Using of Ritalin

The Use of Ritalin

It seems as though we all know at least one individual who is on Ritalin these days as it seems to be the cure all for children who have difficulties staying on task, sitting still, listening, following directions, or who are generally misbehaving. There are numerous articles that detail the many benefits of Ritalin, for both teachers and parents, illustrating that the child who is considered hyperactive is much more pleasant to live with and be around when they are on Ritalin, for both teachers and parents, illustrating that the child who is considered hyperactive is much more pleasant to live with and be around when they are on Ritalin. But do we ever stop to consider what this is really doing to the levels of creativity and uniqueness of our children? Do we ever stop to think of how prevalent these conditions of hyperactivity have been throughout history? These are two of the most important questions that are not often dealt with in regards to Ritalin and the easy “cure” it provides.

We hear all the information that illustrates how much more content children are when they are given Ritalin to reduce their level of hyperactivity. Their grades may improve due to and increased ability to remain on task, pay attention, and learn. They may have more friends, because they are no longer irritating to be around. And they may have an improved level of self esteem as a direct result of these issues regarding grades, friends, and also perhaps the lessening of discipline received at home due to their ability to stay still on a consistent basis. We are well aware of the benefits of the drug Ritalin, which is actually a stimulant, a drug that acts on the brain in a manner that increases alertness and diminishes hyperactivity (Chabner).

But what about the side effects that involve the essential personality of the individual who is prescribed Ritalin? We seem to hear plenty about the side effects of over use and abuse, but that seems to be about all we hear in these regards (Farley). Are these children somehow diminished? Do they risk the loss of creativity and other unique qualities? In examine such questions as these it is interesting to note that in countries where the society demonstrates more concern for children, the diagnostic rate for such disorders is very rare, indicating that even short of the prescribing of Ritalin, we are already a country which may well hamper our children’s creativity and inherent personalities (Breggin; Breggin). This is also hinted at in the following details provided by Breggin and Breggin:

“The symptoms or manifestations of ADHD often disappear when the children have something interesting to do or when they are given a minimal amount of adult attention. This is agreed upon by most of all observers and indirectly finds its way into the DSM-III-R and DSM-IV the DSM-IV specifies that the symptoms may become apparent when the child is in settings 'that lack intrinsic appeal or novelty' and may be minimal or absent when 'the person is under very strict control, is in a novel setting, is engaged in especially interesting activities, is in a one-to one situation,’ including being examined by the doctor. Most advocates of ADHD as a diagnosis also note that it tends to go away during summer vacation” (methylphen.html)

From whatever angle an individual chooses to examine the issues from, the truths are that “ADD has become a 'fad disorder,’ difficult to diagnose and more difficult to disconfirm; whether one is diagnosed often depends on where one lives” (Vatz; Weinberg 76). Bearing that in mind one may ask, “What are we doing to our children?” Clearly we do not have all the answers, but it is also just a clear that Ritalin is not necessarily the answer. Some people are offering