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Everyone wants to be heard. Everyone wants to have their truth acknowledged. Maybe this is why one of the biggest frustrations we deal with growing up is the sense of not being heard – or even having a voice. Sometimes when children are referred for psychiatric medication, they resist. They don’t want to be seen as different or to be labeled. So parents are put into a difficult position. As I wrote earlier this year,
Deciding whether to medicate a child is a big decision. It can give a child the chance to experience life with less anxiety and social conflict. Sometimes, medication is absolutely necessary. But often, there’s an unfortunate side effect: parents drop the skills-training and other support they were providing their child. And their child gets the message loud and clear: When you’re struggling, use medicine. No need to keep practicing your friendship skills or learning tools for attention and how to self-regulate. Put all your faith in the pills.
This issue was at the front of my mind while reading Dosed, a new book that exists to recognize the experiences of what its subtitle names “The Medication Generation.” Drug-driven treatment, says author Kaitlin Bell Barnett, “has shaped who they are, who they seem to be, or who they declare themselves to be.”
Indeed, issues of selfhood are often front-and-center as Barnett examines the life stories of a representative sample of young adults, as well as her own experience. For as she notes, youth is a time of self-discovery. The sense of self is developing, evolving, maturing. Add meds, and “Who am I?” can become a kind of Gordian knot: Am I me or the medication? Do the pills make me Me? Or is the real me the one who has problems that the drugs cover up?
“I don’t really feel the medicine anymore,” a fourteen-year-old girl told researcher Tally Moses in her study of teenagers’ commitment to continuing their medication. “I’m sure it’s helping me in some way…. Like I started taking medication for ADHD when I was five years old so it’s not like it’s new. I’ve pretty much lived with it for as long as I can remember.” Nevertheless, for many kids at this age, the drugs contribute to a sense of constantly grasping and questing after one’s identity, of being involved in a very immediate and intense process of self-discovery that leads to more introspection and questioning, even in the case of long-lasting treatment. In addition to asking what purpose the medication is serving and how well it is achieving that purpose, teenagers can quite legitimately ask another question: “Am I still the same person who needed medication back then?”
As Barnett and her subjects reveal, it’s not just the nature of the drugs or the act of medicating that raises these questions. Adults’ actions matter, too. Perhaps the most common example is when a child is having a bad or problem-riddled day, and a parent, or other adult asks if they’ve remembered to take their medication. Or consider the well-intentioned explanation that a child’s problems are due to a “chemical imbalance,” which, as Barnett notes, effectively “[separates] the child from the problem.”
With this kind of messaging, it’s relatively easy to become disconnected from one’s feelings. Barnett cites psychiatrist David Mintz:
“A healthier person thinks, ‘Well what does this mean and what should I do with this,’” he explains. “’Does my guilt mean I shouldn’t ever do this thing again? Does my anger mean I have to confront somebody?’” But some young people who have spent their formative years taking medication, he has observed, “end up thinking of their feelings not as guides, but simply as symptoms.” Debra Emmite, a child and adolescent psychiatrist in Houston, also thinks that medication, and the symptom-based model of biological psychiatry that goes along with it, can cause kids to doubt the authenticity of their emotions.
And if “self” is tied to symptoms, what happens when symptoms change? Barnett describes her own experience of tapering off Prozac at her doctor’s suggestion and struggling to understand her “deterioration” when new symptoms arose.
It’s striking to me now that I was so blithely confident that it was the same old problem – and that Prozac would work as it had before – despite the unfamiliar symptoms. To my recollection, no one suggested, and I didn’t consider, the possibility that what looked like a relapse might be withdrawal, my brain adjusting to functioning without the drug…. Instead, I took the represcription as confirmation that I did, in fact, have a fundamental, lasting “chemical imbalance” that needed righting. I refused to conceive of this chemical imbalance shifting over time, which is one reason I had considered it absurd of my pediatrician to suggest my depression might no longer require medication treatment. But in assuming so resolutely that I required continuing pharmaceutical treatment, I ended up missing the ways in which my problems – or at least my problems as they manifested themselves – had in fact changed….
***
With only one way of understanding my problems, I forced my new symptoms to fit into the same conceptual framework. To do otherwise would have been to dismantle the coherent sense of self I’d worked so hard to construct.
