Mental & Emotional Balance

What is ADD and ADHD?
from the Canadian College of Homeopathic Medicine
(8:24 minutes)

ADD/ADHD Is Due To Mineral Deficiency by Dr. Bill Wash
(4:29 minutes)
Nutrient Therapy For Behavior Disorders by Dr. Bill Walsh
(1:45 minutes)

About ADHD

Attention-deficit hyperactivity disorder (ADHD) a set of symptoms that include inattention, distractibility, impulsivity, and hyperactivity. The disorder results in behaviors that affect all aspects of a person’s life. The neurobiological basis for ADHD is thought to be related to the brain’s chemical neurotransmitters, particularly dopamine and norepinephrine.  At younger ages, ADHD shows up primarily as hyperactivity. There is often daydreaming and careless mistakes in childhood that become inner restlessness, failure to plan ahead, incomplete projects and forgetfulness. Inattentiveness and problems with organization and executive functions are seen at later ages as life’s demands increase or symptoms overwhelm a person’s ability to cope.

Causes of ADHD

  1. Vaccinations

Toxic vaccines alter gene expression, harm the gut and reduce the immune system.

  1. High Copper
    High copper plays a key role in ADHD. Toxic copper is normally removed by natural processes in the body. Some individuals can’t get rid of copper biochemically. Copper is hyper-excitable to our nervous systems. Too much copper short circuits detox processes and results in inattention or hyperactive behaviors. Neural activity can be affected by a copper overload. Lab tests can be run to show high copper. High copper affect hyperactivity, focus, attention, and anxiety. Copper is inversely related to low zinc. Thos with high copper can’t regulate GABA, (Gamma Amino Butyric Acid), one of the calming neurotransmitters that’s present in the brain. A proper copper/zinc balance contributes to alleviating symptoms of ADHD. Metal dysmetabolism means copper is high and zinc is low in the body.  Therefore excess copper and low zinc both need targeted nutrient supplementation to keep the copper/zinc ratio at an optimal level.
  2. Undermethylation
    Methylation is the ability of the body to turn on or off certain enzymes, hormones, neurotransmitters, different chemicals by way of certain methyl groups. Methyl groups have one carbon atom bonded with three or more hydrogen atoms. Methyl groups can radically alter you, perceptions and behavior. People with few methyl groups are called undermethylators. Your methylation status can be tested with a whole blood histamine test. Undermethylators competitive, perfectionistic, persistent, high achieving and often have allergies (high histamine means low methyl in the body.) Those diagnosed with ADHD are predominantly in the undermethylation category.
  3. Overmethylation
    TPeople with too many methyl groups, are called overmethylators. They are usually more laid back. They are also often thrill seekers. Overmethylation plays an important role in the presentation of ADD symptoms. This subset of ADD can often be seen as an early presentation of bipolar disorder. Biochemical testing can easily identify this group as well, using a whole blood histamine and other testing .
  4. Yeast Toxicity
    Yeast toxicity if often present in children with ADHD. This is due to the use of antibiotics in infancy and early childhood that creates a leaky gut. Poor focus, attention, impulsivity and anxiety are often related to yeast toxicity.  The effective, natural treatment of yeast toxicity can resolve symptoms of ADD andADHD. Often treatment takes three to six months before symptoms resolve, and treatment may need to be repeated in the course of a year to keep the yeast toxicity from reoccurring.

ADD and ADHD Definitions

  • Attention Deficit Disorder (ADD) – see “ADHD predominantly inattentive type” below.
  • Attention Deficit Hyperactivity Disorder (ADHD) – Inattention, hyperactivity, and impulsivity are the key behaviors of ADHD. To be diagnosed with ADHD, symptoms must be observed in two different settings for six months or more and to a degree that is greater than other children of the same age. The symptom categories of ADHD in children yield three potential classifications of ADHD—predominantly inattentive type (previously known as ADD), predominantly hyperactive-impulsive type, or combined type if criteria for both subtypes are met

Common Signs and Symptoms

Predominantly inattentive type symptoms:

  • Be easily distracted, miss details, forget things, and frequently switch from one activity to another
  • Have difficulty maintaining focus on one task
  • Become bored with a task after only a few minutes, unless doing something enjoyable
  • Have difficulty focusing attention on organizing and completing a task or learning something new or trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities
  • Not seem to listen when spoken to
  • Daydream, become easily confused, and move slowly
  • Have difficulty processing information as quickly and accurately as others
  • Struggle to follow instructions.

