of rest and sleep, the body will begin to produce shifts in neurotransmitter activity and brainwave activity to facilitate the shift in consciousness needed to facilitate sleep.  Beta brainwave activity will be diminished, dopamine, norepinephrine, and adrenaline levels will diminish, and serotonin will be converted to melatonin.  If you are experiencing difficulty concentrating, restlessness, and nervous tension, then you may have been overstressed or sleep deprived or be experiencing stimulant withdrawal.  These symptoms appear when the chemical and electrical shifts described above occur.  You've run out of the activating chemicals and your mind can't focus much any longer since the brain can't comply with that intent.  Now, you could resolve this situation at the moment by getting the rest and relaxation you need or you could try to override your body's feedback and take a stimulant drug to stay alert.  The more you choose the stimulant drug option the more persistent and insidious this problem is likely to become.  Interestingly, the most common treatment for ADD/ADHD behaviors is stimulant or quasi-stimulant medications, which are likely to give a brief boost in focusing ability followed by perpetuation of or aggravation of the existing pattern of weak concentration and impulsivity.  Long term use of stimulant drugs is known to cause brain impairment and neurological dysfunction in many individuals.  Cocaine, amphetamines, and caffeine have all been recognized as potentially hazardous in this regard.  Yet similar prescribed drugs are used to supposedly "treat" the behaviors labeled ADHD, even though their long term benefits and safety have not been established by any credible empirical methods.

NUTRITION AND ENHANCED ADAPTATION

Enhanced nutrition has long been recognized and employed in helping people cope with stress.  Under stress, nutrients are rapidly depleted and the body then exhibits symptoms consistent with nutrient depletion, symptoms that often include cognitive impairment and mood instability.  When children present with ADHD, they are often under significant stress from adults who are impatient with them and peers who they may be aggravating.  Rather than being provided with enhanced nutrition, these children are often given drugs that further stress their bodies and offered junk food rewards if they behave cooperatively.  Both of these interventions actually add to the problem of difficulty coping with stress that these individuals may be experiencing, even though these interventions provide brief relief from the labeled symptoms.  The adults caring for these children may be pleased and gratified, falsely believing the children need the medications.  However, the long term welfare of the child is at risk, and truly healing approaches are ignored since they contrast with the illusion of the conventional interventions.  There is presently extensive empirical research showing that ADHD behaviors are often relieved by improved diet and nutritional supplements.  With better nutrition, children displaying ADHD behaviors are more able to adapt to the demands of their environment as their bodies are given the materials needed to synthesize the chemicals needed to help the brain cooperate with the conscious motives called for by society.  The overall decline in the quality of foods consumed in modern culture is likely one of many factors contributing to adaptive deficits in children.

BIG BROTHER & MODERN EDUCATION

In the novel 1984, society is tightly controlled without total surveillance of citizens; even their thoughts are monitored.  Children are increasingly monitored and micro-managed in current times.  They receive even greater scrutiny when they get labeled with behavior problems.  This increases the pressure they may feel to satisfy adults and the frequency of disappointment when they don't meet demands.  With frequent reinforcers and reminders, youth are not given the opportunity to build responsibility and to learn from mistakes.  Their innate value is commonly ignored, and they are instead taught to seek external rewards, often in competition with peers.  Thus, motivation is often inadvertently shaped in negative ways.  Children are more likely to develop motivation for learning and academic pursuits when they are under less pressure to perform and when teachers are focused more on providing stimulating and novel lessons than on monitoring off-task behaviors.  A classroom community where everyone feels valued and respected is more conducive to student growth than a class where students are afraid of failure and of being caught off-task by "big brother" oriented teachers.  Unfortunately, class sizes are often large and teachers feel compelled to exert dictatorial control to maintain order.  Children with ADHD labels have often thrived when moved to alternative educational settings or home schooling, where they can receive more positive attention with less stress.

THE "BLACK BOX" OF CONSCIOUSNESS

Psychology is a field of endeavor that proposes to explore the "mind" of humans.  It attempts to present itself as a science, where phenomena can be measured and objectively evaluated.  Psychology collects extensive subjective data, such as description of mood and emotions, personal preferences, and more.  It also gathers behavioral data and psychosocial data, such as examining how certain environments correlate with behaviors and preferences.  All the data gathered is actually external to the construct of consciousness.  Similarly, brain scans record the activity of the brain, an interface tool used by the mind to collect, process, and respond to information.  Current technology is actually able to translate thought content from electrical brain signals, but even this is not the origin of the thought - it's merely a translation of an electrical recording into a linguistic medium.  The mind is the processor of experience which fosters responses to the environment.  It is NOT the response, the perceived environment, or the emotion, even though it can be understood as the creator of these actions, perceptions, and emotions.  Conventional psychology provides no explanation for much of human individuality and social development, as it doesn't consider what transpires within the network of consciousness of the individual - the varied layers of the "mind."  Psychology has only come up with terms such as "id," "ego," and "superego" or "conscious," "subconscious," and "superconscious" to define general aspects of mind operating in humans.  These concepts are actually inferior descriptions of constructs described by indigenous cultures within more metaphysically oriented contexts.  Traditionally, terms such as spirit, soul, oversoul, lower self, higher self, and middle self have been used to delineate the major aspects of mind and consciousness operating through humans.  Only in recent times has there been a dominant movement to separate psychology from a metaphysical context.  Yet, by denying the spiritual nature and purpose of the mind [psyche], psychology neglects concern for spiritual actualization in favor of social conformity.  Instead of seeing mind and body as inseparable parts of an integrated feedback system for spirit-consciousness, psychology sets goals of happiness, social conformity, and whatever else is considered useful by those dominating the field.  Obviously, there is much disagreement among those in the field about the goals and methods employed, so there are certainly numerous psychologists and persons in related disciplines who have a more holistic concept of psychology and concern for understanding consciousness.  Nevertheless, few mental health professionals have ventured much outside the "box" maintained by dominant institutions in the field.

Psychology describes phenomena rather than providing any essential insight into the nature and essence of mind and consciousness.  It ignores evidence of consciousness operating beyond the filtering interface of the physical body and attempts to fit phenomena into limiting theoretical models rather than expanding or replacing these models to account for the full range of empirical and experiential phenomena.  This is due in part to the aforementioned desire to present psychology as "science," which typically separates itself from spiritual questions.  Scientists usually avoid challenging religious belief systems unless they wish to promote atheistic beliefs.  Unfortunately, a truly progressive scientific process must seek a greater understanding of truth and existence - just as any spiritual path that claims to seek the "truth" must be willing to expand its concepts.  Since consciousness operates as a function of something subtle and intangible, its essence can only be understood by venturing into the realm of metaphysics.

HOW THE FEEDBACK SYSTEM FUNCTIONS: AN EXAMPLE

With ADHD diagnoses, researchers have found some correlations with a handful of genetic markers.  Interpreting this needs to be done cautiously, as how DNA and genetics translate into manifested traits and behaviors has never been adequately explained.  Evidently, DNA must in some way facilitate the communication of information - and genetic codes filter which information gets transmitted.  It is widely documented that codes can be switched on or off in response to social and environmental stimuli, so the individual is apparently adapting to the environment, creating biochemical shifts as the consciousness responds to its perceived surroundings.  Author Thom Hartmann has focused on the "hunter" gene idea associated with ADHD.  Ancient hunters apparently developed skills for hypervigilance and hyperactivity that were adaptive for their social role and physical environment.  The availability of this "skill" information was apparently passed down through genetic coding, being activated in future descendants when they encounter certain triggers, such as stressful environments.  Biochemically, the synthesis and metabolism of hormones and neurotransmitters are affected, and consequently nutritional needs shift among those with these activated traits.  Keep in mind as you read this that the traits can be switched "on" or "off," as the individual's consciousness monitors its interaction with reality.  With psychological imbalances and disturbances, the individual is often stuck in a reaction pattern that was adaptive at some time, but which continues to be activated or switched "on" when it is disruptive rather than useful.  This usually follows emotionally traumatic experiences.  Typically, the reactive pattern gets anchored in a level of consciousness associated with the physical body, which responds to this "subconscious" program even when the conscious mind has awareness of the disruptive nature of the response.  Mind-Body techniques that facilitate communication between conscious awareness and subconscious patterns using physical body anchors have been used successfully to neutralize these types of psychological patterns.  This has been done quite often with fears, stress reactions, and phobias, with modalities such as NLP (neurolinguistic programming), EFT (emotional freedom technique), TFT (thought field therapy), and EMDR (eye movement desensitization and retraining) being among the widely used holistic treatment protocols.  As a practitioner of NMT (neuromodulation technique) I find that consciousness, in its multidimensional network, is involved in all varieties of mental and physical disturbances and ailments.  The larger our context of understanding and interacting with consciousness, the greater the possibilities for positive transformation and healing.