There can be a similar grasping for identity in the refusal to take meds, as well:
What may see like a simple act of frustration or a developmentally normal assertion of independence, however, can also reflect a deeper, fundamental anxiety about what taking medication signifies, or about the ways in which it makes you “not yourself.” At a time when the search for one’s identity is already a fraught, challenging, and muddled process, rejecting drugs that change emotions and behavior can be not only a rebellion against authority figures, but an attempt to preserve the aspects of self kids hold dear.
Dosed really underscores why it is so crucial that we teach and nurture mindfulness in the children in our classrooms, clinics, studios and lives, especially when medication is deemed necessary to help them cope. The kinds of social-emotional games and processes we do in Yoga Calm support this task, just as the physical yoga helps them be in tune to what their bodies are saying. Kids gain tools and strategies for making sense of their treatment and developing a stable sense of self. It’s why more and more psychiatric clinics and treatment centers dedicated to the well-being of children are turning to Yoga Calm as an adjunct treatment. Bottom line: It improves outcomes.
You can learn more about Dosed at rxdosed.com and the author’s blog.
Joseph, a five year old boy diagnosed with ADHD, was making good progress in yoga class at school. He was coming to friendship group once a week, and his mom and dad were working with me [Lynea] on parenting skills.
For Joseph, change came slowly but consistently. He had learned how to catch himself when excited and ask for help. His breathing practice was more rhythmic and controlled. His parents were learning how to help him regulate his emotions.
Then he was put on medication for ADHD. The results were quick and impressive. He was instantly calmer and more capable of focusing in class. Parenting and teaching him were both a lot easier. But it also seemed like he’d lost some of his fire and passion.
Soon after, Joseph stopped attending yoga and friendship group. His mom and dad stopped coming for parenting classes.
Deciding whether to medicate a child is a big decision. It can give a child the chance to experience life with less anxiety and social conflict. Sometimes, medication is absolutely necessary. But often, there’s an unfortunate side effect: parents drop the skills-training and other support they were providing their child. And their child gets the message loud and clear: When you’re struggling, use medicine. No need to keep practicing your friendship skills or learning tools for attention and how to self-regulate. Put all your faith in the pills.
Yet, as L. Alan Sroufe, professor emeritus of psychology at the University of Minnesota’s Institute of Child Development, noted in a recent op-ed in the New York Times, ADHD drugs offer a short-term solution at best.
Attention-deficit drugs increase concentration in the short term, which is why they work so well for college students cramming for exams. But when given to children over long periods of time, they neither improve school achievement nor reduce behavior problems. The drugs can also have serious side effects, including stunting growth.
* * *
To date, no study has found any long-term benefit of attention-deficit medication on academic performance, peer relationships or behavior problems, the very things we would most want to improve.
But in 2009, findings were published from a well-controlled study that had been going on for more than a decade, and the results were very clear. The study randomly assigned almost 600 children with attention problems to four treatment conditions. Some received medication alone, some cognitive-behavior therapy alone, some medication plus therapy, and some were in a community-care control group that received no systematic treatment. At first this study suggested that medication, or medication plus therapy, produced the best results. However, after three years, these effects had faded, and by eight years there was no evidence that medication produced any academic or behavioral benefits.
Indeed, all of the treatment successes faded over time, although the study is continuing. Clearly, these children need a broader base of support than was offered in this medication study, support that begins earlier and lasts longer.
The skills and strategies we teach in Yoga Calm, of course, aim to provide just this kind of support. Over time, the desired effect of drugs like Ritalin, Adderall and Strattera fade, while undesired effects – i.e., side effects – remain. But when we provide opportunities for kids to develop self-awareness, focus and social skills; when we safely address underlying issues of stress and trauma; when we instill and support healthy habits, we provide them with a body of skills, knowledge and experience they can draw on for the rest of their lives.
And we see this especially with children who have weaknesses in attention and impulse control – like Joseph.
Concurring with this need for a broader treatment approach, ADHD specialist Dr. Edward Hallowell, writes in Ritalin Redux, his response to Sroufe’s article, that what’s most important is
a loving, safe, and richly connected childhood. The long-term study that Dr. Sroufe cited in his opinion piece does indeed show that over time, medication becomes a less important force in a child’s improvement and that human connections become ever more powerful. It is good and heartening to know that human connection — love — works wonders over time. Love is our most powerful and under-prescribed “ medication.” It’s free and infinite in supply, and doctors most definitely ought to prescribe it more!
