Does anyone have any idea why we prescribe children this stuff? — Question
The initial experiments with amphetamines and hyperactivity go back to the 1960s. It was found that children who were "hyperactive" experienced what is called a 'paradoxical effect' -- the stimulant acted as a sedative. The effect of sedation (apparently) does not work once puberty kicks in. Then the drug acts like the stimulant it is.
I was working at a hospital in Boston, back in the late 60s, where Ritalin was being tested on children with learning difficulties. (I didn't work in the Ritalin program.) Behavior modification was also being employed. It was controversial then, and still is. First, is "hyperactivity" a real
disorder, or is it a
behavior associated with certain environments? Second, does the drug result in the therapeutic effect desired (better learning) or does it just sedate the child, both, and does it have additional untoward effects?
If it is a real disorder, that's one thing. Then the issue arises, "Why is this disorder becoming so common?" It seems to be just
too common. Maybe it is being over-diagnosed; maybe the environmental behavior response is being mistaken for a disorder.
If it is a behavioral response to untoward environments (poverty, lead poisoning, overly restrictive classrooms, unstable homes, chaotic surroundings, etc.) then has a change in environment been tried? Environmental change is a lot more complicated than writing a prescription, of course. The cluster of poverty, chaotic surroundings, instability, violence, lead, etc. are all difficult environmental factors to change.
My guess is that quite often it is a cluster of environmental factors. IF one could change the environment, then the behavior problem could be reduced. For instance, schools could be operated differently. Most schools don't have recess anymore. That means the children are in class, under controlled supervision, all the time. There is no break. Letting the children out for 20 minutes twice a day can help reduce behavior problems. Are the classroom teachers and school principles expecting a higher level of quiet and order than is reasonable? Maybe classrooms should be more active, noisier (at times), and have fewer restrictions on movement. Like, get rid of the desks. Have chairs, tables, standing activities, sitting activities, moving around activities, and laying down activities.
I can't claim that this looser school regime would cure all the problems. It probably wouldn't, because the home and neighborhood environment are critical, too.