By Yolanda Austin

Literature Study

It is accepted that ADHD is essentially a genetic disorder. This is a real condition that affects up to 10 percent of all children. It mostly affects boys. They are six times more likely to be referred for help than girls. The actual ratio is 3:1, because girls tend to suffer more silently with the condition than boisterous boys.

Dr Gordon Serfontein explained the physiological effect of ADHD very clearly in his book ‘The Hidden Handicap’. He claims that a brain cell contains a chemical fluid within the cell. An incoming message must be transmitted from one end of the cell to the other end. Then the message must be passed on to subsequent cells. The message gets transmitted by means of the chemical fluid in the cell. These fluids are known as neurotransmitters. The one specifically involved in ADHD is known as dopamine. An incoming message will stimulate the release of the neurotransmitter substances into the space between two brain cells. The fluid travels to the next cell and connects onto it. As a result of the attachment, the second cell gets stimulated and the message gets passed onto the next cell. Once the neurotransmitter fluids have served their purpose, they are broken down and excreted through the body’s urine.

In between the two cells carrying the message, there is a set of enzymes. These enzymes control the amount of neurotransmitter fluid released into that space. There appears to be an immaturity of the cells in this area of the brain when we look at children with ADHD. The impact that these immature cells have is that insufficient neurotransmitter is manufactured and therefore transfer of messages between cells is diminished.

At the age of 14 and onwards, there seems to be steady improvement in the child’s symptoms. It appears that the area of the brain that has been as affected undergoes maturation. The result is an improved neurotransmitter release. This stage can be referred to as the catch up stage. However, in some people, the residual difficulties relating to attention span, impulsiveness and over activity continue into adulthood.

It is important to recognise the symptoms of ADHD in order to acknowledge what we are dealing with. In her book “Hyperactivity and ADD”, Heather Picton lists a number of behavioural disorders.

Regarding their coordination:

Speech difficulties: stuttering, stammering, pronunciation.

Regarding their attention:

These children are generally emotionally, physically and academically immature. They struggle to plan ahead and lack organisational skills. They tend to loose things don’t like to finish tasks and to top that off, punishment only increases frustration.

Treatment regimens being tried to relieve the symptoms of this condition include: occupational therapy, child psychiatry, play therapy, clinical psychology, physiotherapy, remedial practice, speech therapy, educational therapy, supplementation, diet, homeopathy and medication.

The most frequently used medication for ADHD is Methylphenidate, also known as Ritalin. Comments on this drug include that it works within 30 minutes and remains effective for 3 – 4 hours. It is used to improve concentration and memory, to assist in controlling anger and frustration levels. It can decrease impulsivity and is known to be helpful to 76% of ADHD children. However, it creates side effects. Possible side effects include: decreased appetite, weight loss, insomnia, headache and stomach ache. There may be initial depression. Over medication is known to cause irritability, over sedation, lack of spontaneity and heightened anxiety.

Being aware of the facts about Ritalin, Nancy L. Moore (Bsc SNPA) vol.29, 2000, provides an interesting and informed discussion on the natural alternatives to drug therapy. Her discussion focuses on dietary management; correctional nutritional deficiency, herbal treatments and supplementation. The argument she renders is that drugs should not be used, because the side effects far outweigh the benefits. She makes an excellent case for the use of alternate therapies in the treatment of ADHD.

My review of the literature has indicated a gap as far as using reflexology to treat the symptoms of ADHD. I would like my research to add to the body of knowledge about the applicability of reflexology.

Aim

The goal of this research was to see the effect of Therapeutic Reflexology on children with ADHD.

Methodology

I worked with a sample of ten children from Kenridge Primary School. Their ages ranged from Grade 1 to Grade 7. I gave each child ten Reflexology treatments that took place over a five-week period.

I looked at general symptoms of ADHD and compiled check sheets that covered some of these areas. These sheets would be used to monitor the children. The child’s parents and teacher received such a check list. The parents had to monitor the child’s sleep patterns, appetite and self confidence. The teachers had to monitor the child’s social interaction, concentration and temperament in the class room.

Some of the teachers and parents failed to complete these forms, and I had to obtain most of the information through telephone conversations.

Conclusion

Reported changes after starting the reflexology treatments

Temperament

10% of cases became less argumentative.

Social Interaction

20% of cases improved in this area.

Concentration

10% of cases improved concentration.

Self Confidence

60% of cases became more confident.

Appetite

10% of cases showed an improvement in appetite

Sleep Patterns

40% of cases slept better after their sessions.

Anxiety Levels

10% of cases become less anxious

School Work improvements

20% of cases reported an improvement in school work.

In light of my small sample, it is hard to draw an effective conclusion. Most of the children really enjoyed the attention and showed an improvement of self-confidence.

References

1. Moore, Nancy L. 2000. Attention Deficit Disorder, Natural alternatives to drug therapy. Canada: Alive Books
2. Ross and Wilson, Anatomy and Physiology, In Health and Fitness, 8th Edition, Churchill Livingston.
3. www.reflexology.co.uk
4. Dougans, Inge. 1992. Reflexology, A practical Introduction, Element.
5. Dr Christopher Green and Dr Kit Chee. 1994. Understanding Attention Deficit Disorder. U.K: Random House.
6. Dr Gordon Serfontein. 1990. The Hidden Handicap, Australia: Simon and Schuster
7. Picton, Heather. 2001. Hyperactivity and ADD. South Africa: Witwatersrand University Press.

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