Bibliography & Reference Materials

Books

	Conventional Approaches To Challenging Children
Clinical Evidence, Concise Edition, Vol. 9, June 2003 (BMJ Publishing Group, 2003)
Taking Charge Of ADHD, by Russell Barkley, Ph.D. (Guilford Press; Revised Edition, September 1, 2000)
Driven To Distraction : Recognizing and Coping with Attention Deficit Disorder from Childhood Through Adulthood by Edward M. Hallowell, John J. Ratey (Touchstone Books, 1995)
Defiant Children, Second Edition: A Clinician's Manual For Assessment And Parent Training, by Russell A. Barkley (Guilford Press; 2nd Edition, 1997)
Defiant Teens: A Clinician's Manual for Assessment and Family Intervention by Russell A. Barkley, Arthur L. Robin, Gwenyth H. Edwards (Guilford Press; 1st Edition, 1999)
DIagnostic & Statistical Manual of Mental Disorders, 4th Edition (American Psychiatric Association, 1994)
	Diet, Nutrition, & Alternative Medicine Approaches
A Dose Of Sanity, by Sydney Walker III M.D. (John Wiley & Sons, 1997)
The Food-Mood-Body Connection: Nutrition Based & Environmental Approaches To Mental Health & Physical Well-being, by Gary Null (Seven Stories Press, 2000) 
Disease Prevention And Treatment, 4th Edition, by Life Extension Foundation (Life Extension Media, 4th Edition, 2003)
Alternative Medicine: The Definitive Guide, Published by The Burton Goldberg Group (Ten Speed Press, 2nd Edition, 2002)
Your Miracle Brain, by Jean Carper (HarperCollins, 1st Edition, 2000)
Help For The Hyperactive Child: A Good-Sense Guide For Parents Of Children With Hyperactivity, Attention Deficits & Other Behavior And Learning Problems, by William G. Crook, M.D. (Professional Books, 1991)
Ritalin-Free Kids: Safe and Effective Homeopathic Medicine for ADHD And Other Behavioral And Learning Problems, by Robert Ullman, N.D. & Judyth Reichenberg-Ullman, N.D., M.S.W. (Prima Lifestyles, 2nd Revision Edition, 2000)
The A.D.D. Nutrition Solution, by Marcia Zimmerman, C.N. (Owl Books, 1999) 
Nutrition And The Mind, by Gary Null, Ph.D. (Seven Stories Press, 1996) 
Raising Children Toxic Free: How To Keep Your Child Safe From Lead, Asbestos, Pesticides, & Other Environmental Hazards, by Herbert Needleman, M.D., & Philip Landrigan, M.D. (Avon, 1995)
Nutrition And Mental Illness: An Orthomolecular Approach To Balancing Body Chemistry, by Carl C. Pfeiffer (Inner Traditions, 1988)
No More ADHD: 10 Steps To Help Improve Your Child's Attention & Behavior Without Drugs, by Dr. Mary Ann Block (Block Books, Updated Edition, 2001)
Getting Rid Of Ritalin: How Neurofeedback Can Successfully Treat Attention Deficit Disorder Without Drugs, by Robert W. Hill, Ph.D. & Eduardo Castro, M.D. (Hampton Roads Pub. Co., 2002)
The Brain Chemistry Diet : The Personalized Prescription For Balancing Mood, Relieving Stress, & Conquering Depression, Based On Your Personality Profile, by Michael Lesser, M.D. (Putnam Pub. Group, 2001)
The Crazy Makers: How The Food Industry Is Destroying Our Brains & Harming Our Children, by Carol Simontacchi (J. P. Tarcher, 2001)
Carbohydrate Addicted Kids, by Dr. Richard Heller & Dr. Rachael Heller (HarperCollins, 1998)
Algae To The Rescue: Everything You Need To Know About Nutritional Blue-Green Algae, by Karl J. Abrams (Logan House, 1997)
Edible Microalgae: A Review Of The Health Research, 3rd Edition, by Jeffrey Bruno, Ph.D. (Center For Nutritional Psychology Press, 2001).
The Safe Shopper's Bible : A Consumer's Guide to Nontoxic Household Products, by David Steinman & Samuel S. Epstein (John Wiley & Sons,1995)
Tune Your Brain: Using Music To Manage Your Mind, Body, And Mood, by Elizabeth Miles (Berkley Books, 1997)
	Criticisms Of Medications & Neurobiological Theories
Your Drug May Be Your Problem: How & Why To Stop Taking Psychiatric Medications, by Peter Breggin, M.D. (Perseus Publishing, 2000)
Toxic Psychiatry, by Peter Breggin, M.D. (St. Martin's Press, 1994)
Talking Back To Ritalin, by Peter Breggin, M.D. (Perseus Publishing, Revised Edition, 2001)
The Hyperactivity Hoax, by Sydney Walker III, M.D. (St. Martin's Press, 1998)
Pharmacracy: Medicine And Politics In America, by Thomas Szasz (Praeger Pub., 2001)
Blaming The Brain: The Truth About Drugs And Mental Health, by Elliot S. Valenstein, Ph.D. (The Free Press, 1998)
Commonsense Rebellion: Taking Back Your Life from Drugs, Shrinks, Corporations and a World Gone Crazy, by Bruce Levine (Continuum International Publishing Group, 2003)
Pathological Child Psychiatry and the Medicalization of Childhood, by Sami Timimi (Brunner-Routledge, 2002)
Mad in America: Bad Science, Bad Medicine, and the Enduring Mistreatment of the Mentally Ill, by Robert Whitaker (Perseus Publishing, 2003)
	Consciousness, Healing, & Modern Physics
The Presence Of The Past: Morphic Resonance & The Habits Of Nature, by Rupert Sheldrake, Ph.D. (Inner Traditions, Reprint Edition, 1995)
Beyond The Quantum, by Michael Talbot (Bantam Books, 1988)
The Holographic Universe, by Michael Talbot (Perennial, 1992)
The Self-Aware Universe, by Maggie Goswami, Amit Goswami (J.P. Tarcher, 1995)
The Hidden Messages In Water, by Masaru Emoto (Beyond Words Publishing, 2004)
The Structure Of Scientific Revolutions, by Thomas Kuhn (University of Chicago Press, 3rd Edition, 1996)
The Conscious Universe, by Dean Radin, Ph.D. (HarperCollins, 1997)
The Field: The Quest For The Secret Force Of The Universe, by Lynne McTaggart (Quill, 2003)
Miracles Of Mind: Exploring Non-Local Consciousness & Spiritual Healing, by Russell Targ, Ph.D. & Jane Katra (New World Library; 2nd edition, 1999)
The Living Energy Universe, by Gary Schwartz & Linda Russek (Hampton Roads Pub Co., 1999)
The High Performance Mind, by Anna Wise (J. P. Tarcher, 1997)
Healing Beyond The Body: Medicine And The Infinite Reach Of The Mind, by Larry Dossey, M.D. (Shambhala, 2001)
Power Vs. Force: The Hidden Determinants Of Human Behavior, by David R. Hawkins, M.D., Ph.D. (Hay House Inc., 2002)
Awakening Intuition, by Mona Lisa Schulz, M.D., Ph.D. (Harmony Books, 1998)
Anatomy Of The Spirit, by Caroline Myss, Ph.D. (Harmony, 1996)
Energy Medicine In Therapeutics And Human Performance (Energy Medicine in Therapeutics & Human Performance), by James L. Oschman, Ph.D. (Butterworth-Heinemann, 2003)
Energy Medicine: The Scientific Basis Of Bioenergy Therapies, by James L. Oschman, Ph.D. (Churchill Livingstone, 2000)
Science And Human Transformation: Subtle Energies, Intentionality And Consciousness, by William A. Tiller, Ph.D. (Pavior Publishing, 1997) 
Primary Perception: Biocommunication With Plants, Living Foods and Human Cells, by Cleve Backster
Vernetzte Intelligenz [Interlaced Intelligence], by Grazyna Fosar & Franz Bludorf (Omega Verlag Bongart-Meier 
Erscheinungsdatum, March 2001)
Saints And Madmen: How Pioneering Psychiatrists Are Creating A New Science Of the Soul, by Russell Shorto (Henry Holt & Co., 1999)
The Quantum Brain: The Search For Freedom And The Next Generation Of Man, by Jeffrey Satinover (John Wiley & Sons, Inc., 2001)
The Power Of Intention, by Dr. Wayne W. Dyer (Hay House, 2004)
Molecules Of Emotion: The Science Behind Mind-Body Medicine, by Candace B. Pert, Ph.D. (Scribner, 1999)
Healing, Intention and Energy Medicine, by Wayne B. Jonas, M.D. (Churchill Livingstone, 2002)
Virtual Medicine, by Dr. Keith Scott-Mumby (Thorsons Pub., 1999)
Science And The Akashic Field: An Integral Theory Of Everything, by Ervin Laszlo (Inner Traditions, 2004)
The Spiritual Dimension Of Therapeutic Touch, by Dora Kunz With Dolores Krieger, Ph.D., R.N. (Bear & Co., 2004)
	Other Views Of ADHD & ADD
Thom Hartmann's Complete Guide To ADHD, by Thom Hartmann (Underwood Books, 2000)
The Edison Gene:  ADHD And The Gift Of The Hunter Child, by Thom Hartmann (Inner Traditions, 2003)
Healing A.D.D., by Daniel Amen, M.D. (Berkley Pub. Group, 1st Edition, 2002)
The Myth Of The A.D.D. Child: 50 Ways To Improve Your Child's Behavior & Attention Span Without Drugs, Labels, Or Coercion, by Thomas Armstrong, Ph.D. (E P Dutton, 1995)
	Education & Learning Issues
The Paradigm Conspiracy: How Our Systems Of Government, Church, School, & Culture Violate Our Human Potentials, by Denise Breton & Christopher Largent (Hazelden, 1996)
Beyond Discipline: From Compliance To Community, by Alfie Kohn (Association For Supervision and Curriculum Development, 1996)
Brain Based Learning, by Eric Jensen (Brain Store Inc, Revised Edition, 2000)
The Passionate Learner : How Teachers And Parents Can Help Children Reclaim The Joy Of Discovery, by Robert L. Fried (Beacon Press, 2002)
Teaching The Restless : One School's Remarkable No-Ritalin Approach To Helping Children Learn And Succeed, by Chris Mercogliano (Beacon Press, 2004)
Teaching Children To Love, by Doc Lew Childre, (Planetary Publications, 1997)
Toward The Thinking Curriculum: Current Cognitive Research (Association For Supervision & Curriculum Development, 1989)
Educating Oppositional And Defiant Children, by Philip S. Hall, Nancy D. Hall (Association For Supervision & Curriculum Development, 2003)
The Hurried Child: Growing Up Too Fast Too Soon [1st Edition], by David Elkind, Ph.D. (Addison-Wesley Publishing, 1981)
The Hurried Child: Growing Up Too Fast Too Soon [3rd Edition], by David Elkind, Ph.D. (Perseus Publishing, 2001)
Endangered Minds: Why Children Don't Think And What We Can Do About It, by Jane M. Healy (Touchstone Books, 1999) 
Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, by John Taylor Gatto (New Society Publishers, 2002)
The Exhausted School: Bending the Bars of Traditional Education, by John Taylor Gatto (Berkeley Hills Books, 2002)
A Different Kind of Teacher: Solving the Crisis of American Schooling, by John Taylor Gatto (Berkeley Hills Books, 2000)
Educating Your Child in Modern Times: Raising an Intelligent, Sovereign, & Ethical Human Being, by John Taylor Gatto & Hamza Yusuf Hanson (Alhambra Productions, 2003)

