Walter Anderson

Like this picture most people prefer to just cover their faces and try to pretend that nothing ever happened. Well that is not the way to recovery from any trauma or issues. There is only one thing you can do. Face it, take responsibility and decide on the best way how to handle the situation and then act upon it. See what Walter Anderson had to say about it.:

“I am responsible. Although I may not be able to prevent the worst from happening, I am responsible for my attitude toward the inevitable misfortunes that darken life. Bad things do happen; how I respond to them defines my character and the quality of my life. I can choose to sit in perpetual sadness, immobilized by the gravity of my loss, or I can choose to rise from the pain and treasure the most precious gift I have - life itself.” - Walter Anderson

Take courage you can do it.

SYMPTOMS OF ADD/ADHD

IS YOUR CHILD BEING BRANDED AT SCHOOL AS A DIFFICULT OR NAUGHTY CHILD BECAUSE OF THE FOLLOWING?

• Difficulty in task completion, particularly if the task is perceived by the child as irrelevant.
• Attention deficit disorder is extremely selective, it is not global, these children are not necessarily distractible. They are mainly distractible when doing tasks that they do not see the point of doing. They are living "in the moment", everything important is happening right this minute. These problems relate to the child's inability to perceive rewards.
• The child does not process the consequences of his or her behavior.
• They also have problems with poor planning, poor rule-following behavior and inability to engage in sustained activities for any significant period of time.
• ADHD children have a generalized self-regulatory deficit that affects organization of information processing, the mobilization of attention throughout information processing, and the inhibition of inappropriate responding, and ... this self-regulatory deficit is present across visual, auditory, and perceptual motor modalities.

(Introduction to QEEG and NFB by James R Evans and Andrew Abarbanel)

WHAT IS ADD/ADHD

In ADD there appears to be genetic differences as compared to non-ADD controls with respect to dopamine receptors. These differences may lead to reduced dopaminergic activity. Deficiency in dopamine related functions in the frontal-striatal system is the basis of some theories as to the emergence of ADHD symptoms. ADD is primarily a frontal lobe dysfunction. The information from various measuring techniques converges to indicate decreased frontal activation. The EEG shows increased theta, Dan Amen's SPECT studies show decreased perfusion and Zametkin's PET studies show decreased glucose metabolism. ADD/ADHD is also because of a shortage of norepinephrine. Although ADD/ADHD is expressed in terms of poor educational achievements, inappropriate emotional behavior, and all of the problems seen in terms of compliance, academics, etc., the problem is not a primary emotional disorder, an educational disorder, or a behavioral disorder, it is neurological. This means that ADD/ADHD is reflected in the way the child, adolescent, or adult processes information, which is, in turn, affecting how the individual percieves the world and therefore responds to it. The point of view in working with this disorder using neurofeedback is that if we can change the underlying neurology, perhaps we can effect a more long-term change in this disorder.