This doesn’t mean that, as Dr. Sroufe say[s], Ritalin has “gone wrong.” We may go wrong in how we use it, when we over-prescribe it, or when we use it as a substitute for love, guidance, and the human connection.
Indeed, continuing on the current path of biasing treatment approaches toward pills while ignoring proven and complementary behavioral interventions carries some serious risks, says Sroufe:
First, there will never be a single solution for all children with learning and behavior problems. While some smaller number may benefit from short-term drug treatment, large-scale, long-term treatment for millions of children is not the answer.
Second, the large-scale medication of children feeds into a societal view that all of life’s problems can be solved with a pill and gives millions of children the impression that there is something inherently defective in them.
Finally, the illusion that children’s behavior problems can be cured with drugs prevents us as a society from seeking the more complex solutions that will be necessary. Drugs get everyone — politicians, scientists, teachers and parents — off the hook. Everyone except the children, that is.
Consider Joseph, 10 years after first being given medication. He’s now 15. His relationship with his parents is tense. He wants more freedom. They want him to focus on school and get a part time job. As he’s grown, doctors increased his dosage. Since his latest growth spurt, he’s noticed that he feels anxious and is having a hard time paying attention in class. After an argument with his girlfriend, a friend offers him some drugs to help him mellow out.
What have we, as a culture, taught Joseph to do?
Image by jlynn11235, via Flickr
As we mentioned last time, the line between “normal” and behavior that signals ADHD can seem fuzzy at times.
ADHD is marked by a weakness in the ability to sustain, shift or divide attention, coupled with a biologically-based weakness in the ability to control impulses. One aspect or the other – hyperactivity or attention – may be more pronounced, but in any case, the behaviors must significantly affect learning and social relationships and must show up in several areas (e.g., home, school, sports). If it occurs only in the classroom, for instance, it may not be ADHD but a sign of teacher-student mismatch, learning disability or other issue.
Yet even signaling behaviors can be misread. Sleep deprivation, anxiety, stress, diet, neurological conditions or even inadvertently reinforced behavior can all contribute to ADHD-like behaviors. Consequently, they must be ruled out before a definite diagnosis can be made.
In fact, as Dr. Jeff Sosne discusses in our course ADHD: The Mind-Body Connection, our home and school environments can actually set the stage for behavior that looks like ADHD but isn’t.
For instance, consider the demands for attention made on children in overly structured lives. There’s increased academic pressure and heavy homework loads, even at the K-5 level. There may be afterschool obligations such as sports, music, tutoring, church and service groups, or lessons of some sort. While such activities may be pursued for personal pleasure or enrichment, they’re just as often used to sweeten a youth’s “resume” for later schooling.
The resulting stress easily leads to distracted or “wild” behavior, as children find it harder and harder to conform to such demands.
Much can be accomplished through making sure the child eats right, gets enough exercise and adequate sleep, and has opportunities for unstructured play. We see a big reduction of symptoms when these basic human needs are met – whether the child actually has ADHD or not. Children become more able to learn practices that can help them improve their ability to focus, pay attention and self-regulate. These, in turn, support ongoing healthy habits, for through them, kids are nurtured into mindfulness, including awareness of their bodies and what their bodies are telling them.
Courtesy of Dr. Sosne, here are 9 tips for nurturing those skills – useful for all children, but especially for those diagnosed with ADHD:
- Attitude is everything! Emphasize a positive, “Can Do” attitude and internal motivators (e.g., “This is a good time to clean your room.”).
- Make eye contact during activities. Practice not responding to a child until they make eye contact, too! Some good games for practicing this skill: Red Light/Green Light, Steal the Bacon, 20 Questions.
- March toward a goal. Talk out loud about the process so the child can later internalize it. Announce a goal and timeframe for every activity.
- Start with small goals – things the child can do in 15 minutes. Observe and reward small changes. Don’t give too much time for an “ADHD child” to complete a task.
- To teach that things change, occasionally stop activities at random and reward the child for handling it well.
- Focus on accomplishments. Have the child write a note on what he or she accomplished in school today.
- Acknowledge their agenda and pair it with a request from you – e.g., “While I am getting you a sandwich, could you pick up that wet towel?” Getting something they want does not in itself promote a sense of entitlement.
- Build habits and routine. Build skills, not consequences.
