The Misery of Pfizer Could Be The Joy Of Texas - Generic Drugs Are On The Rise

Pfizer can't be happy. Its patent on the best-selling drug in the world, Lipitor, expires in 2011, which doesn't give the pharmaceutical giant much time to figure out how to compensate for the billions of dollars in sales that will be lost when it happens, courtesy of generic companies reproducing the medicine's active ingredients. The United States alone buys $5 billion worth of the brand-name drug every year.

It's hard to believe that the world's greatest selling pharmaceutical medicine is a treatment for cholesterol, rather than for some horrible, chronic illness. . .well, that is until one considers it purely from a business perspective. Heart disease is still the number one killer of Americans, and one-third of all deaths in this country in 2004 were attributed to it. That means big bucks for companies that can market a treatment for this exploding, life-threatening problem.

Consumers can save up to fifty percent on prescription drugs, according to the Food and Drug Administration, if they just buy generic. Generic drug companies, health insurance providers, and patients alike are practically salivating in anticipation; Lipitor's expiring patent means that not only can other pharmaceutical companies reproduce the coveted, and much guarded, active ingredients, but also that dramatic price slashes will happen for consumers. Texas, with the majority of its population now obese -- a risk factor for heart disease -- and twenty-five percent of its population going without any health insurance, particularly stands to benefit from more cost-effective medication.

But Pfizer shouldn't feel so bad; Lipitor is not the only one. In fact, experts are predicting a golden era for generic drugs as patents on several high-dollar medications come due over the next few years -- $60 billion a year worth -- including Ambien, Norvasc, Zyrtec and Fosamax. Johnson & Johnson announced last week that it will eliminate close to 5,000 jobs in preparation for the generic reproductions of Risperdal, a drug for schizophrenia, Topamax, a seizure medication, and other medicines used for migraines. In 2009, Prevacid's formula, as well, relinquishes its secrets, a heartburn and ulcer drug producing $3.5 billion in annual sales.

While advances in treatments for cancer and other potentially fatal illnesses seem promising, few new medications with mass-market appeal are waiting to replace the old. While this is bad news, indeed, for pharmaceutical giants, it seems to be great news for the rest of the population.

Such patents expiring, without comparable replacements waiting, means the drug price inflation rate will remain under ten percent, despite the aging population's ever-increasing need for medication. This figure has almost always been in the double digits in recent years, according to Steven B. Miller, chief medical officer for ExpressScripts, which manages drug benefit plans. In 2002, in fact, it was eighteen and a half percent. "(The inflation rate) is much better than it was in the '90s, before these drugs starting going generic," said Miller.

Ronny Gal, analyst for Sanford C. Bernstein, which follows generic companies' activities, predicts a ten to thirteen percent growth in the generic drug industry by 2010. "(The change) is good for everybody but the branded pharmaceutical companies."

The high sticker price of many brand-name pharmaceutical drugs is, to a large extent, due to their research and development processes; industry leaders must invest billions of dollars and spend years of time to create a viable medication. They, then, make up for such significant initial costs by setting a high sale price, thereby ensuring billions in profits. Generic companies, on the other hand, do not invest such time and resources on development, which is one of the many reasons they can sell their versions anywhere from thirty to eighty percent cheaper, though they meet the same quality standards and contain the same active ingredients.

". . .(The lack of new drug formulas is) basically a failure of innovation," said Richard T. Evans, a consultant with Avos Life Sciences, a research and consulting firm for the drug industry.

Part of that industry, however, protests such claims. Caroline Loew, senior vice-president for scientific and regulatory affairs for the Pharmaceutical Research and Manufacturers of America, a trade group for brand-name companies, defends the ups and downs of the process. "I don't think we would support the contention there's a lull." Finding treatments for chronic and complicated diseases, like Alzhiemer's, Parkinson's, and cancer, takes more time and effort than for other conditions. The production of pharmaceutical drugs is "very much an emerging science," she said, and "the biological mechanisms are very poorly understood."

The high price of brand-name pharmaceutical medications and the exploding number of those going without health insurance have combined to create a growing demand for less expensive, imported drugs. Finding the cost of their medications too much to bear, many Americans are turning to Canada and Mexico to meet their pharmaceutical needs, despite warnings against possible safety issues. Though statistics on just how many are getting their medications from foreign sources are difficult to document, border states are especially susceptible to such temptations. A trip across international lines, after all, is under a day's drive away for most Texans.

The additional criticism that drugs cost thirty to fifty percent more in the U.S. than in Europe, due to the for-profit structure of the domestic pharmaceutical industry, only adds fuel to the fire on the debate over universal health care. With healthcare systems in cities like Dallas, Houston, and Austin nearly crushed by the flood of uninsured coming in from other parts of the state to receive care, it's easy to see where the argument for universal coverage may have some validity.

Research and proper investing seem the most viable solution to the current problem of high-cost prescription drugs in the U.S. Investing in a health insurance plan appropriate to one's needs and researching the availability of generic drugs can dramatically reduce one's healthcare costs. In fact, sixty percent of prescriptions written in this country are for generic medications, and that number is expected to rise. Patients also have the right to ask for a generic version, if available, to cut costs. As usual, much of a patient's outcome depends on his or her willingness to be assertive and research those issues dramatically affecting personal health. To keep its high profits going, Pfizer is just going to have to come up with some new innovation to amaze us, and to save us, from the overwhelming tide of disease.

Being aware of issues affecting the cost of healthcare is an important aspect of minding your health. How you take care of yourself will certainly affect you as you age, and eventually your wallet, as well. If you're a young individual who tries to keep informed and maintain a healthy condition and lifestyle, you should take a look at the revolutionary, comprehensive and highly-affordable individual health insurance solutions created by Precedent specifically for you. Visit our website, www.precedent.com, for more information. We offer a unique and innovative suite of individual health insurance solutions, including highly-competitive HSA-qualified plans, and an unparalleled "real time" application and acceptance experience.

Precedent puts a new spin on health insurance. Learn more at http://www.precedent.com

Oppositional Defiant Disorder Treatment

About a year ago I wrote an article on Oppositional Defiant Disorder discussing the condition, symptoms and treatment options. This article is an update describing what is new.

-Introduction

Oppositional defiant disorder (ODD) is a psychiatric behavior disorder that is characterized by aggressiveness and a tendency to purposefully bother and irritate others. These behaviors cause significant difficulties with family and friends and at school or work.

-Description

Oppositional defiant children show a consistent pattern of refusing to follow commands or requests by adults. These children repeatedly lose their temper, argue with adults, and refuse to comply with rules and directions. They are easily annoyed and blame others for their mistakes. Children with ODD show a pattern of stubbornness and frequently test limits, even in early childhood.