	Parenting Approaches
Ritalin Is Not The Answer, by David B. Stein, Ph.D. (Jossey-Bass, 1st Edition, 1999)
Unraveling The ADD/ADHD Fiasco: Successful Parenting Without Drugs, by David Stein, Ph.D. (Andrews McMeel Publishing, 2001)
Transforming The Difficult Child: The Nurtured Heart Approach, by Howard Glasser, M.A. & Jennifer Easley, M.A. (Children's Success Foundation, 1999)
Winning Cooperation From Your Child!: A Comprehensive Method To Stop Defiant And Aggressive Behavior In Children, by Kenneth Wenning (Jason Aronson; Revised Edition, 1999)
The Explosive Child: A New Approach For Understanding And Parenting Easily Frustrated, Chronically Inflexible Children, by Ross W. Greene (HarperCollins; 2nd Edition, January 2001)
	Other Relevant Topics

Bluebird: The Deliberate Creation Of Multiple Personality By Psychiatrists, by Colin A. Ross, M.D. (Manitou Communications, Inc., 2000)

WWW/Internet Resources:

<LI><a href="http://www.breggin.com">Peter Breggin, M.D. - Critical Analysis Of Psychiatry</a><br>
<LI><a href="http://www.adhdfraud.com">Neurologist Fred Baugham, Jr., M.D. - ADHD Fraud Allegations</a><br>
<LI><a href="http://www.real-solutions.info">Real Solutions For ADHD</a><br>
<LI><a href="http://www.adhdoutreach.com">ADHD Outreach</a><br>
<LI><a href="http://www.addhelpsite.com">ADHD Help Site</a><br>
<LI><a href="http://www.blockcenter.com">The Block Center: No More ADHD</a><br>
<LI><a href="http://www.mindfreedom.org">Mind Freedom Coalition</a><br>
<LI><a href="http://www.healing-arts.org">Healing Arts</a><br>
<LI><a href="http://www.difficultchild.com">Transforming The Difficult Child: The Nurtured Heart Approach</a><br>
<LI><a href="http://www.caer.com">ADHD: A Path To Success</a><br>
<LI><a href="http://www.heartmath.org">Heart Math Foundation</a><br>
<LI><a href="http://www.adhdhelp.org">ADHD Help</a><br>
<LI><a href="http://www.tomatis.com">The Tomatis Method</a><br>
<LI><a href="http://www.mind-stim.com/">Mind-Stim - Tomatis Frequencies</a><br>
<LI><a href="http://www.hemi-sync.com">Hemi-Sync: Monroe Institute & Brainwave Entrainment</a><br>
<LI><a href="http://chinesemedicalpsychiatry.com">Chinese Medical Psychiatry</a><br>
<LI><a href="http://members.aol.com/inetwork1">Glyconutritionals For ADHD</a><br>
<LI><a href="http://www.eegspectrum.com">EEG Spectrum Neurofeedback</a><br>
<LI><a href="http://www.truehope.com">True Hope For Mental Illness</a><br>
<LI><a href="http://www.alternativementalhealth.com">Alternative Mental Health</a><br>
<LI><a href="http://www.drlaurathompson.com">Dr. Laura Thompson & Clinical Nutrition</a><br>
<LI><a href="http://www.drstordy.com/">Dr. Stordy's Site On LCP Supplements For ADHD & Learning Disorders</a><br>
<LI><a href="http://www.drrapp.com">Doris Rapp, M.D. - Children, Allergies, & Environmental Hazards</a><br>
<LI><a href="http://members.aol.com/atracyphd/">Psychologist Dr. Ann Blake Tracy</a><br>
<LI><a href="http://www.healingyourchild.com">Healing Your Child</a><br>
<LI><a href="http://www.futuredynamicadvantage.com">Future Dynamic Advantage Brain Research & Products</a><br>
<LI><a href="http://www.drugawareness.org">International Coalition For Drug Awareness</a><br>
<LI><a href="http://www.healthychild.com">Healthy Child Resources</a><br>
<LI><a href="http://www.garynull.com">Gary Null Health Resources</a><br>
<LI><a href="http://www.iahf.com">International Advocates For Health Freedom</a><br>
<LI><a href="http://www.orthomed.org">Orthomolecular Medicine</a><br>
<LI><a href="http://www.neuromodulationtechnique.com">Neuromodulation Technique</a><br>
<LI><a href="http://www.miami.edu/touch-research">University Of Miami Touch Research Institute</a><br>
<LI><a href="http://www.thoughtenergy.com/">Thought Energy Synchronization</a><br>
<LI><a href="http://www.braingym.com/">Edu-Kinesthetics Brain Gym</a><br>
<LI><a href="http://www.craniosacral.com">Craniosacral Therapy</a><br>
<LI><a href="http://www.adamtechnology.net/">ADAM Technology: Aphysical Dimensional Access Manager</a><br>
<LI><a href="http://www.healthpyramid.com/">Health Pyramid</a><br>
<LI><a href="http://www.noetic.org/">Institute Of Noetic Sciences</a><br>
<LI><a href="http://www.energypsych.com/">Energy Psychology</a><br>
<LI><a href="http://www.addsolutions.com/">ADD Solutions</a><br>
<LI><a href="http://www.yurkovsky.com">Field Control Therapy</a><br>
<LI><a href="http://www.heartmath.com">Heart Math: Technology & Resources For Physical & Emotional Health</a><br>
<LI><a href="http://www.heartcoherence.com/">Heart Tuner: Heart Coherence, Biofeedback, Neurofeedback & Life Force Measurement</a><br>
<LI><a href="http://www.neuromodulationtechnique.com">Neuromodulation Technique, The Feinberg Technique</a><br>
<LI><a href="http://www.emofree.com">Emotional Freedom Technique</a><br>
<LI><a href="http://www.thebrainstore.com">The Brain Store - Educational Resources</a><br>
<LI><a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi">PubMed: Medline Research Abstracts</a><br>
<LI><a href="http://www.acalogic.com/">Academic Research & Consulting: ADHD Research & Exercise Intervention</a><br>
<LI><a href="http://www.thomhartmann.com">Thom Hartmann's Web Site & Books</a><br>

Articles

Castaneda R, Lifshutz H , Galanter M, et al: An empirical assessment of the self-medication hypothesis. Comprehensive Psychiatry 2:180-184, 1994

Khantzian EJ: The self-medication hypothesis of addictive disorders: focus on heroin and cocaine dependence. American Journal 
of Psychiatry 142:1259-1264, 1985

Volkow ND, Wang G-F, Fowler JS, et al: Dopamine transporter occupancies in the human brain induced by therapeutic doses of oral 
methylphenidate. American Journal of Psychiatry 155:1325-1331, 1998

Reid MS, Hsu Jr K, Berger SP: Cocaine and amphetamine preferentially stimulate glutamate release in the limbic system: 
studies in the involvement of dopamine. Synapse 27:95-105, 1997

Saine, Deb: Placebo study indicates lower doses may effectively treat ADHD.  University of North Carolina-Chapel Hill, Department of Psychiatry, UNC News Services, May 3, 2003

Schnoll R, Burshteyn, Cea-Aravena J.: Nutrition in the treatment of attention-deficit hyperactivity disorder: a neglected but important aspect.  Appl Psychophysiol Biofeedback, 2003 Mar; 28(1): 63-75.

Pelsser LM, Buitelaar JK: Favourable effect of a standard elimination diet on the behavior of young children with attention deficit hyperactivity disorder (ADHD): a pilot study.  [Dutch] Ned Tijdschr Geneeskd, 2002 Dec 28; 146(52): 2543-7. 
Ramanathan G, White GE: Attention-deficit/hyperactive disorder: making a case for multidisciplinary management.  J Clin Pediatr Dent. 2001 Spring; 25(3): 249-53.
Arnold LE, Pinkham SM, Votolato N.  Does zinc moderate essential fatty acid and amphetamine treatment of attention-deficit/hyperactivity disorder?  J Child Adolesc Psychopharmacol. 2000 Summer; 10(2): 111-7.
Dykman KD, Dykman RA.  Effect of nutritional supplements on attentional-deficit hyperactivity disorder.
Integr Physiol Behav Sci. 1998 Jan-Mar; 33(1): 49-60.  Mannatech Inc., Coppell, Texas 75019, USA.
Breakey J.  The role of diet and behaviour in childhood.  J Paediatr Child Health. 1997 Jun; 33(3): 190-4.
Rippere V.  Food additives and hyperactive children: a critique of Conners.
Br J Clin Psychol. 1983 Feb; 22 Pt 1: 19-32.
Schmidt ME, Kruesi MJ, Elia J, Borcherding BG, Elin RJ, Hosseini JM, McFarlin KE, Hamburger S.  Effect of dextroamphetamine and methylphenidate on calcium and magnesium concentration in hyperactive boys.  Psychiatry Res. 1994 Nov; 54(2): 199-210.
Starobrat-Hermelin B, Kozielec T.  The effects of magnesium physiological supplementation on hyperactivity in children with attention deficit hyperactivity disorder (ADHD). Positive response to magnesium oral loading test.
Magnes Res. 1997 Jun; 10(2): 149-56.
Field TM, Quintino O, Hernandez-Reif M, Koslovsky G.  Adolescents with attention deficit hyperactivity disorder benefit from massage therapy.  Adolescence. 1998 Spring; 33(129): 103-8. 
Chan E, Rappaport LA, Kemper KJ.  Complementary and alternative therapies in childhood attention and hyperactivity problems. J Dev Behav Pediatr. 2003 Feb; 24(1): 4-8. 
Uhlig T, Merkenschlager A, Brandmaier R, Egger J.  Topographic mapping of brain electrical activity in children with food-induced attention deficit hyperkinetic disorder.  Eur J Pediatr. 1997 Jul; 156(7): 557-61. 
Whalen CK.  ADHD treatment in the 21st century: pushing the envelope.
J Clin Child Psychol. 2001 Mar; 30(1): 136-40. 
Hinshaw SP, Owens EB, Wells KC, Kraemer HC, Abikoff HB, Arnold LE, Conners CK, Elliott G, Greenhill LL, Hechtman L, Hoza B, Jensen PS, March JS, Newcorn JH, Pelham WE, Swanson JM, Vitiello B, Wigal T.  Family processes and treatment outcome in the MTA: negative/ineffective parenting practices in relation to multimodal treatment.  J Abnorm Child Psychol. 2000 Dec; 28(6): 555-68.
Diagnosis and treatment of attention deficit hyperactivity disorder (ADHD).
NIH Consensus Statement. 1998 Nov 16-18; 16(2): 1-37. 
Harding KL, Judah, RD, Gant CE.  Outcome-based comparison of Ritalin versus food supplement treated children with AD/HD.  Alt Med Review 2003, 8(3): 319-330.
Sharav VH.  Children in clinical research: a conflict of moral values.
Am J Bioeth. 2003 Winter; 3(1): W-IF 2. 