- Don’t put too much emphasis on the label “ADHD.” It stereotypes and only points to weaknesses, not strengths. Redefine. Instead of saying, “Robert is ADHD,” say “Robert loves baseball and does better when in the middle of the action (i.e., infield),” or, “Jillian has a great sense of humor but has trouble listening, as well as telling jokes.”
Want to learn even more? Join Dr. Sosne and us for our next session of ADHD: The Mind-Body Connection, October 22 – 23 here in Portland, OR. Registration is required and spots fill fast, so enroll today! CEUs are available.
Image by woodleywonderworks, via Flickr
We all know that ADHD is rampant – but just how much is “rampant,” exactly? As they say on Marketplace, “Let’s do the numbers.”
As of 2007, almost 10% of children between the ages of 4 and 17 had been diagnosed with ADHD at some point in their young lives. Most of them were boys, who are twice as likely as girls to be so diagnosed. Overall rates have risen at a pace of about 3 to 5% each year.
And as they have, so has speculation as to why we’re seeing so many more cases. Some focus on environmental factors, including diet. Some say it’s just better reporting and greater awareness. Some worry about over-diagnosis, either from hyper-vigilance or the desire to explain and control behavior that goes against what we want or expect.
As a result, there’s sometimes confusion between “normal” and ADHD. Even a cursory glance at the current DSM criteria can make you wonder. Fails to pay attention? Avoids or dislikes tasks that require sustained mental effort, such as homework? Fidgets? Talks excessively? What child doesn’t act like this from time to time?
The key is in the frequency and severity of symptom clusters. Child and adolescent specialist Dr. Paul Ballas offers a good illustration of the distinction:
Of course, a girl who doesn’t know the answer to her teacher’s question because she was daydreaming hardly constitutes a psychiatric emergency. However, if you ask a small girl with ADHD why she didn’t finish her test by the end of class, she may tell you she was trying very hard but kept getting distracted by the window, the kid in front of her, or got lost thinking about yesterday’s cartoons. She may do this on every test and it may result in her repeating the 5th grade. To me, this girl doesn’t have normal childhood distraction, but problems with attention.
Additionally, the child with ADHD consistently feels unable to control their behavior. Rather, they feel controlled by it, unable to stop, even when they know they should.
One of the reasons this distinction gets lost – and why boys bear the brunt of it – is that growing boys have a developmental need for more active, physical play. As Certified Yoga Calm Instructor and Intervention and Prevention Specialist Jeff Albin wrote here previously, “The desire to be strong, competent, fierce and protective at the same time runs through the DNA of all males.”
The key is to channel it – to guide boys to and through positive, pro-social ways of filling that desire; to teach, showing them how to grow into responsible men. Without adult guidance or traditional coming-of-age rituals providing a proving method and outlet for that drive, the result can be wild, thrill-seeking and even self-destructive behavior.
We address these issues at length in our course Boys, Coyotes & Other Wild Creatures: Healthy Alternatives for Harnessing “Wildness.” In this class, we explore the importance of movement and “rough” play, and the need for boys to find meaning, initiation and physical connection to the world. Participants learn how to use traditional stories of animals such as wolves, coyotes and cougars, as well as current cultural mythology such as Star Wars and its Jedi knights, to explore the warrior archetype and its importance in addressing the global challenges of this era.
Our next session of this course will be held at Lewis & Clark College here in Portland on October 15 – 16. Complete course info and online registration is available here.
We’ve also developed a special Yoga Calm course we call “Jedi Training.” Designed for boys aged 7 to 12, this kids’ class puts those “Wild Creature” course principles into action. A new 8 week series is just getting underway at The Children’s Program in Multnomah Village, running October 5 through November 23. Late registrations may be possible, space permitting. To learn more call us at 503-452-8002 or email us for more info.
Of course, many of the activities we use in the Jedi Training and other children’s classes – and thousands of teachers, counselors and other professionals use in their work with children every day – are entirely suitable for kids with ADHD and may be just as helpful. When working with ADHD populations, we adapt and emphasize those activities that address their most pressing needs.
Next time, we’ll be sharing some tips from our ADHD: The Mind-Body Connection course for helping children with ADHD practice attention, focus and self-regulation skills. Until then, you may want to check out our earlier set of tips from ADHD expert Dr. Jeff Sosne, as well as these videos:
Want to learn more? Our next ADHD course will be held in Portland, OR, October 22 – 23. Register now!
