I'm not sure it is, Hank.Please let's also remember that *I* was a
'misdiagnosed'
kid with neuro-behavioral issues, coming both from having abnormal EEG
rhythms until age 15, and from a background of traumatic physical abuse
- yet also having extreme 'peaks' in my areas of proficiency which were
ignored in the course of both parochial and public education. So there's
that - which I attribute the bulk of my practical abilities to in the
course of my working life.
They ignored the fact that I was reading at an 11th grade level in the
4th grade, and gave me phenothiazines to moderate my 'hyperactivity'.
So it's not like I don't have a pretty keen appreciation or sensitivity
for the issues.
As well, I took an deep interest - especially in my early career, in
early childhood development, and worked in classroom settings as part of
my experience before going into administrative work. I was fascinated
with developmental psychology and linguistics, and in addition to the
staples of Piaget and Brazelton, Gibson, Erikson and others whom I've
forgotten by now, I took a lot of interest in some of the less
conventional models of people like Selma Fraiberg and then the more
recent waves of neurobiologists.
> I think that where I am coming from has some fairly major differences
> when we're talking about school situations. I'll give you one cite
> that describes Henry and Adelaide Patey and Hampshire Country School
> as I knew it quite well. I worked on-and-off with and for Mr. and
> Mrs. Patey for some years in the sixties and seventies and spent a
> great deal of hands-on time at the school with the students.
>
http://www.leagle.com/xmlResult.aspx?page=6&xmldoc=1961125835dxtc1223_11131.xml&docbase=CSLWAR1-1950-1985&SizeDisp=7
>
> This discussion is about a case in tax law, and quite by coincidence,
> I knew Hendrick Sr. (not the son) and Hamden Hall school. Hampshire
> Country School is an entirely different place today, so reading a current
> description isn't appropriate.
>
>
> This is hardly my only acquaintance with school issues---I'm involved
> with them here today, and have been for the better part of fifty
> years. And yes, I know about locked wards, reading the signs
> suggesting that such is needed.
>
> Hank
So, Hank, I'm wondering why you've cited work that's as much as 75 years
old, (Lewis Terman?) and refer to cases and issues from the 60's, or
such rather bizzare experimental stuff as Summerhill (Talk about
controversial?!) When what we're speaking to is neuro-behavioral and
psychiatric disorders of children in the year 2013?
The classroom conditons, socio-economics, environmental and genetic
factors, stressors, technologies, and so on, are so radically removed
from the classrooms of the 1960s, I wouldn't know where or how to begin.
We're speaking to advancements in understanding and science from a
different planet by comparison, and to medications and treatments which
were unimagined in those days. I'm saying this while mindful of issues
which point toward a roll-back of some approaches that now seek to
diminish the role of atypical antipsychotics in favor of older SSRI's,
for instance - and we're *STILL* talking about drugs that were not
imagined in the 60's and 70's, when phenothyazines, benzodiazepines, and
tricyclics were the front-line psychotropic drugs of the day.
Plus, you've lumped things as disparate as maladaptive or unrecognized
gifted kids together with Aspberger's and ADHD into one conversation
which comes off, at it's heart, as blanketly hostile to schools and
teachers, as if they're all just soulless functionaries, at best
indifferent to kids with differences and challenges. I vehemently
disagree. I maintain that over-prescription and over-diagnosis remains
the exception and not the rule. I don't see anything qualified or
objective in what you've stated to refute that.
The discussion is too big for this venue, but you simply can't make
these sweeping generalities as if what you say applies to all schools,
all kids, all physicians, or all disorders - or even most. And again,
understanding the impulse to dismiss organic or neurochemical causes of
'behavioral problems', ultimately, it is stigmatizing and retrograde
thinking to assign responsibility solely to external causality. For the
parent who loves their kid immensely, and has been through a grind of
therapies, teaching strategies, counselors and methods, to finally see
progress when their kid gets proper treatment with medication, only to
be shamed and guilted by finger wagging amateurs and told that if they
only loved their kids more, disciplined them better, ad nauseum - these
conversations are actually quite cruel. Very much like alcoholics being
told that their problem is a moral issue, not a 'real' disorder.