Teter CJ, McCabe SE, Boyd CJ, Guthrie SK.  Illicit methylphenidate use in an undergraduate student sample: prevalence and risk factors.  Pharmacotherapy. 2003 May; 23(5): 609-17. 
Poulin C.  Medical and nonmedical stimulant use among adolescents: from sanctioned to unsanctioned use.  CMAJ. 2001 Oct 16; 165(8): 1039-44. 
Lynskey MT, Hall W.  Attention deficit hyperactivity disorder and substance use disorders: Is there a causal link?
Addiction. 2001 Jun; 96(6): 815-22. 

Borcherding BG, Keysor CS, Rapoport JL, Elia J, Amass J.  Motor/vocal tics and compulsive behaviors on stimulant drugs: is there a common vulnerability?  Psychiatry Res. 1990 Jul; 33(1): 83-94. 
Fuchs T, Birbaumer N, Lutzenberger W, Gruzelier JH, Kaiser J.  Neurofeedback treatment for attention-deficit/hyperactivity disorder in children: a comparison with methylphenidate.  Appl Psychophysiol Biofeedback. 2003 Mar; 28(1): 1-12. 

Taylor, John D., Ph.D.  The Algae AD/HD Connection: Can Blue Green Algae Be Of Help With
Attention Deficit / Hyperactivity Disorder?  http://www.adhdoutreach.com/Tayloradhd.htm
Sornson, Robert O.  Using Binaural Beats to Enhance Attention.  http://www.hemi-syncsource.bigstep.com
Guilfoyle, George, Ph.D., Carbone, Dominic, Ph.D.  The Facilitation of Attention Utilizing Therapeutic Sounds.  http://www.hemi-syncsource.bigstep.com
Flaws, Bob, Dipl. Ac. & C.H., FNAAOM.  Pediatric ADHD, Chinese Herbal Medicine & Acupuncture.  http://chinesemedicalpsychiatry.com/articles/article_adhd_combo.html  2000, Blue Poppy Press.
Alexandra Potter, Ph.D, Clinical Neuroscience Research Unit, University of Vermont, Burlington.  Acute nicotine administration improves behavioral inhibition in adolescents with attention-deficit/hyperactivity disorder (ADHD). (Abstract 18.9), November 8, 2003, Society for Neuroscience 33rd Annual Meeting.
SFN: Nicotine as Good as Ritalin on Core Measure of Attention Deficit/Hyperactivity Disorder, by Roberta Friedman, Ph.D.  http://www.docguide.com/news/content.nsf/news/8525697700573E1885256DDD004D95F8
ADHD drugs' long-term effects examined, December 8, 2003, http://www.cnn.com/2003/HEALTH/parenting/12/08/add.drugs.reut/index.html, and http://www.nih.gov/news/pr/dec2003/nida-08.htm
Tara Ross.  Black Market In Child Medicine: Parents selling drugs prescribed for their behaviourally troubled children are fuelling the black market trade in Ritalin.  December 1, 2003, http://www.stuff.co.nz/stuff/0,2106,2743765a11,00.html
Mark Townsend.  Scourge of the Ritalin pushers: It transforms the lives of many 'hyper' children, but as pupils peddle it at school, a new drug nightmare is unfolding.  The Observer, May 4, 2003.  http://observer.guardian.co.uk/uk_news/story/0,6903,949150,00.html
Daniel DeNoon, WebMD Medical News, Reviewed By Brunilda Nazario, MD
August 25, 2003.  Drug Abusers Can't Learn From Experience:  If Speed, Cocaine Handcuff Brain, What About Stimulant ADHD Drugs?  http://my.webmd.com/content/article/72/81882.htm?z=1728_00000_1000_ln_04
Over-medication: a growing crisis: Aggressive marketing a major culprit.
By Lou Dobbs, Tribune Media Services, Oct. 02, 2003, http://www.tallahassee.com/mld/democrat/news/opinion/6908288.htm
Girls get extra school help while boys get Ritalin.  http://www.usatoday.com/news/opinion/editorials/2003-08-28-our-view_x.htm
Hyperactivity computer games link: Hyperactive children spend much longer playing computer games and watching TV than healthy children, researchers say.   http://news.bbc.co.uk/1/hi/health/3092902.stm
Children losing out on sleep: Up to two-thirds of children in the UK are not getting enough sleep, researchers have found.   http://news.bbc.co.uk/1/hi/health/2991087.stm
Sleep loss hits child brain:  Even losing an hour's sleep a night can have noticeable effects on a child's mental performance, say scientists.  http://news.bbc.co.uk/1/hi/health/2815683.stm
Make Sure Kids Get Enough Shut Eye, By Janice Billingsley, HealthDayNews, Sept. 5, 2003. http://abcnews.go.com/sections/living/Healthology/HS_kidsleep_030905.html
Poisoned Minds:  Lead Levels Linked to Lower IQ in Children.  June 2, 2003. http://abcnews.go.com/sections/GMA/AmericanFamily/GMA030602Lead_level_research.html
Burgess, J.  Deficiency in omega-3 fatty acids tied to ADHD in boys.  Physiology & Behavior, April/May 1996.  http://www.purdue.edu/UNS/html4ever/9606.Burgess.html
Monastra VJ, Monastra DM, George S.  The effects of stimulant therapy, EEG biofeedback, and parenting style on the primary symptoms of attention-deficit/hyperactivity disorder. Appl Psychophysiol Biofeedback. 2002 Dec; 27(4): 231-49. 
Ramirez PM, Desantis D, Opler LA.  EEG biofeedback treatment of ADD. A viable alternative to traditional medical intervention?  Ann N Y Acad Sci. 2001 Jun; 931: 342-58. 
Potashkin BD, Beckles N. Relative efficacy of ritalin and biofeedback treatments in the management of hyperactivity.  Biofeedback Self Regul. 1990 Dec; 15(4): 305-15. 
Lubar JF, Swartwood MO, Swartwood JN, O'Donnell PH.  Evaluation of the effectiveness of EEG neurofeedback training for ADHD in a clinical setting as measured by changes in T.O.V.A. scores, behavioral ratings, and WISC-R performance. Biofeedback Self Regul. 1995 Mar; 20(1): 83-99. 
Thompson L, Thompson M.  Neurofeedback combined with training in metacognitive strategies: effectiveness in students with ADD.  Appl Psychophysiol Biofeedback. 1998 Dec; 23(4): 243-63. 
Richter NC.  The efficacy of relaxation training with children.  J Abnorm Child Psychol. 1984 Jun; 12(2): 319-44.
Dunn FM, Howell RJ.  Relaxation training and its relationship to hyperactivity in boys.  J Clin Psychol. 1982 Jan; 38(1): 92-100.
Shouse MN, Lubar JF.  Operant conditioning of EEG rhythms and ritalin in the treatment of hyperkinesis.  Biofeedback Self Regul. 1979 Dec; 4(4): 299-312. 
Braud LW.  The effects of frontal EMG biofeedback and progressive relaxation upon hyperactivity and its behavioral concomitants.  Biofeedback Self Regul. 1978 Mar; 3(1): 69-89.
Mitchell EA, Aman MG, Turbott SH, Manku M.  Clinical characteristics and serum essential fatty acid levels in hyperactive children.  Clin Pediatr (Phila). 1987 Aug; 26(8): 406-11. 

