SEN Tweets of the week pact and causes


•Kewley (1999).Attention Deficit Hyperactivity Disorder: Recognition, reality and resolution. Hampshire: David Fulton.


Dramatic fluctuation


• Kutcher, Aman, Brooks, Buitelaar, Van Dalaan & Fegert (2004). International Consensus Statement on ADHD and Disruptive Behaviour Disorders (DBD’s): Clinical implications and treatment practice suggestions. European Neuropharmacology 14, 11-28. From www.elsevier.com/locate/euroneuro


• Macnair (2004). Hyperactive Children and ADHD. Retrieved 2007 (link no longer active).


• Mall (2010). ADHD: The Absence of Grey. (Unpublished Doctorate Thesis). City University London, UK.


Extreme Intensity


Lack of Awareness


• Myttas (2005). Understanding and Rxecognising ADHD. From http://www.adders.org/research49.htm


• Myttas (2007). Understanding and Recognising ADHD, ADDISS Information Centre. From www.addiss.co.uk/understandingadhd.htm


• National Institute of Mental Health (2003). Attention Deficit Hyperactive Disorder. Retrieved 2005 (link no longer active).


• Quarmby (2005). Rebels Without a Cause. The Guardian. Retrieved 2007 (link no longer active).


Emotional Irregularity Constructive versus Destructive


• Rimland (1983). The Feingold Diet: An assessment of the reviews by Mattes, Kavale and Farness and others, Journal of Learning Disabilities, June, 16(6), 331-333.


• Robin (1998). ADHD in Adolescents, Diagnosis and Treatment. New York: Guilford Press.


• Ross & Ross (1982). Hyperactivity: Current Issues: Research and theory. New York: Wiley.


• Rutter (1982). Syndromes Attributed to Minimal Brain Dysfunction in Children. American Journal of Psychiatry, 139, 21-33.


Awareness Functional Intensity


• Schmitz, Filippone & Edelman (2003). Social Representations of Attention Deficit/Hyperactive Disorder, 1988-1997. Culture and Psychology, 9(4), 383-406.


• Soppitt & Watts (2007). Attention Deficit Hyperactivity Disorder: Dispelling the myths.SEN Magazine. Retrieved 2007 (link no longer active).


• Struass & Corbin (1998). Basics of Qualitative Research: Techniques and procedures for developing grounded theory. London: Sage.


• Taylor & Hemsley (1995). Treating Hyperkinetic Disorders in Childhood. British Medical Journal, 310, 1617-1618.


Stability


• UCB Pharma LTD (2006). Equsym XL in Attention Deficit/ Hyperactivity Disorder – product monograph. Bern Convention: UK.


• Wender (2000). ADHD: Attention deficit hyperactivity disorder in children and adults. New York: Oxford University Press.


‘ Figure 1: Poles of awareness, fluctuation and intensity of emotions in ADHD sufferers The age of onset is


approximately 5.5 years. The diagnosis of ADHD


in children has increased dramatically. In the UK, it has been estimated


that ADHD affects five per cent of children, around 400,000


minute I’ll be fine”. This dramatic and polarised mood state seemed to occur when there was functional intensity and stability in their emotions which led to an awareness as to how they were experiencing a “feeling of entrapment ... more than anything you know ... like your ... animal in a corner” (James).


’ Attention


The attentional theme uncovered that despite commonly held beliefs and clinical judgements which purport that ADHD individuals are unable to sustain attention, participants reported this as inaccurate. There were moments where the participants’


concentration was very poor and therefore, as a result, they experienced “inattention” (hypo-focused) – a sub- theme identified here as “the channel surfer”. This was described as drifting from different thought patterns, trying to settle on something that might motivate them. This has been described by Hallowell & Ratey (2006) as a state of a “fast moving mind-butterfly”. As a consequence of “channel surfing”, participants


reported being unable to follow instructions and remain focused on tasks. However, when there was something interesting or something which had motivational value to individuals, they were “hyper-focused” and were able to sustain attention for enduring periods of time.


Relationships


Participants described experiences and interactions within their relationships with family, professionals and peers as being either “dysfunctional”, where there was a level of hostility (verbal and non-verbal), miscommunication and misunderstandings, or “functional”, where care, understanding and helpful


SecEd • January 26 2012


communication was experienced which for the participants was both calming and reassuring. Teachers and professionals were perceived by the


participants to be either congruent or incongruent which affected the way they subsequently interacted and behaved. The study suggests that ADHD individuals were very sensitive to other people’s reactions. This impacted upon their interpretation of


social situations and consequently influenced their behaviour, at times resulting in them feeling the need to argue their case so as to justify their behaviour. This could be viewed by observers as manipulative, defensive, dangerous and lacking self-awareness – an opposite view. While this study may be criticised for lack


of generalisability, it has raised interesting and insightful experiences of individuals with ADHD. The reported accounts of participants are consistent in that they can be lethargic and hyperactive, very focused and lack concentration, very impulsive and in control. It is our view that this is a new concept which has


not yet been discussed in ADHD literature. However, further research is required (a large quantitative study) to test the theory of “polarisational existence” (Mall, 2010).


