There has been mention on social media recently about the possible undesirable effects of long-term ADHD medication usage on the brain.  While some children do benefit from these drugs, we naturally hesitate to put them at meaningless risk. It makes perfect sense, then, to consider every possible alternative to help address those frustrating symptoms shown by children diagnosed with ADHD rather than settling for a prescription. Drugs are not the only solution.

The best source of help might be a medical doctor who practices functional or integrative medicine. They are listed on the internet and a short search should reveal someone near you and whether or not they have a particular interest in children.

Why a functional medical practitioner?  Because they are thorough!  Your first appointment will probably last at least an hour because rather than looking to make a snap diagnosis, they focus on what might be the cause of the ADHD behaviours and what triggers those behaviours. Indeed, as Integrated Learning Therapy (ILT) practitioners find, most children with learning and attentional difficulties have multiple triggers including (but not limited to) food sensitivities and intolerances, environmental offenders including toxins, a diet lacking in essential nutrients and an unhealthy gut.

If you suspect that diet might be underlying your child’s struggles, here are five major dietary steps that you can take before going the medication route:

  1. Follow an anti-inflammatory diet. This is easier than it sounds because such a diet is basically what the world considers to be a healthy eating plan. The Mediterranean diet is a good example and the internet abounds with recipes. Chronic inflammation underlies ADHD (as well as many other health conditions), and our modern lifestyle and ways of eating (processed foods, reliance on pastas, pizzas and refined foods) promote inflammation. Good oils, like omega-3, help with inflammation too, so if a child resists eating grilled or baked fish, offer walnuts and pumpkin seeds or a good fish oil supplement.
  2. Consider an elimination diet. Gluten, dairy, and other potential food sensitivities can wreak havoc on our immune systems. This in turn causes increased inflammation with problems like leaky gut. ILT practitioners find that changing diet brings about hugely positive changes in mood, health and school performance in children labelled with ADHD.
  3. Resist the allure of foods based on refined, white flours and sugars and full of additives. Supply your family with whole, nutrient-rich foods. The simple sugars found in ‘white’ foods (bread, flour) are frequently found to increase ADHD behaviours, particularly attention problems and hyperactivity. deficiencies. Artificial colours and preservatives can be hidden triggers – often shown by explosive behaviours, aggression or lethargy.  You might see a dramatic turn about in a child’s behaviour when they are fuelled by fruits, vegetables and good proteins.
  4. Make sure your child is not deficient in critical nutrients.You might need medical help for this as only a blood test will show which vitamins and minerals are lacking in your child.   Generally, many children with ADHD show low levels of B-vitamins, vitamin D, Magnesium and Zinc.  Many parents do give their children a multivitamin supplement but it is sometimes less helpful to guess and work in the dark.
  5. Consider the health of your child’s gut. There is increasing knowledge of the importance of the gut-brain connection and ILT practitioners see the influence of gut health on learning and behaviour on a daily basis!  An adequate diet will supply probiotics, prebiotics and fibre-rich foods that encourage good bacteria in the intestines. In turn, these will eliminate the bad.

ILT practitioners value the help and insights shared by Integrative/Functional medical doctors.  We see the benefits of following these guidelines in our own work with children who are failing to thrive in their schools.  Here is a letter received from one of our practitioners recently:

I had a meeting with xxxx yesterday after his month on the diet.  Wow, he is a different boy. Eyes are sparkly and wide awake, chatting and answering questions.  Walked in with confidence. Mom did so well with the diet and he was good in following her lead.

His teacher noticed improvements in his participation in class and concentration and mom and dad are very happy so far.

ILT practitioners have many similar success stories to share.  It pays to look holistically at a child and to avoid diagnoses that are made without due regard for the complexities of a condition such as ADHD.

 

Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy.  Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this  interesting age.

Provided by The Conversation

Image supplied by Freepik.