Haag M.  Essential fatty acids and the brain.  Can J Psychiatry. 2003 Apr; 48(3): 195-203.
Durham Research: Using Fatty Acids for Learning Conditions.  Educational Psychology Service, Greencroft Building,
New College, Neville’s Cross Darlington Rd, Durham County UK.  http://www.durhamtrial.org
Essential Fatty Acids Improve Thought Process and Behavior in Children with ADHD, By Darin Ingels, ND.
HealthNotes Newswire, Jun 13, 2002.  http://www.stopgettingsick.com/Conditions/condition_template.cfm/5890/65/1
Castellanos X, Rapoport J [NIMH Child Psychiatry Branch].  Brain shrinkage in ADHD not caused by medications.  Journal of the American Medical Association, October 9, 2002.  http://www.stopgettingsick.com/Conditions/condition_template.cfm/6272/65/1
Essential Fatty Acids Shown To Improve Performance in Children With ADHD and Dyslexia, by James Meschino, DC, MS.  2003.  http://www.chiroweb.com/archives/21/07/15.html, ref: Richardson A, Puri B, Neuro-Psychopharmacology & Biological Psychiatry, February 2003.
Karst K.  Attention-Getters: EFAs and ADD/ADHD.  Health N Vitality Magazine, January 2003.  http://www.fatsforhealth.com/library/libitems/ADD_ADHD_Attention.php
Lyon MR, Cline JC, Totosy de Zepetnek J, Shan JJ, Pang P, Benishin C.  Effect of the herbal extract combination Panax quinquefolium [Ginseng] and Ginkgo biloba on attention-deficit hyperactivity disorder: a pilot study.  
J Psychiatry Neurosci 2001 May;26(3):221-8
Jeannine Virtue.  Nutrition as an Attention Deficit Disorder/ADHD Alternative Treatment: Help is as Close as the Kitchen.  http://www.myparentime.com/articles/03/articleS284.shtml
Hernandez-Reif, M., Field, T., & Thimas, E. (2001). Attention deficit hyperactivity disorder: benefits from Tai Chi. Journal of Bodywork and Movement Therapies, 5, 120-123.
Abrams, S., Field, T., & Hernandez-Reif, M. (In Review). ADHD symptoms in children are decreased following massage therapy.  http://www.miami.edu/touch-research/
DNA. by Grazyna Fosar and Franz Bludorf.  http://www.inter-dimensions.com/en-us/pg_62.html
Josef Hasslberger. Is DNA hyper-communication a native internet? HealthSupreme, July 15, 2003. http://www.newmediaexplorer.org/sepp/2003/07/15/is_dna_hypercommunication_a_native_internet.htm
Hyperactive Kids In More Danger From Cigarettes.  A.S.H. - Action On Smoking And Health.  http://www.ash.org/kids/hyperactive.html
Is Ritalin Overprescribed? — YES, by Dr. Richard Bromfield.  American Council On Science And Health. Health Priorities, Volume 8, Number 3, 1996.  http://www.acsh.org/publications/priorities/0803/pcyes.html
Attention Deficit Disorder (ADD) or ADDH and Ritalin.  Hugs, Not Drugs.  http://www.heall.com/holistic_psychology/addh.html
Running from Ritalin, by Dr. Bob Murray, http://www.upliftprogram.com/article_adhadd.html
Attention Deficit Disordered: An Anthropologist Studying ADHD Reaches Some Surprising Conclusions, by Carrie McLaren.  Stay Free Magazine, 17, Summer/Fall 2000.  http://www.stayfreemagazine.org/archives/17/ADHD_interview.html
The Nocebo Effect: Placebo's Evil Twin, by Brian Reid.  Washington Post, April 30, 2002, Pg. HE01.  http://www.washingtonpost.com/wp-dyn/articles/A2709-2002Apr29.html
Anti-Convulsant Treatment Benefits Disruptive, Explosive Youth.  American Psychiatric Association.  April 24, 2000. http://www.sciencedaily.com/releases/2000/04/000424091206.htm
New Theory May Explain Ritalin Action In Hyperactivity.  Duke University Medical Center.  January 18, 1999.  http://www.sciencedaily.com/releases/1999/01/990118075443.htm
Serotonin May Hold Key To Hyperactivity Disorder.  Howard Hughes Medical Institute.  January 20, 1999.  http://www.sciencedaily.com/releases/1999/01/990120074604.htm
New Brookhaven Lab Study Shows How Ritalin Works.  Brookhaven National Laboratory.  January 17, 2001.  http://www.sciencedaily.com/releases/2001/01/010117075041.htm
Thyroid Hormone Disruption: Dioxins Linked To Attention Deficit, Learning Problems.  University Of Maryland, Baltimore.  January 13, 1998.  http://www.sciencedaily.com/releases/1998/01/980113155609.htm
Brain Cell "Chorus" Appears As Attention Increases.  Johns Hopkins University.  March 9, 2000.  http://www.sciencedaily.com/releases/2000/03/000308112357.htm
Lewin R.  Is Your Brain Really Necessary?  Science, 210, December 1980, p.1, 232.
National Institutes Of Health, National Library Of Medicine, Current Bibliographies In Medicine: Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder.  September 1998.  http://www.nlm.nih.gov/pubs/cbm/adhd.html
National Institute Of Mental Health: Treatment of Children With Mental Disorders.  September 2000, updated June 18, 2001.  http://www.nimh.nih.gov/publicat/childqa.cfm
National Institutes Of Health, Consensus Statements, Diagnosis And Treatment of Attention Deficit Hyperactivity Disorder.  November 16-18, 1998, Vol. 16, No. 2.  http://consensus.nih.gov/cons/110/110_statement.htm
Giesen JM; Center DB; Leach RA. An evaluation of chiropractic manipulation as a treatment of hyperactivity in children. J Manipulative Physiol Ther 1989; 12(5): 353-63.
The Effect of an Activity Program Designed with Intense and Frequent Physical Exercise on the Behavior of ADHD Children, by Dr. Michael S. Wendt, State University of New York at Buffalo.  http://www.acalogic.com/adhd_research_abstract.htm
Hering-Hanit, R. & Gadoth, N.  Caffeine-induced headache in children and adolescents.  Cephalalgia, 2003, 23, 332-335.
Antidepressant Makers Withhold Data on Children, by Shankar Vedantam.  Washington Post, January 29, 2004; Pg. A01.  http://www.washingtonpost.com/wp-dyn/articles/A58130-2004Jan28.html
How To Tame Your Little Devil With A Good Diet, by Sarah French.  Independent Digital (UK) Ltd., 2003. http://news.independent.co.uk/uk/health/story.jsp?story=484868 
Smith KM, Daly M, Fischer M, Yiannoutsos CT, Bauer L, Barkley R, Navia BA.  Association of the dopamine beta hydroxylase gene with attention deficit hyperactivity disorder: genetic analysis of the Milwaukee longitudinal study.  Am J Med Genet. 2003 May 15;119B(1):77-85.
Swanson JM, Arnold LE, Vitiello B, Abikoff HB, Wells KC, Pelham WE, March JS, Hinshaw SP, Hoza B, Epstein JN, Elliott GR, Greenhill LL, Hechtman L, Jensen PS, Kraemer HC, Kotkin R, Molina B, Newcorn JH, Owens EB, Severe J, Hoagwood K, Simpson S, Wigal T, Hanley T; MTA Group. Multimodal Treatment of Children with Attention Deficit Hyperactivity Disorder.  Response to commentary on the multimodal treatment study of ADHD (MTA): mining the meaning of the MTA.  J Abnorm Child Psychol. 2002 Aug;30(4):327-32. Comment on J Abnorm Child Psychol. 2000 Dec;28(6):595-9.
Sergeant J.  The cognitive-energetic model: an empirical approach to attention-deficit hyperactivity disorder.  Neurosci Biobehav Rev. 2000 Jan;24(1):7-12. 

Grodzinsky GM, Barkley RA.  Predictive power of frontal lobe tests in the diagnosis of attention deficit hyperactivity disorder.  Clin Neuropsychol. 1999 Feb;13(1):12-21. 

Majorek M, Tuchelmann T, Heusser P.  Therapeutic Eurythmy-movement therapy for children with attention deficit hyperactivity disorder (ADHD): a pilot study.  Complement Ther Nurs Midwifery. 2004 Feb;10(1):46-53. 
Bilici M, Yildirim F, Kandil S, Bekaroglu M, Yildirmis S, Deger O, Ulgen M, Yildiran A, Aksu H.  Double-blind, placebo-controlled study of zinc sulfate in the treatment of attention deficit hyperactivity disorder.  Prog Neuropsychopharmacol Biol Psychiatry. 2004 Jan;28(1):181-90. 