Images by mangpages and pixieclipx, via Flickr
Picture a typical first grade classroom and two students whispering to each other even as the teacher begins the lesson. Seeing their distraction, the teacher calls out their names and says, “Please, pay attention!”
What the teacher is asking the students to do, of course, is to focus forward, watch and listen. But the children don’t necessarily know this. What they know for sure is that if they stop whispering to each other and look at the teacher as though they’re listening, the teacher will go on with the lesson. This tells the kids that they have obeyed and that “paying attention” means only facing forward and being quiet. Mentally, however, the students may remain thoroughly distracted.
Tony Eccles/Flickr
Of course, there are many factors that interfere with attention and learning – whether it is the average distraction described above or a chronic state as with children who are sleep deprived, have poor diets or are dealing with anxiety, depression or elevated stress.
When we ask children to “pay attention,” what we’re really asking them is something closer to the concept of being mindful.
Mindfulness, as Jon Kabat-Zinn teaches, is a special kind of attention: “Mindfulness means paying attention in a particular way: On purpose, in the present moment, and nonjudgmentally.” It’s developing awareness of what’s happening both outside and inside oneself, and one’s physical being in the world.
As such, mindfulness has far-reaching effects. It lowers stress, develops concentration skills and improves memory. It nurtures emotional regulation, impulse control and goal-directed behavior. It supports learning preparedness.
Attention is the gateway to learning.
The ability to engage, shift and sustain attention is central to academic and social success. Yet despite increasing concerns about inattention in our classrooms and the need for mindfulness in education, teachers often lack the information and strategies necessary to help their students.
This is why we’ve added a new course to the Yoga Calm curriculum – The Attentive Mind – which we’ll be offering for the first time November 13-14 at Lewis & Clark College here in Portland, Oregon.
In this two day course, we’ll explore the nature of attention, the mindfulness strategies that facilitate it and the factors that are toxic to a child’s ability to focus. This course is designed for both teachers and parents who want to help all children develop attention skills. Topics include:
- What “attention” is
- Biological, motivational and emotional factors that affect attention
- Mindfulness practices to improve attention
- The toxic effects of stress, multitasking and electronic media on attention
- Creating attentive classroom environments
- Instructional strategies that enhance attention
- Special considerations for ADHD, LD, TAG/GATE and other “unique” learners
Pre-registration is required. Ten Washington Clock Hours or 1 PSU Graduate Credit are available.
And for those who are seeking information about specific strategies and tools for children when ADHD is an issue, we also have our ADHD: The Mind-Body Connection workshop this October 9-10 at Marylhurst College, just south of Portland. You can learn more about this workshop and register for it here.
“Habit is one of the antidotes to inattention,” says ADHD expert Dr. Jeff Sosne, one of our featured presenters at our inaugural Children’s Wellness Conference earlier this year.
In the clip below, Dr. Sosne gives some tips for creating habit and countering what he describes as the “toxic factors that erode a child’s attention.”
His full talk, “ADHD and the Attentive Mind,” is available on our four DVD chronicle of the conference. The set includes nine engaging presentations with over six and a half hours of practical advice and teaching tips from expert educators, counselors, scientists and health professionals. Sessions include ADHD/Attention skills, Food for Thought, Yoga for Families and preschoolers, how to evaluate wellness programs, environmental education, Tools for Grieving Children, and Contemplative Education.
To order, visit the Yoga Calm Store.
Dr. Sosne will also be speaking at next week’s workshop, ADHD: The Mind-Body Connection, an essential seminar for teachers, counselors, OTs and others who want to enhance their ability to support children diagnosed with attention disorders, as well as parents of kids so diagnosed. The workshop features a live class component and will be held at Marylhurst University, just south of Portland, Oregon, October 9 – 10, from 9 am to 4 pm each day. PSU credit, CEUs and Washington State Clock Hours are available.
Space is limited, so if you’ve not yet registered, we encourage you to do so right away.
Recently, Good Morning America ran a segment on how – and why – more doctors are recommending yoga for young patients. One situation in which yoga is increasingly recommended is for children diagnosed with ADHD, as it is well recognized that yoga-based activities of all kinds can be extremely effective in helping kids learn how to focus and self-regulate.