These children can be manipulative and often induce discord in those around them. Commonly they turn attention away from themselves by inciting parents and other family members to fight with one and other.

-Behavioral Symptoms

Normal children occasionally have episodes of defiant behavior, particularly during ages of transition such as 2 to 3 or the teenage years where the child uses defiance in an attempt to assert himself. Children who are tired, hungry, or upset may be defiant. Oppositional defiant behavior is a matter of degree and frequency. Children with Oppositional Defiant Disorder display difficult behavior to the extent that it can interfere with learning, school adjustment, and, sometimes, with the child's social relationships.

Common behaviors seen in Oppositional Defiant Disorder include:

-Losing one's temper


-Arguing with adults


-Actively defying requests


-Refusing to follow rules


-Deliberately annoying other people


-Blaming others for one's own mistakes or misbehavior


-Being touchy, easily annoyed


-Being easily angered, resentful, spiteful, or vindictive.


-Speaking harshly, or unkind when upset


-Seeking revenge


-Having frequent temper tantrums

Many parents report that their ODD children were rigid and demanding from an early age.

-Diagnosis

The diagnosis of ODD is not always straight forward and needs to be made by a psychiatrist or some other qualified mental health professional after a comprehensive evaluation.

If you feel your child may have ODD, there is a quick ODD Screening Test at http://addadhdadvances.com/ODDtest.html

-Causes

It is not clear what causes Oppositional Defiant Disorder. There are currently two theories.

The developmental theory suggests that ODD is really a result of incomplete development. For some reason, ODD children never complete the developmental tasks that normal children master during the toddler years. They get stuck in the 2-3 year old defiant stage and never really grow out of it.

The learning theory suggests that Oppositional Defiant Disorder comes as a response to negative interactions. The techniques used by parents and authority figures on these children bring about the oppositional defiant behavior.

-Co-morbidity

Oppositional Defiant Disorder usually does not occur alone.

50-65% of ODD children also have:

-ADD ADHD


-35% of these children develop some form of affective disorder


-20% have some form of mood disorder, such as


-Bipolar Disorder or anxiety


-15% develop some form of personality disorder


-Many of these children have learning disorders

Any child with Oppositional Defiant Disorder must be evaluated for other disorders as well. If your child has ODD it is imperative to find out what are the co-existing problems. This is the key to treating the condition, as we shall soon discuss.

-Prognosis

So what happens to these children? There are four possible paths.

-Some will grow out of it. Half of the preschoolers that are labeled ODD are normal by the age of 8. However, in older ODD children, 75% will still fulfill the diagnostic criteria later in life.


-The ODD may turn into something else. 5-10% of preschoolers with ODD have their diagnosis changed from ODD to ADHD. In some children, the defiant behavior gets worse and these children eventually are diagnosed with Conduct Disorder at http://addadhdadvances.com/CDtest.html. This progression usually happens fairly early. If a child has ODD for 3-4 years and he hasn't developed Conduct Disorder, then he won't ever develop it.


-The child may continue to have ODD without any thing else. This is unusual. By the time preschoolers with ODD are 8 years old, only 5% have ODD and nothing else.


-The child develops other disorders in addition to ODD. This is very common.

-Treatment: Medical Intervention

There have been some recent studies that have examined the effects of certain medications on Oppositional Defiant Disorder. All the research is preliminary and just suggests that certain treatments may help.

One study examined the use of Ritalin to treat children with both ADHD and ODD. This study found that 90% of the children treated with Ritalin no longer had the ODD by the end of the study. The researchers skewed the results a bit because a number of children were dropped from the study because they wouldn't comply with the treatment regimen. Still if these children are included as treatment failures the study still showed a 75% success rate.

There have been two studies examining the effect of Strattera on children with both ADHD and ODD. One study showed that Strattera helped with ODD, one study showed it did not help.

There was a large Canadian study that showed that Risperdal helped with aggressive behavior in children with below normal intelligence. It did not matter if the child had ADHD or not.

There was study showing that 80% of children with explosive behavior improved when given the mood stabilizer, divalproex.

There was another pilot study examining the use of Omega-3 oils and vitamin E in ODD children. Both helped the ODD behavior to some degree.

-Treatment: Psychological Intervention

Parent management training is still viewed as the main treatment for Oppositional Defiant Disorder. Our program, How to Improve Your Child's Behavior, located at http://addadhdadvances.com/betterbehavior.html which is available online, or some other parent training program is still considered essential if you want to help your child. Also, the younger your child is when you enroll in such a program, the better the results.

-Conclusion: Advice to Parents

Currently, there is still far too little research on this very common disorder.

Medically, the most important consideration is to treat other disorders that come along with ODD. Considering that Ritalin may help alleviate the problem in 75-90% of ODD children who have ADHD, and considering that most children with ODD also have some degree of ADHD, I feel that it is very worth your while to try your ODD child on Ritalin unless you know for sure that he does not have ADHD. The other treatments may also be worth a try depending upon the nature of your child.

I feel that using Omega-3 supplements and a vitamin E supplement should be tried in all children. This is because most children are deficient in these nutrients. Even if it does not help with the ODD, it should make your child healthier.

Parent training is still the most effective means of dealing with Oppositional Defiant Disorder. The two main drawbacks of most of these programs are the expense and the availability.

Some practitioners charge $100 or more per visit and considering the program will take several months costs add up. Insurance usually will not pay for such programs. Many parents complain to me that they can not afford the program that their child so desperately needs.

In addition, these programs are not available everywhere. Over the years, numerous parents have told me that where they live there are no programs for Oppositional Defiant Children.

I created How to Improve Your Child's Behavior to address these two problems. It allows parents to help their children regardless of where they live and at a cost that is less than one office visit. Even though it was an experiment to try to administer such a program online and to date no one else is doing this, over the past two years How to Improve Your Child's Behavior has proven time and again to help parents gain control of their defiant children.

Get more information on Oppositional Defiant Disorder- ODD Help at http://addadhdadvances.com/betterbehavior.html

It is tough to live with children who have ODD. However, if you make sure that your child has his other problems addressed and you improve your parenting skills by enrolling in a parent training program, you can do a great deal to improve your child's condition and his future.

Anthony Kane, MD


ADD ADHD Advances


http://addadhdadvances.com

Anthony Kane, MD is a physician and international lecturer. Get ADD ADHD Child Behavior and Treatment Help for your ADHD child, including child behavior advice and information on Oppositional Defiant Disorder, the latest ADHD treatment. Sign up for the free ADD ADHD Advances online journal. Send an email to: subscribe@addadhdadvances.com?subject=subart

Oppositional Defiant Disorder Treatment

About a year ago I wrote an article on Oppositional Defiant Disorder discussing the condition, symptoms and treatment options. This article is an update describing what is new.