Bolanos CA, Barrot M, Berton O, Wallace-Black D, Nestler EJ.  Methylphenidate treatment during pre- and periadolescence alters behavioral responses to emotional stimuli at adulthood.  Biol Psychiatry. 2003 Dec 15;54(12):1317-29. 

A RK, Kurup PA.  Changes in the isoprenoid pathway with transcendental meditation and Reiki healing practices in seizure disorder.  Neurol India. 2003 Jun;51(2):211-4.
Newshan G, Schuller-Civitella D.  Large clinical study shows value of therapeutic touch program.  Holist Nurs Pract. 2003 Jul-Aug;17(4):189-92.
Crawford CC, Jonas WB, Nelson R, Wirkus M, Wirkus M.  Alterations in random event measures associated with a healing practice.  J Altern Complement Med. 2003 Jun;9(3):345-53. erratum in J Altern Complement Med. 2003 Aug;9(4):597.
Bobrow RS.  Paranormal phenomena in the medical literature sufficient smoke to warrant a search for fire.  Med Hypotheses. 2003 Jun;60(6):864-8.
Miles P, True G.  Reiki--review of a biofield therapy history, theory, practice, and research.  Altern Ther Health Med. 2003 Mar-Apr;9(2):62-72.; comment in Altern Ther Health Med. 2003 Mar-Apr;9(2):20-1.
Woods DL, Dimond M.  The effect of therapeutic touch on agitated behavior and cortisol in persons with Alzheimer's disease.  Biol Res Nurs. 2002 Oct;4(2):104-14.
Hagemaster J.  Use of therapeutic touch in treatment of drug addictions.  Holist Nurs Pract. 2000 Apr;14(3):14-20.

Croke M, Bourne RD.  A review of recent research studies on the efficacy of Esogetic Colorpuncture Therapy--A wholistic acu-light system.  Am J Acupunct. 1999;27(1-2):85-94.

