Concocting a Cure for Kids With Issues

If you’re the parent of a child who’s having trouble learning or behaving in school, you quickly find yourself confronted with a series of difficult choices.

You can do nothing — and watch your child flounder while teachers register their disapproval. Or you can get help, which generally means, first, an expensive and time-consuming evaluation, then more visits with more specialists, intensive tutoring, therapies, perhaps, or, as is often the case with attention issues, drugs.

For many parents — particularly the sorts of parents who are skeptical of mainstream medicine and of the intentions of what one mother once described to me as “the learning-disability industrial complex” — this experience is an exercise in frustration and alienation.

These parents often don’t trust the mental-health professionals who usually treat children with “issues,” as we euphemistically tend to refer to problems like learning disabilities, attention-deficit hyperactivity disorder, autism or other developmental difficulties. They find offensive the prospect of having a child “labeled” when his or her development doesn’t correspond to what seem like random, overly restrictive norms. They find the notion of putting children on psychotropic medication frightening and unacceptable. They want to find concrete causes for their children’s diffuse, often difficult-to-understand problems and, ideally, to find cures. They want their children to achieve, and they’re dissatisfied with what they feel are the palliative half-measures offered by pediatricians, psychiatrists, psychologists and learning specialists.

That’s why some of these parents end up seeking the services of people like Stanley A. Appelbaum.  Read Article

By Judith Warner