-Introduction

Oppositional defiant disorder (ODD) is a psychiatric behavior disorder that is characterized by aggressiveness and a tendency to purposefully bother and irritate others. These behaviors cause significant difficulties with family and friends and at school or work.

-Description

Oppositional defiant children show a consistent pattern of refusing to follow commands or requests by adults. These children repeatedly lose their temper, argue with adults, and refuse to comply with rules and directions. They are easily annoyed and blame others for their mistakes. Children with ODD show a pattern of stubbornness and frequently test limits, even in early childhood.

These children can be manipulative and often induce discord in those around them. Commonly they turn attention away from themselves by inciting parents and other family members to fight with one and other.

-Behavioral Symptoms

Normal children occasionally have episodes of defiant behavior, particularly during ages of transition such as 2 to 3 or the teenage years where the child uses defiance in an attempt to assert himself. Children who are tired, hungry, or upset may be defiant. Oppositional defiant behavior is a matter of degree and frequency. Children with Oppositional Defiant Disorder display difficult behavior to the extent that it can interfere with learning, school adjustment, and, sometimes, with the child's social relationships.

Common behaviors seen in Oppositional Defiant Disorder include:

-Losing one's temper


-Arguing with adults


-Actively defying requests


-Refusing to follow rules


-Deliberately annoying other people


-Blaming others for one's own mistakes or misbehavior


-Being touchy, easily annoyed


-Being easily angered, resentful, spiteful, or vindictive.


-Speaking harshly, or unkind when upset


-Seeking revenge


-Having frequent temper tantrums

Many parents report that their ODD children were rigid and demanding from an early age.

-Diagnosis

The diagnosis of ODD is not always straight forward and needs to be made by a psychiatrist or some other qualified mental health professional after a comprehensive evaluation.

If you feel your child may have ODD, there is a quick ODD Screening Test at http://addadhdadvances.com/ODDtest.html

-Causes

It is not clear what causes Oppositional Defiant Disorder. There are currently two theories.

The developmental theory suggests that ODD is really a result of incomplete development. For some reason, ODD children never complete the developmental tasks that normal children master during the toddler years. They get stuck in the 2-3 year old defiant stage and never really grow out of it.

The learning theory suggests that Oppositional Defiant Disorder comes as a response to negative interactions. The techniques used by parents and authority figures on these children bring about the oppositional defiant behavior.

-Co-morbidity

Oppositional Defiant Disorder usually does not occur alone.

50-65% of ODD children also have:

-ADD ADHD


-35% of these children develop some form of affective disorder


-20% have some form of mood disorder, such as


-Bipolar Disorder or anxiety


-15% develop some form of personality disorder


-Many of these children have learning disorders

Any child with Oppositional Defiant Disorder must be evaluated for other disorders as well. If your child has ODD it is imperative to find out what are the co-existing problems. This is the key to treating the condition, as we shall soon discuss.

-Prognosis

So what happens to these children? There are four possible paths.

-Some will grow out of it. Half of the preschoolers that are labeled ODD are normal by the age of 8. However, in older ODD children, 75% will still fulfill the diagnostic criteria later in life.


-The ODD may turn into something else. 5-10% of preschoolers with ODD have their diagnosis changed from ODD to ADHD. In some children, the defiant behavior gets worse and these children eventually are diagnosed with Conduct Disorder at http://addadhdadvances.com/CDtest.html. This progression usually happens fairly early. If a child has ODD for 3-4 years and he hasn't developed Conduct Disorder, then he won't ever develop it.


-The child may continue to have ODD without any thing else. This is unusual. By the time preschoolers with ODD are 8 years old, only 5% have ODD and nothing else.


-The child develops other disorders in addition to ODD. This is very common.

-Treatment: Medical Intervention

There have been some recent studies that have examined the effects of certain medications on Oppositional Defiant Disorder. All the research is preliminary and just suggests that certain treatments may help.

One study examined the use of Ritalin to treat children with both ADHD and ODD. This study found that 90% of the children treated with Ritalin no longer had the ODD by the end of the study. The researchers skewed the results a bit because a number of children were dropped from the study because they wouldn't comply with the treatment regimen. Still if these children are included as treatment failures the study still showed a 75% success rate.

There have been two studies examining the effect of Strattera on children with both ADHD and ODD. One study showed that Strattera helped with ODD, one study showed it did not help.

There was a large Canadian study that showed that Risperdal helped with aggressive behavior in children with below normal intelligence. It did not matter if the child had ADHD or not.

There was study showing that 80% of children with explosive behavior improved when given the mood stabilizer, divalproex.

There was another pilot study examining the use of Omega-3 oils and vitamin E in ODD children. Both helped the ODD behavior to some degree.

-Treatment: Psychological Intervention

Parent management training is still viewed as the main treatment for Oppositional Defiant Disorder. Our program, How to Improve Your Child's Behavior, located at http://addadhdadvances.com/betterbehavior.html which is available online, or some other parent training program is still considered essential if you want to help your child. Also, the younger your child is when you enroll in such a program, the better the results.

-Conclusion: Advice to Parents

Currently, there is still far too little research on this very common disorder.

Medically, the most important consideration is to treat other disorders that come along with ODD. Considering that Ritalin may help alleviate the problem in 75-90% of ODD children who have ADHD, and considering that most children with ODD also have some degree of ADHD, I feel that it is very worth your while to try your ODD child on Ritalin unless you know for sure that he does not have ADHD. The other treatments may also be worth a try depending upon the nature of your child.

I feel that using Omega-3 supplements and a vitamin E supplement should be tried in all children. This is because most children are deficient in these nutrients. Even if it does not help with the ODD, it should make your child healthier.

Parent training is still the most effective means of dealing with Oppositional Defiant Disorder. The two main drawbacks of most of these programs are the expense and the availability.

Some practitioners charge $100 or more per visit and considering the program will take several months costs add up. Insurance usually will not pay for such programs. Many parents complain to me that they can not afford the program that their child so desperately needs.

In addition, these programs are not available everywhere. Over the years, numerous parents have told me that where they live there are no programs for Oppositional Defiant Children.

I created How to Improve Your Child's Behavior to address these two problems. It allows parents to help their children regardless of where they live and at a cost that is less than one office visit. Even though it was an experiment to try to administer such a program online and to date no one else is doing this, over the past two years How to Improve Your Child's Behavior has proven time and again to help parents gain control of their defiant children.

Get more information on Oppositional Defiant Disorder- ODD Help at http://addadhdadvances.com/betterbehavior.html

It is tough to live with children who have ODD. However, if you make sure that your child has his other problems addressed and you improve your parenting skills by enrolling in a parent training program, you can do a great deal to improve your child's condition and his future.

