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(ADHD) CLINICAL STUDY
HISTORICAL REVIEW
For the past 50-60 years, there has been no significant growth or research
in the understanding or etiological and dynamic aspects of ADHD. Since
the early introduction of Strauss Syndrome, the scientific community has
only moved toward name/title changes of this syndrome; namely, Hyperkinetic
Disorder, Minimal Brain Dysfunction, and now Attention Deficit Hyperactivity
Disorder/Attention Deficit Disorder.
Historically, we have remained concerned about the simplicity of this diagnosis
as it often takes place by inference. In the meantime, our children have
gone through educational, social, interfamily, and more significantly, developmental-educational
alienation stressors in their lives, growing old with vague generalized symptom
based inferences of ADHD along with the negative labeling that ensues.
CLINICAL STUDY
Studying nearly 1300 youngsters for the past 10 to 12 years, referred for
re-evaluation of poor response or non-response to present treatment methods,
we at New Oakland Child-Adolescent and Family Center uncovered the following
through our research:
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72% of the youngsters simultaneously suffer
from Cognitive/Perceptual/Sensory Motor delay/dysfunction
(C.P.S.M.), more significant among preadolescents and girls;
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68% of the youngsters also suffer from
a more advanced form of Learning Disability (LD), more
significantly among adolescents and boys;
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78% of the population suffer from continuous
emotional difficulty in the form of Depression, Anxiety,
Impaired Self-Esteem, and eventually, poor motivation and
rage reaction;
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Impairment of parenting attitudes and approaches
with paradoxical parenting 72% of the time: pro-active
mothering and reactive fathering; and
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Six major developmental-educational, in-family,
social-peer, culture based, emotional and inner growth
with eventual vulnerability-submissive and exhaustive based
stressors affecting 63-65% of the youngsters.
Along with these discoveries, there has also
been a significant link between inferential ADHD and child-adolescent
problems/occurrences of anger, anger control, anger management,
and difficulties with rage reaction toward violent adjustments.
THE THREE FACES OF ATTENTION DEFICIT
HYPERACTIVITY DISORDER
as Developmental-Educational Sustained Stress Disorder (D.E.S.S.D.)
In our study, we introduced Cognitive/ Perceptual/ Sensory Motor (C.P.S.M.)
vulnerability, Learning Disability (LD), and Emotional Impairment (EI) and
reaction with anger, rage, and violence as the main factors for the youngsters’ difficulty
or impairment. The simplistic, non-contributory symptoms of inattentiveness,
hyperactivity and impulsivity not only camouflage the etiological aspect
of the child’s difficulty, but also seriously camouflage and simplify
the need for an appropriate intervention, such as educational, emotional,
and family based intervention and alleviation of various sustained stressors.
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