Teens Find A Dangerous, Cheap High In Cough Medicine, by Will Evans, The Sacramento Bee, Jan 31, 2004.  http://www.sacbee.com/content/lifestyle/story/8179394p-9110696c.html
Drugging America to death, By Lynne Born.  International Socialist Review, Issue 33, January–February 2004.   http://www.isreview.org/issues/33/druggingtodeath.shtml
Advertisers probe brains, raise fears, by David Wahlberg.  Atlanta Journal-Constitution, Feb. 1, 2004.  http://www.ajc.com/business/content/business/0204a/01brain.html
A possible link between ADHD and food allergies. The Brown University Child And Adolescent Behavior Letter, Vol. 18, No. 1, January 2002.  http://www.childresearch.net/CYBRARY/NEWS/200201.HTM
ADD: Does It Really Exist?, by Thomas Armstrong, Ph.D.  Phi Delta Kappan, February, 1996.  http://www.thomasarmstrong.com/articles/does_add_exist.htm
Prozac during pregnancy can damage unborn child, by Michael Day, Health Correspondent, Telegraph Group, February 22, 2004.  http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2004/02/22/nproz22.xml&sSheet=/news/2004/02/22/ixhome.html
Antidepressants do children 'more harm than good,' by David Derbyshire, Science Correspondent, Telegraph Group, November 12, 2003.  http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2003/12/11/ndrug11.xml
Chronic illness doubles in the young as living standards rise, by Maxine Frith, Social Affairs Correspondent, Independent Digital (UK) Ltd., March 19, 2004.  http://news.independent.co.uk/uk/health/story.jsp?story=502725
Poor suffer brain drain from lack of vitamins, by Chris Hawley, Associated Press, March 25, 2004.  http://www.miami.com/mld/miamiherald/news/world/8269957.htm
TV Linked to Kids' Attention Problems.  Lindsey Tanner, Associated Press, April 5, 2004.   http://www.miami.com/mld/miamiherald/living/health/8356812.htm
Dimitri A. Christakis, Frederick J. Zimmerman, David L. DiGiuseppe, and Carolyn A. McCarty.
Early Television Exposure and Subsequent Attentional Problems in Children.
Pediatrics, April 2004; 113: 708 - 713.  http://pediatrics.aappublications.org/cgi/content/abstract/113/4/708
Study Links ADHD Drugs to Growth Delays, Associated Press, April 5, 2004.   http://www.miami.com/mld/miamiherald/living/health/8356813.htm
National Institute of Mental Health Multimodal Treatment Study of ADHD Follow-up: Changes in Effectiveness and Growth After the End of Treatment.  MTA Cooperative Group.  Pediatrics, Vol. 113, No. 4, April 2004, pp. 762-769.   http://pediatrics.aappublications.org/cgi/content/abstract/113/4/762
National Institute of Mental Health Multimodal Treatment Study of ADHD Follow-up: 24-Month Outcomes of Treatment Strategies for Attention-Deficit/Hyperactivity Disorder.  MTA Cooperative Group.  Pediatrics, Vol. 113, No. 4, April 2004, pp. 754-761. http://pediatrics.aappublications.org/cgi/content/abstract/113/4/754
American Kids And Parents Lack Sleep, by Maggie Fox, Reuters Health and Science Correspondent, March 31, 2004.
As kids keep on calling, experts worry.  China Daily, March 19, 2004.  http://www.chinadaily.com.cn/english/doc/2004-03/19/content_316009.htm
Feds to launch $10 million investigation of cell phones, wireless technologies, By Nancy McVicar, Sun-Sentinel Health Writer.  November 16, 2003.  Copyright 2004, South Florida Sun-Sentinel Co. 
http://www.sun-sentinel.com/news/local/southflorida/sfl-rxfone16nov16,0,7861249.story?
Electrophysiological Evidence of Intuition: Part 1. The Surprising Role of the Heart.  Rollin McCraty ; Mike Atkinson ; Raymond Trevor Bradley.  The Journal of Alternative & Complementary Medicine, Vol. 10, No. 1, 133-143, February 2004.  http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/contp1-1.htm
Measuring Effects of Music, Noise, and Healing Energy Using a Seed Germination Bioassay. Katherine Creath ; Gary E. Schwartz The Journal of Alternative & Complementary Medicine, Vol. 10, No. 1, 91-101, February 2004.  http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s16/p91
Quanta and Coherence Effects in Water and Living Systems. Cyril W. Smith. The Journal of Alternative & Complementary Medicine, Vol. 10, No. 1, 69-78, Feb. 2004.  http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s12/p69 
Bioinformation Within the Biofield: Beyond Bioelectromagnetics. Glen Rein.  The Journal of Alternative & Complementary Medicine Vol. 10, No. 1, 59-68, Feb. 2004.  http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s11/p59
Assessing Biophysical Energy Transfer Mechanisms in Living Systems: The Basis of Life Processes.  Konstantin Korotkov ; Berney Williams ; Leonard A. Wisneski.  The Journal of Alternative & Complementary Medicine, Volume 10, No. 1, 49-57, Feb. 2004.  http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s10/p49
Consciousness and Quantum Information Processing: Uncovering the Foundation for a Medicine of Light. Bruce D. Curtis ; J.J. Hurtak.  The Journal of Alternative & Complementary Medicine, Volume 10, Number 1, 27-39, Feb. 2004.  http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s8/p27
Healing with Water.  Masaru Emoto.  The Journal of Alternative & Complementary Medicine, Vol. 10, No. 1, 19-21, Feb. 2004.  http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s6/p19 
Science and Healing: From Bioelectromagnetics to the Medicine of Light. Implications, Phenomena, and Deep Transformation.  Kim A. Jobst.  The Journal of Alternative & Complementary Medicine, Volume 10, Number 1, 1- 5, Feb. 2004.  http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s1/p1
The Practitioner as Medicine.  Elizabeth G. Sutherland ; Cheryl K. Ritenbaugh.  The Journal of Alternative & Complementary Medicine, Volume 10, Number 1, 13-15, Feb. 2004.    http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s4/p13
Wisdom, Knowledge, and Information: Have We Lost Our Way in Our Understanding and Practice of Medicine?  Kakkib li'Dthia Warrawee'a.  The Journal of Alternative & Complementary Medicine, Volume 10, No. 1, 9-11, Feb. 2004.   http://oberon.ingentaselect.com/vl=7887554/cl=29/nw=1/rpsv/cw/mal/10755535/v10n1/s3/p9
Gene Therapy, The Natural Way, by Anne McIlroy, The Globe And Mail, April 6, 2004.  Bell Globemedia Publishing Inc.  http://www.theglobeandmail.com/servlet/story/RTGAM.20040405.wstartzero0405/BNStory/specialScienceandHealth/