Predominantly hyperactive-impulsive type symptoms:

  • Fidget and squirm in their seats
  • Talk nonstop
  • Dash around, touching or playing with anything and everything in sight
  • Have trouble sitting still during dinner, school, and story time
  • Be constantly in motion
  • Have difficulty doing quiet tasks or activities.
  • Be very impatient
  • Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences
  • Have difficulty waiting for things they want or waiting their turns in games
  • ADHD – is the combination of both above.
    Most people exhibit some of these behaviors, but not to the degree where such behaviors significantly interfere with a person’s work, relationships, or studies — and in the absence of significant interference or impairment, a diagnosis of ADHD is normally not appropriate. Symptoms may persist into adulthood for up to half of children diagnosed with ADHD.

Other Diagnosis Definitions

  • Oppositional Defiant Disorder (ODD) – defined as an ongoing pattern of disobedient, hostile and defiant behavior toward authority figures which goes beyond the bounds of normal childhood behavior for a period of at least 6 months. Common features include excessive, often persistent anger, frequent temper tantrums or angry outbursts, and disregard for authority. Children and adolescents with this disorder often annoy others on purpose, blame others for their mistakes, and are easily annoyed. They may appear resentful of others and when someone does something they don’t like they often take revenge. In order for a child or adolescent to qualify for a diagnosis of ODD these behaviors must cause considerable distress for the family and/or interfere significantly with academic or social functioning, including problems with learning school material or making friends, or placing themselves in harmful situations.
  • Autism Spectrum Disorders (ASD) – previously termed “Pervasive Developmental Delays (PDD)”, ASD is a spectrum of psychological conditions characterized by widespread abnormalities of social interactions and communication, as well as restricted interests and repetitive behavior. The most common ASD’s include Autism, Asperger’s Syndrome and PDD-NOS.
  • Autism is a highly variable neurodevelopmental disorder that first appears during infancy or childhood, and is distinguished not by a single symptom, but by a characteristic triad of symptoms impairments in social interaction; impairments in communication; and restricted interests and repetitive behavior. Other aspects, such as atypical eating, are also common but are not essential for diagnosis.
  • Asperger’s Syndrome is characterized by significant difficulties in social interaction, along with restricted and repetitive patterns of behavior and interests. It differs from other autism spectrum disorders by its relative preservation of linguistic and cognitive development, and why it is often known as “high functioning autism”. Although not required for diagnosis, physical clumsiness and atypical use of language are frequently reported.
  • PDD-NOS (Pervasive Developmental Delays Not Otherwise Specified), also known as “atypical autism”, is characterized by difficulties with social interaction skills and communication that do not fall into the more common Autism and Asperser’s Syndrome diagnoses.
  • Homeopathic remedies have shown to rebalance many of the above descriptions of symptoms.  Consultations with a homeopathic health professional for homeopathic treatment is recommended for best results.