SecEd


• Dr Madan Mall is a chartered counselling psychologist who has worked in schools since 2001. He currently works at Lindsworth School in Birmingham. Dr Paul Holland is a chartered psychologist who has worked primarily as an SEN and behavioural consultant.


References


• Baldwin (2000). How Should ADHD be Treated? The Psychologist, 13(12), 598-602.


•Barkley (1998). Attention Deficit Hyperactivity Disorder: A handbook for diagnosis and treatment (2nd Ed.). New York: Guilford Press.


• Barkley, Cook, Diamond, Zametkin, Thapar, & Teeter (2002). International Consensus Statement on ADHD. Clinical Child and Family Psychology Review, 5, 89-111.


• Baughman & Hovey (2006). The ADHD Fraud: How psychiatry makes “patients” of normal children. Oxford: Trafford.


•Breggin (2002). The Ritalin Fact Book. Cambridge, MA: Perseus.


• Collier (2003). Biopsychiatry Illuminated: The Candlelight Project. From http://adhd-report.com/biopsychiatry/bio_15.html


• Gaub & Carlson (1997). Gender Differences in ADHD: A meta- analysis and critical review. Journal of American child Adolescent Psychiatry, 36, 1036-1045.


•Green, Wong, Atkins, Taylor & Feinleib (1999).Diagnosis of Attention Deficit Hyperactive Disorder. Rockville, M. A: Agency for Healthcare Policy and Research.


• Hallowell & Ratey (2006). Delivered from Distraction: Getting the most out of life with ADD. USA: Bullantine Books.


• Hinshaw (2002). Preadolescent Girls with Attention Deficit/ Hyperactivity Disorder: Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of consultant clinical psychology, 70, 1086-1098.


•Kewley (1998).Personal Paper: Attention deficit hyperactive disorder is under diagnosed and under treated in Britain. British Medical Journal (May), 316, 1594-1596.


• Woodworth (2000). The Committee on Education and the Workforce: Subcommittee on Early Childhood, Youth and Families. US Drug Enforcement Administration congressional testimony. From http://www.dea.gov/pubs/cngrtest/ct051600.htm


• Zametkin (1990). Cerebral Glucose Metabolism in Adults with Hyperactivity of Childhood Onset. NIMH, 323 (20) pp1361-1366 in Tuellor and Dan Daneui (2005).


This week: Education chief Michael Gove’s plan to send a King James Bible, with a message from himself, to every school is scrapped after he failed to secure private funding. This, after he suggested the Queen be given a royal yacht for her Diamond Jubilee.


“And lo! Michael Gove runs into more problems, this time


of biblical proportions.” @SimonNRicketts


“I’m worried about Gove. He wants to send signed copies of the Bible to kids. Signed


by HIM (Gove not God).” @campbellclaret


“Michael Gove in full royal regalia, atop a yacht, sailing down the Thames, throwing signed Bibles at an indifferent crowd of the


unemployed.” @PatrickOsgood


“Michael Gove is not setting a very good example of what to do with an education once


you have obtained it.” @therealmrhare www.twitter.com/SecEd_Education


STEM Secondment Opportunity


A secondment is available for a senior teacher with National Grid – one of the largest investor-owned energy companies in the world.


“A great opportunity to interact with people using high-end science and engineering skills & find out how they use the knowledge that schools teach.”


Length of Secondment: Two terms Location: Warwick


Funding: A bursary will contribute towards the cost of supply cover Start date: February/March 2012


For an application pack and further details, contact Estelle Khiari Tel:


Email: e.khiari@hti.org.uk Web: www.hti.org.uk


Quote reference: NG 11/12 024 7669 8524


Through its Stretch Secondment Programme, education leadership charity HTI is offering an exciting two-term secondment working within National Grid’s Gas Network Investment Team.


• An exciting opportunity for an established or aspiring school/subject leader with a STEM background and a passion for encouraging STEM students.


• A chance to work with, support and learn from one of the UK’s biggest engineering companies and build links for your school.


• You will lead on a knowledge-capture project among high skill design engineers, meet many National Grid staff and learn about the practical application of STEM in the workplace.


• You will be given significant leadership shadowing opportunities, gain real experience of how management and decision-making works in a FTSE top 100 organisation.


Based in Warwick, the Gas Network Investment Team consists of almost 100 people and is responsible for the planning and development of the Gas National Transmission System – an 8,000km high integrity network routinely carrying 40 per cent of the nation’s primary energy.


The secondment will help to enhance your leadership capability and the successful candidate would be expected to return to their school with a legacy for future pupils, including positive messages about STEM subjects.


Stretch is an initiative created by HTI to provide senior teachers and business with the opportunity to benefit from sharing and exploring transferable skills, knowledge and understanding, via flexible interim projects.


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