Amid calls for a retraction, Lancet Psychiatry publishes articles criticizing the original finding and a response from the authors.
At the risk of stating the obvious, ADHD is not an illness. Rather, it is an unreliable and disempowering label for a loose collection of arbitrarily chosen and vaguely defined behaviors. ADHD has been avidly promoted as an illness by pharma-psychiatry for the purpose of selling stimulant drugs. In which endeavor, they have been phenomenally successful, but, as in other areas of psychiatry, the hoax is unraveling.
Are diagnoses of mental disorders among children and adolescents in developed countries disproportionate to disease prevalence trends?
Giving a diagnosis of ADHD can profoundly disempower students and lead to what psychologists call “learned helplessness.” Isn’t it time for those of us in education to reclaim our profession? Who are the teaching and learning experts? Doctors? Drug companies? We are! And if we don’t stand up—for our students—against disempowering diagnoses and harmful drugs, who will?
This is the cover letter that Mad in America Foundation sent to Niall Boyce, editor of Lancet Psychiatry, requesting that the journal retract Martine Hoogman's study of "subcortical brain volumes" in those diagnosed with ADHD.
Historical, current, and potential future complexities of cognitive assessment; a longstanding, controversial fixture in schools throughout the United States.
A commonly used ADHD diagnostic measure may find overlapping symptoms in autism and ADHD, resulting in over-diagnosis.
New research suggests that when parents model emotion suppression strategies in social interactions, their children’s approaches to social engagement may suffer.
It now looks as if the U.S. approach to mental health is fast gaining purchase in a country that formerly boasted a great, perhaps too sophisticated (Lacan et al.) psychoanalytic tradition, but also a holistic psychosocial tradition when dealing with psychological disturbance in children.
Street drug dealers and stimulant-peddling doctors both get clients high and addicted for profit. So there is really no difference between what they do except that doctors are more ‘successful’ at it, since they enjoy many advantages over illicit dealers and can get away with doing it legally.
A new analysis of FDA data, published on September 10th by the Milwaukee Journal Sentinel/MedPage Today, reveals the dangers of the common prescription of...
New review ties increased screen time to increasing anxiety and depression among young adults throughout the United States.
The general theme, that various "mental illnesses" are being "overdiagnosed" is gaining popularity in recent years among some psychiatrists, presumably in an effort to distance themselves from the trend of psychiatric-drugs-on-demand-for-every-conceivable-human-problem that has become an escalating and undeniable feature of American psychiatric practice. But the implicit assumptions – that there is a correct level of such labeling, and that the label has some valid ontological significance – are emphatically false.
When the ADHD literature speaks of scattered attention, it uses terms with historical resonance. Ever since the Puritans, reformers have attached high importance to the regulation of attention. But the standard treatment of ADHD is designed for immediate, not eventual, benefits. It conflicts with its own rationale.
A new article explains common misconceptions about ADHD that are held by teachers and mental health professionals and may lead to overdiagnosis and overmedication in schools.
The time has come that the fictitious ADHD qualifies for my ‘Enough is Enough’ series. It’s time to stop addressing pharmaceutical psychiatry on its own terms: its fraudulent and corrupt 'science,' its spurious 'evidence base,' and its imaginary psychiatric ‘diseases.’ I’m done with this. The evidence is in. Let’s get real. Psychiatry has become a profession of drug pushers. As a psychiatrist I am beyond troubled. Let’s get real.
New research examines factors that make mindfulness interventions in school most effective for adolescent’s mental health outcomes.
A fist of its kind neuroscience study, published this month in Cerebral Cortex, found changes in the brain electrical activity of infants exposed to SSRI antidepressants during pregnancy.
A recent Cochrane review has found that serious adverse events occur for about 1% of children and adolescents treated with Ritalin.
Twice as many teenagers with ADHD experienced severe psychosis when taking Adderall, as compared to Ritalin, according to a new study.
A new article, just published online in the journal Emotional and Behavioural Difficulties, presents research suggesting that the diagnosis of ADHD is philosophically inadequate.
The Vatican conference on “The Child as a Person and as a Patient: Therapeutic Approaches Compared,” which took place on June 14 and 15 in Rome, was not really focused—as I had thought it would be—on the merits of medicating children for psychiatric disorders. The two Americans who had tirelessly campaigned for this conference, Marcia Barbacki and Barry Duncan, had hoped that it would serve that purpose, but the Pontifical Council for Health Care Workers, as it invited speakers, decided on a broader, more diffuse agenda.
A new study in the journal Social Science and Medicine explores why French children take stimulants far less than children in the United States. The study looks at how particular forces in society, in concert with government agencies, became an effective check on stimulant marketing for kids in France.
Treating one disease by causing another is actually a pretty mainstream therapeutic strategy in medicine - and especially psychiatry. The idea is to use a milder or temporary disease to treat a more severe or permanent one. In a recent development neuroleptic/antipsychotic drugs are being given to tens/hundreds of thousands of over-active children (aka 'bipolar'). Parkinson's disease certainly puts a stop to hyperactivity!
Race often determines whether school punishment or therapy and drugs will be used to address children’s problem behaviors.