Best Medical Treatment Often No Treatment At All, by Jeremy Laurance, Health Editor, The Independent UK, April 7, 2004. Independent Digital (UK) Ltd.  http://news.independent.co.uk/uk/health/story.jsp?story=508899
Study Advises Against Drugs for Children in Depression, by Gardiner Harris, New York Times, April 9, 2004.  http://www.nytimes.com/2004/04/09/health/09DRUG.html
FDA Sat on Report Linking Suicide, Drugs, by Elizabeth Shogren, Times Staff Writer, Los Angeles Times, April 6, 2004.    http://www.latimes.com/news/nationworld/nation/la-na-suicide6apr06,1,2908070.story  http://www.chron.com/cs/CDA/ssistory.mpl/nation/2496556
Cannabis 'Scrips to Calm Kids?, By Kelley Beaucar Vlahos, FOX News, April 20, 2004.  http://www.foxnews.com/story/0,2933,117541,00.html
Drug firms 'hid risks to children,' by David Derbyshire, Science Correspondent, The Daily Telegraph UK,
April 23, 2004.  http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2004/04/23/ndrug23.xml
Pharmaceutical companies accused of manipulating drug trials for profit, by Jeremy Laurance, Health Editor, The Independent UK,  April 23, 2004.  http://news.independent.co.uk/uk/health_medical/story.jsp?story=514317 
You Really May Be Addicted to That Chocolate Cake, Reuters, Washington D.C., April 20, 2004.  Reuters News UK.  http://www.reuters.co.uk/newsArticle.jhtml?type=healthNews&storyID=4884082&section=news
Mind drugs may hinder recovery, by Robert Whitaker, USA Today, March 4, 2002, P.13A.  http://www.usatoday.com/usatonline/20020304/3909657s.htm
Kids' illnesses baffle researchers: More children then ever are contracting asthma, autism and other maladies, prompting plans for a major study to find the causes, by Tom Webb, St. Paul Pioneer Press, April 26, 2004.  http://www.duluthsuperior.com/mld/duluthsuperior/8521678.htm
ADHD’s Outdoor Cure, by Willow Lawson, Psychology Today, March/April 2004.  http://www.psychologytoday.com/htdocs/prod/PTOArticle/pto-20040406-000015.asp
Licensed to kill - facts the drug firms conceal, by Jeremy Laurance, The New Zealand Herald, April 29, 2004.  http://www.nzherald.co.nz/storydisplay.cfm?storyID=3563259
A Little Music With Exercise Boosts Brain Power, Study Suggests, Holly Wagner, Ohio State University, March 24, 2004.  http://researchnews.osu.edu/archive/hartsong.htm  http://www.sciencedaily.com/releases/2004/03/040324071444.htm  http://abcnews.go.com/sections/SciTech/DyeHard/exercise_music_dyehard_040401-1.html
Cell Phones A Health Hazard?  April 16, 2003.  http://www.emf.com/cellphones.html
Proceedings of a Joint National Institute for Occupational Saftey and Health/Department Of Energy Workshop: EMF Exposure Assessment and Epidemiology, Cincinnati, Ohio September 26-28, 1994.  National Technical Information Service Document PB 2000-101086  http://www.cdc.gov/niosh/pdfs/doewkshp.pdf
Food additives play 'substantial' role in hyperactivity, study finds, by Andre Picard, Globe And Mail, May 28, 2004. Bell GlobeMedia, Inc. http://www.theglobeandmail.com/servlet/story/RTGAM.20040528.wxhfood28/BNStory/specialScienceandHealth/
Thousands face arrest over drug firm bribes, by John Hooper in Rome & Heather Stewart in London, Sydney Morning Herald,
May 28, 2004.  http://www.smh.com.au/articles/2004/05/27/1085641651698.html?from=storylhs
Influence of supplementary vitamins, minerals and essential fatty acids on the antisocial behaviour of young adult prisoners: Randomised, placebo-controlled trial, C. Bernard Gesch, CQSW, University Laboratory of Physiology, University of Oxford, UK, Sean M. Hammond, Ph.D., Department of Applied Psychology, University College Cork, Ireland, Sarah E. Hampson, Ph.D., Department of Psychology, Anita Eves, Ph.D., School of Management Studies for the Service Sector, University of Surrey, UK, Martin J. Crowder, Ph.D.  The British Journal of Psychiatry (2002) 181: 22-28.  http://bjp.rcpsych.org/cgi/content/full/181/1/22
The devil in their diet. The Independent, UK, August 16, 2004.  Geoff Watts, 2004 Independent Digital (UK) Ltd.  http://news.independent.co.uk/uk/health_medical/story.jsp?story=552022
Dolphins, Therapy and Autism. Michael T. Hyson, Ph.D.  2003. http://www.planetpuna.com/dp.htm
Makers 'ghost' drugs reviews.  Rosie Murray-West, Telegraph Group Limited, October 15, 2004.  http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2004/10/15/ndrug15.xml&sSheet=/news/2004/10/15/ixhome.html
It's Official: TV linked to attention deficit, by Jean Lotus.  http://www.whitedot.org/issue/iss_story.asp?slug=ADHD Toddlers
The Chill Pill Kids.  Liam McDougall, The Sunday Herald (UK), Nov. 21, 2004.  http://www.sundayherald.com/46196
Poor diet linked to bad behaviour, BBC News, November 22, 2004.  http://news.bbc.co.uk/2/hi/health/4032449.stm
Delving into mind over matter, by Claire Smith, The Scotsman, Dec. 3, 2004. http://news.scotsman.com/scitech.cfm?id=1386262004
Smoking is bad for the brain, New Scientist, December 10, 2004.  http://www.newscientist.com/news/news.jsp?id=ns99996765
Antipsychotic Drugs Linked To Insulin Resistance In Children, Johns Hopkins Medical Institutions http://www.hopkinschildrens.org/, Dec. 21, 2004.  http://www.sciencedaily.com/releases/2004/10/041021084911.htm
Here, Kiddie, Kiddie: How drug companies are pushing ADHD drugs for children by funding researchers and advocacy groups – and ignoring the studies which question their claims.  By Kelly Hearn, AlterNet. November 29, 2004. http://www.alternet.org/story/20594/
Nervous system drugs linked to leukemia, by Andre Picard, Dec. 29, 2004.  Globe And Mail, Bell Globemedia Publishing, Inc.  http://www.theglobeandmail.com/servlet/story/RTGAM.20041229.wxleukemia29/BNStory/specialScienceandHealth/
Tobacco smoke dulls child brains: Children exposed to passive smoking are likely to do worse at school than their peers, research suggests, BBC News, January 4, 2005.  http://news.bbc.co.uk/2/hi/health/4145645.stm
Attention Deficit Disorder - A Different Perception, by Thom Hartmann. http://www.wholefamily.com/aboutyourkids/thom_hartman.html
Researchers Urge Caution on Ritalin-Cancer Link Finding Despite FDA concerns, Texas scientists say their study was only preliminary, by Amanda Gardner, HealthDay Reporter, July 1, 2005.  http://www.healthday.com/view.cfm?id=526657
ADHD Drug may cause suicidal thoughts, by Judy Ketteler. AOL Health, October 2009. http://www.aolhealth.com/condition-center/adhd/suicide-risk-drugs