Anthony Kane, MD


ADD ADHD Advances


http://addadhdadvances.com

Anthony Kane, MD is a physician and international lecturer. Get ADD ADHD Child Behavior and Treatment Help for your ADHD child, including child behavior advice and information on Oppositional Defiant Disorder, the latest ADHD treatment. Sign up for the free ADD ADHD Advances online journal. Send an email to: subscribe@addadhdadvances.com?subject=subart

Oppositional Defiant Disorder Treatment

Oppositional Defiant Disorder (ODD) is an extremely common disorder of behavior. The difficult behavior of children with ODD causes them problems both at home and at school. These children behave aggressively and make efforts to intentionally bother or irritate others

Description

Oppositional defiant children show a consistent pattern of refusing to follow commands or requests by adults. These children repeatedly lose their temper, argue with adults, and refuse to comply with rules and directions. These children become annoyed easily and they blame the mistakes they make on other people. Children with ODD show a pattern of stubbornness and frequently test limits, even in early childhood.

These children can be manipulative and often induce discord in those around them. Commonly they turn attention away from themselves by inciting parents and other family members to fight with one another.

Behavioral Symptoms

Normal children occasionally have episodes of defiant behavior, particularly during ages of transition such as 2 to 3 or the teenage years where the child uses defiance in an attempt to assert himself. Children who are tired, hungry, or upset may be defiant.

Oppositional defiant behavior is a matter of degree and frequency. Children with Oppositional Defiant Disorder display difficult behavior to the extent that it can interfere with learning, school adjustment, and, sometimes, with the child's social relationships.

Common behaviors seen in Oppositional Defiant Disorder include:

-Losing his temper

-Arguing with adults

-Actively defying requests

-Refusing to follow rules

-Deliberately annoying other people

-Blaming others for one's own mistakes or misbehavior

-Being touchy, easily annoyed

-Being easily angered, resentful, spiteful, or vindictive

-Speaking harshly, or unkind when upset

-Seeking revenge

-Having frequent temper tantrums

Many parents report that their ODD children were rigid and demanding from an early age.

Diagnosis

The diagnosis of ODD is not always straight forward and needs to be made by a psychiatrist or some other qualified mental health professional after a comprehensive evaluation.

If you feel your child may have ODD, there is a quick screening test. Go to: ODD Screening Test

Causes

It is not clear what causes Oppositional Defiant Disorder. There are currently two theories.

The developmental theory suggests that ODD is really a result of incomplete development. For some reason, ODD children never complete the developmental tasks that normal children master during the toddler years. They get stuck in the 2-3 year old defiant stage and never really grow out of it.

The learning theory suggests that Oppositional Defiant Disorder comes as a response to negative interactions. The techniques used by parents and authority figures with these children bring about the oppositional defiant behavior.

Co-morbidity

Oppositional Defiant Disorder usually does not occur alone.

50-65% of ODD children also have ADD ADHD 35% of these children develop some form of affective disorder 20% have some form of mood disorder, such as Bipolar Disorder or anxiety 15% develop some form of personality disorder Many of these children have learning disorders

Any child with Oppositional Defiant Disorder must be evaluated for other disorders as well. If your child has ODD it is imperative to find out what are the co-existing problems. This is the key to treating the condition, as we shall soon discuss.

Prognosis

So what happens to these children? There are four possible paths.

Some will grow out of it. Half of the preschoolers that are labeled ODD are normal by the age of 8. However, in older ODD children, 75% will still fulfill the diagnostic criteria later in life.

The ODD may turn into something else. 5-10 % of preschoolers with ODD have their diagnosis changed from ODD to ADHD.

In some children, the defiant behavior gets worse and these children eventually are diagnosed with Conduct Disorder. This progression usually happens fairly early. If a child has ODD for 3-4 years and he hasn't developed Conduct Disorder, then he won't ever develop it.

The child may continue to have ODD without any thing else. This is unusual. By the time preschoolers with ODD are 8 years old, only 5% have ODD and nothing else.

The child develops other disorders in addition to ODD. This is very common.

Treatment

Medical Intervention

There have been some recent studies that have examined the effects of certain medications on Oppositional Defiant Disorder. All the research is preliminary and just suggests that certain treatments may help.

One study examined the use of Ritalin to treat children with both ADHD and ODD. This study found that 90% of the children treated with Ritalin no longer had the ODD by the end of the study.

The researchers skewed the results a bit. A number of children were dropped from the study because they wouldn't comply with the treatment regimen. Still, if these children are included as treatment failures the study still showed a 75% success rate.

Two separate research studies explored the use of Strattera in children with both ODD and ADHD. One study showed that Strattera helped with ODD, one study showed it did not help.

There was a large Canadian study that showed that Risperdal helped with aggressive behavior in children with below normal intelligence. It did not matter if the child had ADHD or not.

There was study showing that 80% of children with explosive behavior improved when given the mood stabilizer, divalproex.

Another pilot study looked into the effects of giving Oppositional Defiant Disorder children Vitamin E and Omega-3 fatty acids. Both helped the ODD behavior to some degree.

Psychological Intervention

Parent management training is still viewed as the main treatment for Oppositional Defiant Disorder. Our program, How to Improve Your Child's Behavior which is available online, or some other parent training program is still considered essential if you want to help your child. Also, the younger your child is when you enroll in such a program, the better the results.

Conclusion: Advice to Parents

Currently, there is still far too little research on this very common disorder.

Medically, the most important consideration is to treat other disorders that come along with ODD. Considering that Ritalin may help alleviate the problem in 75-90% of ODD children who have ADHD, and considering that most children with ODD also have some degree of ADHD, I feel that it is very worth your while to try your ODD child on Ritalin unless you know for sure that he does not have ADHD. Depending upon your child's nature, the other treatments could be worth trying.

I feel that using Omega-3 supplements and a vitamin E supplement should be tried in all children. The reason is that most children have deficiencies in these nutrients. Even if it does not help with the ODD, it should make your child healthier.

Parent training is still the most effective means of dealing with Oppositional Defiant Disorder. The two main drawbacks of most of these programs are the expense and the availability.

Some practitioners charge $100 or more per visit and considering the program will take several months costs add up. Insurance usually will not pay for such programs. Many parents complain to me that they can not afford the program that their child so desperately needs.

In addition, these programs are not available everywhere. Over the years, numerous parents have told me that where they live there are no programs for Oppositional Defiant Children.

I created How to Improve Your Child's Behavior to address these two problems. It allows parents to help their children regardless of where they live and at a cost that is less than one office visit.

Even though it was an experiment to try to administer such a program online and to date no one else is doing this, over the past two years How to Improve Your Child's Behavior has proven time and again to help parents gain control of their defiant children.