Diet, Nutrition, Supplements and ADHD

The book Gut and Psychology Syndrome has an elegant description of how such conditions can develop as a direct result of gastrointestinal toxicity. Here are a few additional guidelines to help you address underlying toxins in your child, without, or at least BEFORE, you agree to any kind of drug therapy

  1. Severely limit or eliminate fructose from your child’s diet as sugar/fructose has been linked to mental health problems such as depression and schizophrenia.
  2. Avoid giving your child ANY processed foods, especially those containing artificial colors, flavors, and preservatives. This includes lunchmeats and hot dogs, which are common food staples in many households.
  3. Replace soft drinks, fruit juices, and pasteurized milk with pure water. This is HUGE since high fructose corn syrup is a primary source of calories in children.
  4. Make sure your child is getting large regular doses of healthy bacteria, either with high-quality fermented organic foods and/or high-quality probiotic supplements.
  5. Give your child plenty of high-quality, animal-based omega-3 fats. Also, make sure to balance your child’s intake of omega-3 and omega-6 fats, by simultaneously limiting their intake of vegetable oils.
  6. Include as many whole organic foods as possible in your child’s diet, both to reduce chemical exposure and increase nutrient content of each meal.
  7. Also reduce or eliminate grains from your child’s diet, especially wheat. Beyond the fact that even healthy organic whole grains can cause problems as they too break down into sugars, gluten-containing grains have pharmacologically active peptides that can contribute to cognitive and behavioral issues in susceptible children.
  8. Avoid whole and even sprouted wheat contains physiologically significant amounts of wheat germ agglutinin (WGA), which can have adverse effects on mental health due to its neurotoxic actions. Wheat can also interfere with the production of serotonin, the largest concentration of which can, again, be found in your intestines, not your brain. Try eliminating all gluten-containing grains first for 1-2 weeks and see if you don’t notice a significant improvement in your child’s behavior.
  9. Avoid artificial sweeteners and colors of all kinds.
  10. Make sure your child gets plenty of exercise and outdoor playtime, remembering that midday sunlight provides the UVB wavelengths necessary to produce vitamin D3.
  11. Get them out into the sun to help maintain optimal Vitamin D levels. Scientists are now beginning to realize Vitamin D is involved in maintaining the health of your brain, as they’ve recently discovered vitamin D receptors in the brain, spinal cord, and central nervous system. There’s even evidence indicating vitamin D improves your brain’s detoxification process. For children and pregnant women, getting enough vitamin D is especially crucial, as it may play a major role in protecting infants from autism. If natural sun exposure is not feasible, for whatever reason, supplement with Vitamin D3 supplement.
  12. Give your child a way to address his or her emotion health. Children can benefit from the Emotional Freedom Technique (EFT), which is easy to teach them to use.
  13. Be sure you are also providing positive praise to your child. Parents should be able to say nice things to their child twice as often as they give commands or ask questions. If you are shouting and scolding more than you are complimenting and rewarding your child, it could be contributing to psychiatric problems.
  14. Prevent exposure to toxic metals and chemicals by replacing personal care products, detergents and household cleaners with all natural varieties. Metals like aluminum, cadmium, lead and mercury are commonly found in thousands of different food products, household products, personal products and untold numbers of industrial products and chemicals. Also be aware of exposure to metals from vaccinations and dental fillings. The presence of toxic metals in your child’s body is highly significant, as they are capable of causing serious health problems by interfering with normal biological functioning. The health effects range from minor physical ailments to chronic diseases, and altered mood and behavior.

Scary, Long-Term Effects of ADD/ADHD Drugs by Dr. Bill Walsh
(2:15 minutes)

Drugs Are Not The Answer!
Watch this powerful documentary about ADHD Drugs in America

Millions of US children are taking powerful mind-altering drugs, often before they’re even old enough to attend school.

Oftentimes the side effects are far worse than the conditions, such as attention deficit hyperactivity disorder (ADHD) for which they’re prescribed, and rival illegal street drugs in terms of their dangerous risks to health.

In children, the long-term effects are often largely unknown, while in the short term, we’ve seen shocking increases in violent and aggressive acts committed by teens taking one or more psychotropic drugs.

With the problem getting increasingly worse instead of better, now is a perfect time to view Gary Null’s excellent documentary, The Drugging of Our Children.

The number of prescriptions for psychotropic drugs for children more than doubled between 1995 and 2000; the documentary details the devastating consequences of this excessive medicating of our children, with a focus on children who have been diagnosed with ADHD.