We see this efficacy regularly in our work with children – Lynea’s at the school where she is a counselor, and our work together in conducting children’s classes at a clinic. And because so many other teachers, counselors, occupational therapists and other adults who work with children are regularly faced with the special challenges of working with kids diagnosed with ADD/ADHD, we found it beneficial to create special Yoga Calm trainings focused on ways of meeting those challenges. (Parents, of course, find these workshops invaluable, as well!)
We teach the ADHD workshops with Jeffrey Sosne, PhD, a clinical Psychologist and Director of The Children’s Program. Widely recognized as one of Portland, Oregon’s leading authorities on ADHD, Jeff is the author of two practical guides for parents and school personnel: The ADHD Notebook and The Anger Notebook. Together, we cover Dr. Sosne’s strategies and games for working with ADHD and show how Yoga Calm activities – both the physical yoga and the social/emotional games – can be used to help nurture self-control and focus in kids for whom such things have been difficult.
Here are five of the tips we teach for doing so:
Practice Making Eye Contact
Eye contact helps children show that they are interested and paying attention. A lack of eye contact leads to “divided attention,” which makes it harder to focus and follow directions.
To practice “shifting” attention, introduce activities in which the children must switch between two (or more) adults giving signals or eye contact for directions (e.g., Steal the Bacon). Also, parents can get closer to their children when they are talking or giving directions, and stop speaking if their kids aren’t maintaining eye contact. If necessary, parents can schedule time to practice eye contact by having their child watch them as they move about the room while reading a story to their youngster. As the child improves, he or she can practice while learning to look away from distractions strategically placed in the room.
Model and Instill a Can-Do Attitude
In workshops, we use different games (e.g., Jenga) and positive self talk (e.g., “I am in control,” “I can do it,” “I can be responsible.”) to illustrate how a positive attitude improves performance and how helpful it is to decide what you can do instead of what can’t be done.
At home, parents can encourage their children to decide what they can do to help before dinner or what they can clean up before going to a movie. We will not respect tasks that are accomplished with a negative attitude, and we value accomplishment of reasonable goals that have been set by the child more than tasks that we have defined and the children have reluctantly completed. Positive self-talk should also be encouraged, leading children to focus on their strengths and accomplishments, nurturing a sense of self-mastery.
Practice Listening and Giving Feedback
There are lots of games you can play with children that require them to listen and to give feedback in a calm, clear manner. For instance, in workshops, we may play Hot and Cold, in which players give each other feedback about finding a hidden object. To find the object, of course, the child who is searching for it must listen, evaluate and respond to the feedback given, while those giving the feedback must do so clearly.
You can build opportunities for reflection into any game or activity, and, of course, give compliments after activities done well. In group situations, Yoga Calm’s Compliment Game can be an especially fun and effective way of learning how to give and receive praise. And it provides another opportunity to reinforce the importance of eye contact!
Practice Stillness
There are many activities in life that require staying in control and not going too fast. To teach this, you can have children participate in several activities that create a bit of excitement and then challenge the kids to stay calm and go slowly to be successful.
The Yoga Calm Mat Tag activity can provide just such a challenge. When any of the children get too excited or out of control, simply ask them to sit down. Once they have shown they can calm down, they may re-join the activity. During any activity, if a high level of chaos or excitement is reached, just stop until everyone is calm, or remind the children to say something to themselves like, “Go slow, easy, easy,” to help them think about staying calm.
Encourage Setting Goals and Making Plans
A goal is something we want to work toward, while a plan is the strategy used to get to the goal. For this concept, we will do some activities several times to work on adding parts to a plan to lead to a more accomplished goal. For example, we may ask students to do a number of increasingly difficult tasks involving tapping a balloon in the air: using just one finger, using only the feet, behind the back and so on. Because the tasks become more difficult, we stop after a child cannot complete the challenge and come up with plans that could help make reaching that goal easier. The children realize that sometimes they needed several points in their plan to be able to reach their goal.
Parents can work with their children at home on the idea of setting a goal and coming up with a plan to reach it. We suggest making a chart with a diagram of a sun with many rays coming off it. Inside the sun, write the goal; in the rays, parts of the plan that will be followed in reaching that goal.
To learn more about helping children with ADHD:
- Buy and watch Dr. Sosne’s ADHD DVD
- Attend a Yoga Calm ADHD workshop (next scheduled for Portland, OR; Feb. 6-7, 2010)
- Find an ADHD class at The Children’s Program