It is tough to live with children who have ODD. However, if you make sure that your child has his other problems addressed and you improve your parenting skills by enrolling in a parent training program, you can do a great deal to improve your child's condition and his future.

Anthony Kane, MD ADD ADHD Advances

Anthony Kane, MD has been helping parents of ADHD and Oppositional Defiant Disorder children online since 2003. Get help for your Oppositional Defiant Disorder child. Go to to learn about How to Improve Your Child's Behavior. Get help with defiant teens and ADHD treatment and ADHD information at http://addadhdadvances.com/childyoulove.html

Schizophrenia Naturally

Schizophrenia is a chronic, severe, and disabling brain disease. Approximately one percent of the population develops schizophrenia during their lifetime - more than two million Americans suffer from the illness in any given year. Although schizophrenia affects men and women with equal frequency, the disorder often appears earlier in men, usually in the late teens or early twenties; women are generally affected in the twenties to early thirties. People with schizophrenia often suffer terrifying symptoms such as hearing internal voices not heard by others, or believing that other people are reading their minds, controlling their thoughts, or plotting to harm them. These symptoms may leave them fearful and withdrawn. Their speech and behaviour can be disorganised and strange to the extent that they may be incomprehensible or frightening to others.

How is Schizophrenia Diagnosed?

There is currently no physical or lab test that can conclusively diagnose schizophrenia - a psychiatrist usually makes the diagnosis based on clinical symptoms. Physical testing can rule out many other conditions (seizure disorders, metabolic disorders, thyroid dysfunction, brain tumour, the effects of street drug use, and so on) that sometimes have similar symptoms.

What causes Schizophrenia?

Although the exact cause of schizophrenia remains unknown, experts agree that schizophrenia develops as a result of interplay between biological predisposition (for example, inheriting certain genes) and environmental factors. These lines of research are beginning to converge: brain development disruption is likely the result of genetic and/or environmental stressors early in development (during pregnancy or early childhood), leading to subtle alterations in the brain. Environmental factors later in development can either damage the brain further and further increase the risk of schizophrenia, or lessen the expression of genetic or neurodevelopment defects, thus decreasing the risk of schizophrenia.

Treatment for schizophrenia

The American Psychiatric Association publication 'Guidelines for the Treatment of Patients with Schizophrenia' states: "Antipsychotic medications are indicated for nearly all acute psychotic episodes in patients with schizophrenia."

There is also a significant overlap in terms of the medications for schizophrenia and bipolar disorder (Manic Depression).

There are two main classifications of medications (from a layman's perspective); the traditional antipsychotic medications (Haldol, etc.), and the newer, 'atypical' antipsychotic medications that have come out in the past decade (Clozapine, Geodon, Seroquel, Risperdal, Zyprexa, Abilify, etc.). It is recommended that sufferers or their carers speak to online support groups to get in touch with others, and to hear about their personal successes and problems with the different medications. It is also a good idea to read as much as possible regarding the medications available, and talk with a psychiatrist, to identify the medications that may be appropriate. It should be kept in mind that whilst both the older and newer medications can greatly help a person with schizophrenia, they all have significant side effects that vary according to the individual. No medication available, unfortunately, constitutes an actual cure for schizophrenia.

A natural treatment for schizophrenia?

While the conclusions drawn range from the positive to the negative, research does suggest that people with schizophrenia may benefit by a reduction in symptoms when they take fish oil capsules that are high in the EPA (a type of Omega-3 fatty acid) form of oil. It is important to be careful about the type of fish oil you are using, as not all fish oils are effective. Researchers at the University of Sheffield tell us: "What people really need to be looking at is the amount of EPA in the fish oil they are buying. Our data from previous studies suggests that DHA is of little use in the treatment of schizophrenia, but EPA is the substance that yields the best results. Dosage wise it is suggested that about 2,000 mg/day to 4,000 mg/day (2 to 4 grams/day) should help."

A research review article from 2005 in the journal Drugs states: "The evidence to date supports the adjunctive use [i.e. in addition to antipsychotic medications] of omega-3 fatty acids in the management of treatment unresponsive depression and schizophrenia. As these conditions are associated with increased risk of coronary heart disease and diabetes mellitus, omega-3 fatty acids should also benefit the physical state of these patients." (Drugs, 2005; 65(8):1051-9).

Fish fats, and the oils extracted from them, contain two biologically-active omega 3 fatty acids, DHA, EPA. There are good theoretical reasons why both might be important in the brain. However, with regard to schizophrenia, evidence is accumulating that it is the EPA which is really helpful, whereas DHA may not be beneficial in this context.

The strongest evidence comes from a study at Sheffield University by Dr Malcolm Peet and his colleagues. They did a study in patients with chronic, partially treatment-resistant schizophrenia. These patients continued on their existing medications. They were then randomised on a double-blind basis to receive either a placebo, or high EPA fish oil from sardines or anchovies, or high DHA fish oil from tuna. In other words, all the treatments were coded so that neither the patients nor the doctors knew which patient was receiving which treatment until the trial had been completed and the code broken. When the code was broken, the results were very clear. The placebo patients, as is usual in such experiments, showed a small improvement. The DHA patients also showed a small improvement, but in fact a lesser one than was evident in the placebo group, raising the possibility that DHA may not be helpful. In contrast, the patients on EPA showed a significant improvement which was comparable to that seen with the newer antipsychotic drugs, yet without the side effects.

Other studies have also shown that the same EPA rich oil as was used in the Sheffield study is very helpful in improving symptoms even in those who have a shorter history of schizophrenia. It therefore seems that the best fish oils to use are those which are high in EPA.

These findings have been fully embraced by the Schizophrenia Association of Great Britain, which recommends EPA fish oil along with other nutritional supplements on a daily basis to help treat this condition.

Conclusion

The current evidence points towards this natural essential fatty acid being beneficial for schizophrenia especially when run alongside current antipsychotic medication.

Any good doctor or nutritionist will tell you that the best way to get any nutrient is to eat a very balanced diet. In the case of Omega 3 oil this would be in the form of fish. Sadly due to the pollution levels found in our oceans today eating large portions of fish every day is not advisable.

Therefore anyone with schizophrenia who wants to supplement their diet with omega 3 oil must purchase fish oil capsules that are high in EPA. Make sure at point of purchase that the capsules are free of toxins and contaminates and that they also have a high EPA to DHA ratio, as these types of capsules were found to be more effective by some leading doctors in the UK.

Copyright 2005 David McEvoy

The author Dave McEvoy has CFS and bipolar disorder with a history of schizophrenia in his family. Dave also runs a high quality supplement sitehttp://www.mind1st.co.uk

The Value of a Relationship Approach to Autism

In aiding children with developmental challenges, we must first realize that this requires a team effort and a strengths based approach. It is necessary to not focus on what the child cannot do but look at what the child can accomplish and build upon this. Parents can enlist the support of professionals but must realize that it is they who are the most important persons in the child's life and that furthering the development of their child is not just the work of professionals but is a collaborative effort from everyone involved with the child. It is necessary that for any interventions to truly be effective and helpful, that they must be consistent and constant. The interventions must be the same throughout all domains that the child is present in.

It is crucial for us to understand the environmental responses that children have, whether they have developmental concerns or even if they do not. If a teacher, parent, or other person has a hostile tone, a poor demeanor, a loud voice, etc. All of these things can be overwhelming to the child and can provoke a behavioral response. All behavior is purposeful and should be looked upon as so, even negative behaviors. Behaviors are a way of the child speaking to us about a distressing situation or an apparent need or desire when they may not be able to convey this to us verbally. Light, sound, and other sensory stimuli can also produce distress for a child. We need to create awareness of what in the environment may serve as triggers to distress and seek to modify the environment to make it a more comfortable and safe place for the child. We must also be cautious in how we view children. If we look at a child displaying negative behavior as a 'monster' or feel that because a child may be rambunctious at times that we must automatically resort to medicating them, then we have taken a negativistic attitude that will surely be passed on to the child. Children are keenly aware, even those with communication struggles, of adult's perceptions of them. We should look at our children through the eyes of delight and address behavioral difficulties not in terms of how we can subdue, but rather how we can meet needs and resolve conflict and remove distress.

The floor time model is of particular usefulness in working with children with communication and social struggles. For those children who are non-verbal, we can begin to introduce hand signals, moving to use of pictures, and then gradually encouraging the child to make use of words or phrases to indicate desires. It is not important initially whether the verbalizations are correct but rather that a verbal attempt was made. When a child displays such a behavior as spinning objects, in the floor time model, we would not be aversive, but rather gently introduce a new toy or object and seek to divert the child to a more productive activity. In situations of echolalia, we can say such things as 'that's TV talk', and provide means to divert this to a different means of conversing. It is important to provide the child with understandable signals and meaningful statements and phrases when we are desiring them to behave in a different way.

In order for children with developmental concerns to be able to integrate more into the social sphere, it is necessary that they not be isolated into situations where they are labeled and shuffled away from typical peers. Rather, they should be included as much as possible with typical peers. They may need additional support and accommodations, but how will they begin to learn important skills unless they have frequent and continuous exposure to the world around them. I have developed the use of what I term 'real life rehearsals', where we may set up a particular social scenario for a child. It may be such a thing as being able to make a purchase at the grocery store. The therapist and parents guide and coach the child ahead of time in how to go about such an activity and then have them actually demonstrate it. Social stories and comic strip conversations are very useful in conveying information as these children tend to be visual learners. Social stories can be simply made booklets that the child helps to create where a particular task or scenario is outlined with what behaviors are expected. The comic strip conversation is helpful in building empathic skills as well as reflective thinking as we ask the child to develop captions for what different individuals may state and think in various situations.

Lastly, I think it is crucial, though it may appear controversial to some, to state that children with developmental concerns can and will be benefited from a psycho-social and relationship based approach alone. Some have decided to resort to medications, and I am placing no blame or condemnation on those who have made this decision, however making a suggestion that there are alternatives and informing of these alternatives as well as the hazards of psychotropic medication usage. First, I will not argue that medications can 'work' in the sense of subduing behavior. However, strapping a child to a chair would also work in regards to subduing behavior. This would be aversive and quite possible illegal. I see little difference between such an approach and that of using psychiatric medication. The difference is that one is a physical restraint, the other a chemical restraint. When we say that something 'works', often we are not looking at the mechanism by which it works. Dr. Peter R. Breggin, MD compared the use of anti psychotic medications in children to 'chemical lobotomy' as it blunts the functions of the frontal lobes. The risk of tardive dyskinesia, a permanent disfiguring neurological impairment exists with these drugs. In addition, such drugs as Risperdal are prescribed off label and are not indicated for anyone below the age of 18 but continue to be prescribed.

It may require more diligence, effort, and patience, but I remain convinced after working with over 40 children with developmental challenges, that relationship based approaches, rather than chemical restraint, prove to be a true means to teach our children skills, to focus on their strengths, to build on their development, and to help address challenging behaviors and to address the real source of conflict and distress rather than just blunting it.

Dr. Dan L. Edmunds is a noted therapist and advocate of relationship based approaches for children with autism/developmental differences. His website can be found at http://www.DrDanEdmunds.com

Child's Play - Treating The Insanity of the Mental Health System

In today's mental health system there is a pattern of fraud and coercion that takes way the freedoms and dignity of children and their families. Children are receiving stigmatizing labels and being prescribed psychotropic drugs with many untoward effects. Psychiatrist Thomas Szasz, MD made the comment that if an individual hit us with a blackjack and robbed us of our dignity we would call them thugs, yet psychiatrists label and drug children and rob them of their dignity and nothing is said. All in the name of profit. Rarely, if never are the families given informed consent. Szasz has also stated, "From a sociological point of view, psychiatry is a secular institution to regulate domestic relations. From my point of view, it is child abuse." Families are provided with literature that appears so matter of fact but is funded by the pharmaceutical companies and tainted with their bias. According to the Poughkeepsie Journal, the 'support' or should it be said front group for Children diagnosed with Attention Deficit Hyperactivity Disorder received substantial funds from the pharmaceutical companies: "CHADD received $315,000 from drug companies in the year ending June 2000, about 12 percent of its budget."

Children are being beaten, improperly restrained, physically and sexually abused, and emotionally scarred in residential treatment programs. Juvenile probation officials are failing to understand the emotional distress of our children, they are submitting to this "psychiatric Gestapo". Educators rather than finding new methods of shaping our children's learning are falling into the trap of psychiatric 'solutions' as well. Never could it be that a school has simply failed to help a child learn, rather it is always the child denigrated and labeled as 'disordered'. There are loving and concerned parents, and there are others who lack love and compassion towards their children. There are loving and concerned parents who become duped by the 'professionals'. Below are some actual stories of experiences in my work as a therapist with children as well as one story submitted to me by a concerned and struggling parent. I share them to give some perspective as to what is occurring.

I share this scenario because sadly it is becoming a frightening reality: A child is considered overly active and has behavioral issues at school. The school staff may recommend psychiatric intervention and even go as far as to say that medication is necessary, even designating which one. The child sees the psychiatrist for a brief session- it is never examined if the child has any physical conditions, allergies, etc. Immediately the child is labeled and given a dose of psychostimulant. The child develops side effects such as weight loss, insomnia, and possible tics. In order to counteract the insomnia, a new drug such as Klonidine is added. The child develops emotional lability and has crying episodes and manic behaviors. The psychiatrist is seen again for a brief time, and on this visit its determined that 'bipolar is emerging'. The child is then given Depakote or some other mood stablizer. The child now must receive regular blood tests to insure that liver toxicity does not arise. The child is not overly active, he is quite docile, so it is reported that improvement has occurred. However, with the combination of drugs, he develops some psychotic like symptoms where he feels something is crawling on him and has some hallucinations. The psychiatrist is consulted again, and its determined that bipolar with psychotic features exists or maybe even the possibility of childhood schizophrenia. The child is then given Risperdal or another neuroleptic. Strangely, the child begins developing unusual jaw movements and muscle rigidity. The parents are concerned and ask the psychiatrist if this is medication related and if the child is overmedicated. The psychiatrist brushes off the question and prescribes Cogentin (used for Parkinson's) to alleviate the neurological problems but fails to remove the offending agent. The child's behavior becomes more unusual and bizarre leading to hospitalization where medications are raised and adjusted and new ones added. Then the recommendation comes from the psychiatrist that it would be better for the child to be moved to a residential treatment facility. While in the residential facility, the child is frequently restrained and is injured, he is placed with other children with serious emotional and behaviorla distress. he is discharged home having absorbed alot of new negative behaviors from peers, lacking knowledge of the outside world, and with few skills. So, once the child nears adulthood, it is recommended that he live in a group home where he can be cared for and the psychiatric regiment can be maintained. The child has been 'treated.'

Names have been changed to preserve confidentiality:

I worked with a teen who had experienced sexual trauma by a relative. The relative was arrested and sentenced. The teen was asked to attend the setencing hearing and prior began acting out at school. She had an incident where she left the classroom to de-escalate after an argument with a teacher. She was restrained by a rather obese school staff. The teen explained to me that sher was frustrated with the school because a number of boys were exposing themselves to her and knew about her sexual trauma and that school staff did not respond. She was charged with disorderly conduct and had to appear before a juvenile judge. The judge was made aware of her sexual trauma and her need to be at the sentencing hearing. He locked her in juvenile detention for 10 days and said, 'we will transport her from detention to the hearing." The teen ahd no previous juvenile arrests. In this situation, Attorney Jana Markus was also became involved and after consulting with the District Attorney's office was able to secure her release and to encourage that she be recommended for homebound education. The school district has agreed not without some contention, particularly trying to continue to charge the teen with truancy for the time between her leaving the school and obtaining the recommendation of homebound education.

I received a call from a mother who had a very young child who was displaying some aggressive behaviors which caused the day care to have the child removed until therapeutic services could be provided. The mother took the child to one agency and was told, "you better medicate this child before he tries to kill someone." The mother was appalled. I later spoke to this mother by phone and explained my therapeutic approach. She told me her situation and the response she had received. As I spoke with her at length, she said, "You really care about children." I appreciated this comment but at the same time was saddened as I thought, shouldn't this be said about every person in the mental health profession? What has gone wrong?

A client who is a physician and his wife related that they sought assistance with their child diagnosed with autism and wanted assistance in aiding him with communication skills. They saw a psychiatrist who visited with them fr less than 10 minutes and began writing a script for antipsychotic medication. When the parents noted that they were not there for medications, the psychiatrist became belligerent and asked, 'then what do you want and why are you here?"

A staff of a agency working with mentally challenged adults related to me that the supervisors insisted that a client in the residential program was non-verbal and unable to communicate. This client was left frequently to sit and watch television for hours and privided with no real attention or work on skills development. The staff stated that she sought to engage the client in dialogue and found that he was far from non-verbal and after some work was able to write his name and other words.

In visiting an agency working with mentally challenged youth, I discovered that many of these youth's needs were completely ignored. I recall two incidents of seeing a young girl seated in a chair, the staff gave her paper and markers, and she would sit in the same chair for hours. Every visit she would be seated in the same spout with no one providing attention. Staff would walk past her and she would try to reach for them or hug them. I always made sure to stop and hug her and comment on her drawings. In addition, a young boy would pace incessantly around the building, once again being provided no attention, and no real work being done to aid this child in skill development.

I was presented with a child who was having some serious behavioral issues at school. I began to examine the situation and my assessment was that this child was in conflict with his teacher and this was the only cause for the behavioral issues. This child had been previously placed on Ritalin which was actually cpurt ordered. The child had a very adverse reaction and fortunatelt was removed. As I have mentioned about the fraud of ADHD, this child I was convinced had no brain disorder as the biological psychiatrists would like us to think. This child was actually quite bright and was on the borderline for qualifying for MENSA. I began to look at the dynamics at school, as it was only here that he posed a problem. I learned as well that this child was witness to abuse and trauma. So, as I thought further I saw that the teacher was only aggravating this by his actions. The teacher showed hostility to this child and made him a target, even writing in a journal that the child was 'fat and ignorant." Was it any wonder that the child exhibited behavioral issues in a classroom where he was treated with no dignity? As I suspected, this child was moved to a different school environment where he excelled. The "ADHD" symptoms all disappeared, so much for theories about a brain disorder.

I received a call from a mother who explained to me that her child was in a residential facility and only recently was determined to have a diagnosis of Pervasive Developmental Disorder after years of being labeled with 20 assorted diagnoses. She was given Risperdal as well as Ritalin. The mother reported that the child has tardive dyskinesia and was experiencing tremors. The response was to eliminate Risperdal and replace it with a different neuroleptic. This child is now permanently disfigured, and will probably never fully recover from the damage done in the name of 'help'.

I was doing an observation of one of my clients in a school setting when I took note of another child who began a conversation with me and in the process was showing facial grimaces and constant repetitive blinking. I pulled the teacher aside and asked her to examine the child for a minute and tell me if she witnessed anything out of the ordinary. "Well, he keeps making faces and twitching." I asked her, "Why may that be?" "Well, um, I do not know!". I asked her to see what medication the child was taking and if it might be a 'blue pill'. She asked the child and indeed he was taking Adderall, the cause of all his grimaces and contortion. What a price to pay to get a child to 'function' in class!

I was presented with a child who the teacher insisted was ADHD. The school guidance counselor was called in and told the mother, "without a doubt, he is ADHD and could benefit from Ritalin. It helps with academic improvement." I asked the school guidance counselor if he had actually met the child or was going on reports. "No, I have yet to meet him." I then asked him if he could name a study that proved that academic performance could be enhanced and how he was so sure of the ADHD diagnosis." He responded that he knew of no such study and that such diagnosis was based on teacher reports. Where is the science in that? I explained further that studies have actuallt shown that short term improvement in rote learning does occur, but that no long term improvement has ever been shown. The family sought a second opinion from a different psychologist who stated he saw nothing and sent the boy on his way. In this situation, I saw that the child was bright and that he learned in a way that the teacher just plainly was not providing. This idea was reinforced when the following year with a different teacher his academic performance dramatically increased with no intervention.

I worked with a delightful 5 year old child. Prior to him being referred to me, he had been on Risperdal. He had convulsions in the classroom and was taken to the emergency room. I happened to read the hospital report and it was deemed that these convulsions were a direct effect of the Risperdal. The mother was unfortunately an unconcerned parent, and there were frequent calls made to Child protective Services regarding abuse by herself and her paramour. I found it immensely difficult to work in the home with this mother, and after seeing the child with brusing, I too called the Child Protective Services but each time they found the cases unfounded. I would take the child into the community for my sessions. The mother had described him as a 'little brat', a 'monster', and a kid 'who didnt deserve sh-t'. She described all these negative behaviors in the home and yet I never saw one of them in his time with me. Occassionally he would have some difficulty in the classroom, but with some guidance and redirection, problems were always averted. It broke my heart to see that within 5 minutes of me dropping him off at home he would be in tears. The mother requested me to leave this case, and I reluctantly agreed and transferred it to a colleague and friend. My colleague informed me that the paramour was caught sexually abusing the child, and the child was taken to foster care. I feel that foster care should certainly be a last option, but here it was a blessing. I recommended that at least one member of the therapeutic staff he was familiar with continue to work with him in the new setting and I offered to go and visit him to help with his adjustment. Though it will take some time for him to adjust, I think it will be a fresh new start, as he is in a place where maybe for once he will receive love and compassion.

I was presented with a very difficult child who had received multiple psychiatric diagnoses and who had been in residential mental health treatment for the majority of his life. This child had been heavily medicated and was exhibiting slurred speech, poor motor coordination, inner feelings of agitation, and unusual jaw motions and tics. The family was told of the possibility of tardive dyskinesia. This also became a concern of a psychologist who observed him. Unfortunately, the parents stated they were never given informed consent about potential side effects and had never heard of the term 'tardive dyskinesia'. This neurological problem is a significant problem affecting individuals taking neuroleptic medications.

It is challenging to speak the truth in a corrupt system motivated frequently by greed. I have heard that "if you challenge psychiatry, the doctors will not refer to us anymore'. Or, as just as is done with patients, if you see a behavior or idea that you disagree with, label them and suppress them. Among the labels are "weird ideas", "non-mainstream", "un-orthodox", 'radical", or "Scientologist." The Church of Scientology has been active in tackling psychiatric abuse, so it is assumed that anyone who would dare speak out must be affiliated with the Church of Scientology. It is very easy to try to look at the problem as a "Scientology issue' rather than for what it is. For me, it would not matter if Hasidic Jews, Muslims, or any other group were speaking out on the corrupt mental health system. The issue should be whether there is validity to what is being said and there most certainly is.

Many are unwilling to take any stand or confront anything because it is more to their advantage to sit behind a desk, make money, and pretend they are helping.

First, we must stop looking through the eyes of a medical model, where we see children as broken and disordered and attempts are made to attributing their behaviors and emotions solely to a malfunctioning brain. There is no evidence supporting the psychopathology of a number of disorders. The linkage between the pharmaceutical companies and psychiatry needs to be evaluated as well as the information that is disseminated via the research and materials provided by pharmaceutical company money. The goal should be to examine the underlying factors of a child's behavior, looking at the child with dignity and respect, and seeing the child as one in conflict rather than a person who is disordered. Such stigmatization remains indefinitely, and labels can often become a self fulfilling prophecy and will follow our children for years to come and shape the way that they view themselves and also the way others view them, particularly the educational system. We cannot look to solely the most cost effective solution when our children's lives are at stake. Indeed, providing a prescription may control aspects of behavior and be though to have a 'therapeutic effect' but never gets to the root cause, and whereas it is far less expensive to medicate than to provide ongoing psychotherapy, it is appropriate and compassionate counsel that will make the difference. Second, the realm of psychotherapy must return to its orginal roots. The word psychotherapy literally means the healing of the soul. We must return the soul to therapy, encouraging therapists to instill within themselves the principles of compassion and empathy that are crucial for any therapeutic relationship to blossom forth. Therapists need to be compassionate and creative, and willing to give additional time and effort to see that a child's needs are met and to also provide community linkages and ongoing support within their environment and to encourage the least restrictive setting for our children. The coercion of parents and families into forced 'treatments' needs to be eliminated. Third, the educational system must be willing to accomodate to meet the various learning styles of children and not seek to place them in a box of rote learning or limit them to one particulat style. Some children may falter in a visual setting and need a hands on approach, whereas others may need other methods of encouraging their effective learning. We must return time, attention, and individuality to the classroom. Fourth, parents need to continue to take an active role in the lives of their children, providing ongoing guidance, validating emotions and not taking a dismissive, disapproving, or hands off approach. Rather, parents must be involved in helping the children develop their own sense of being, and being able to assess themselves. Parents need to avoid nagging their children and becoming entrapped in the propaganda that their children are disordered and need drugs to function. Fifth, our society must change in it attitudes. We are a society where we try to find our answers to ailments within a simple pill. We are a society that has unfortunately lost sight for the welfare of our children. We are a societry where we are prosperous, yet greed often blinds us. Such disorders such as ADHD can be looked upon as a social construct. 90% of Ritalin sales are in the US. This tells us that there is something to be examined within our society that needs correction. Somewhere along the line we have failed our children. We need to rely less on psychiatry and its devices to solve our problems and more on what we can do within ourselves- to take a holistic approach, to understand the child as a whole person- physical, emotional, and spiritual, and to examine in each of these areas where there may be difficulties that can be alleviated. We need to rely less on others dictating the course of our own and our children's lives and develop workable plan within our own family structure. Nothing will ever be perfect, but even in the most serious disturbances, love and compassion can heal much. We must realize that in some situations within society and within our own lives, we may never be able to evoke complete change. This is the cause of much distress, not problems themselves but how we respond to them. To battle those things beyond our control can lead us to emotional distress, but if we seek live as principled individuals, we can make a difference.

Dr. Dan L. Edmunds, Ed.D. is a noted counselor, scholar, theologian, and lecturer. Edmunds has been a vocal critic of bio-psychiatry and an advocate for a more humane and dignified mental health system.Edmunds' website can be found at http://www.danedmunds.comYou can listen to Dr. Edmunds' on the nationally syndicated radio program "Take America Back" athttp://www.cchr.org/radio/radio_edmunds.mp3