the medicine in biographic messages.doc

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The Medicine in Biographic Messages

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By: Andrea Schaefer Pautz, M.D.

Life leaves traces ingrained in ur bi gra!hies. Seen "ithin an entire life, bi gra!hic events can a!!ear as inf r#ative#essages $ #essages "e #ay read, understand, and act n.

%n taking a !atient&s hist ry, an anthr ! s !hically$trained #edical d ct r listens t and evaluates such events. 'he t"abbreviated cases here, based n real but fictiti usly na#ed !e !le, are n t a strictly scientific case study. ( "ever, thet" d give a gli#!se int the essential r le bi gra!hy !lays in a #edical setting.

Case I - Johnny) hnny is a bit #elanch lic. At three years f age, he falls a l t "hile !laying and eventually breaks a fr nt t th. '"years later at sch l, ) hnny "anders int a r ugh tussle. (e receives a "ell$!laced bl " and an ther br ken t th.Several years !ass. *riends !eer$!ressure hi# int trying ut f r baseball. (e&s unha!!y ab ut it, but can&t say n . At !ractice, a hardball hits hi# s+uare in the # uth. (e takes an ther tri! t the dentist.

) hnny&s a s#art but absent$#inded kid. (e struggles t !r tect hi#self. 'he re ccurring trau#as t the sa#e area f his b dy ver seven years #ake his !arents " nder: %s ) hnny having difficulty translating his a"areness int effectiveacti n

-leaning the #essage this re!eating bi gra!hic event is sending, his !arents take ste!s t hel! hi# f cus and t i#!r vehis c rdinati n. 'hey inv lve hi# # re in s cial events. (e als starts #artial arts training. At first, the activitiesver"hel# hi#, but he gr "s t en y the# all. (is self$estee# builds "hile his e# ti nal strength and s cial skillsincrease. %n ti#e, his a"areness bec #es gr unded and c rdinated in his b dy $ the see#ing accidents st !.

/ ticing the re!eating !attern, his !arents s! tted this key #essage f his bi gra!hy early en ugh. Acting ut fa"areness n life&s circu#stances, ) hnny gained the ability t #aneuver clear f !assive victi#izati n later in life.

Accident$!r ne individuals, like ) hnny, tend t dra" the#selves int accidents $ until they get t the r t f thetendency. 'he #essage c ntained in re!eated circu#stances #ay see# bvi us at ti#es, but the underlying issues can behard t identify r res lve. %ndividuals "ith alc h l !r ble#s, f r e0a#!le, ften !air u! "ith thers having the sa#e !r ble#. 1r abused children #ay get int abusive relati nshi!s as adults. 'he # re severe the life events, the # redifficult it is t s! t and act n the #eaning in the #essage $ as "ith Sara, ur sec nd case.

Case II - Sara2hen Sara is t" , her father leaves. At three, her 34$year$ ld # ther is killed in a h rrific accident. (er #aternal grand$ !arents raise Sara until she is a teenager, "hen b th grand!arents die "ithin a fe" "eeks f each ther. 'he state "ants t !lace Sara in f ster care. Sara bec #es a runa"ay, living a t ugh life in dubi us !laces. As Sara a!!r aches her 56thyear, she e#br ils herself in a very bad scene.

She c uld get herself and friends killed. 7ven if the utc #e is n t fatal, her entire future is ! tentially under#ined.

1n cl ser c nsiderati n fr # an utside !ers!ective, it #ight see# easy t understand h " Sara steered herself inttr uble. But f r her, the situati n and her see#ing death$"ish # tives are enshr uded in una"areness. Sara d es n t seethe #ake$ r$break bi gra!hic #ilest ne l #ing, but she is 8!arad 0ically9 dee!ly searching f r #eaning. (er search ist rtur usly c nv luted h "ever.

1r, as seen in si#ilar cases, an ther Sara #ight have little inclinati n t search f r any c nte0t f r her life. She #ight bein"ardly nu#b 8and ut"ardly nu#bed by drugs r alc h l9. *re+uently, de!ressi n is inv lved, "hich #ay be re!ressed by drugs $ !rescribed r n t.

B th instances are like thresh ld$cr ssing e0!eriences 8albeit s #e"hat !erverse in nature9. %f the !ass$fail nature g esunrec gnized, the sense f life&s c urse "eakens, e0acerbating the situati n.

2hat is the #essage here 2e c ## nly refer t it as a "ake u! call.

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As a first ste! in treat#ent, Sara&s su!! rters c uld guide her c nte#!lati n t "ard a # re h !e$filled c nte0t.;es!ecting her freed # "hile assisting her in #aking changes she can acce!t, the i#!r ved c nte0t sh uld be easy tidentify and #ust " rk f r her.

2hen this level f bi gra!hic #essage is br ught t an individual&s attenti n, an incredible a"areness fre+uently !ensu!, leading t a reevaluati n f life, t a ne" assess#ent f the need t h n r this earthly life $ "ith all its ! tential f rgr "th that a !re#ature death " uld steal a"ay.

Summary7# ti nal, s!iritual, and habitual i#balances can !enetrate farther int the !hysical b dy. An i#balance, if left un$res lved, #ay cause functi nal !r ble#s, #anifest as !hysical sy#!t #s, r even bec #e !hysical disease. %n !arallel, anunres lved i#balance can be reflected in re!eated bi gra!hic #essages $ and i#balances #ay attract si#ilar life events.%n ther " rds, the #essage 8and destiny9 re!eats until the individual gets the #essage.

'he anthr ! s !hic d ct r evaluates the !atient&s bi gra!hy, c #!aring the life$event #essages t the ideal "h le hu#an being. Like taking the !ulse f the heart, the d ct r reads the !ulse f life events, relaying the underlying influences backt the !atient f r each t act u! n freely in healing. By inter!reting the #essages c rrectly, the !hysician strives !r f undly t assist !atients in their "n eff rts t learn, balance, heal, and live "ell.

'hr ugh the use f dial gue and c unseling, "ith ut drugs $ even "ith ut natural re#edies $ the !hysician is able t

intervene thr ugh a"areness and !artici!ati n. 'his assists !atients in taking active charge f life, reduces the attracti nf accidents re+uiring #edical services, and #ay !revent disabilities.

An anthr ! s !hic #edical d ct r can als su!! rt a !atient using h listic re#edies fr # the disci!lines f natur !athy,h #e !athy, nutriti n, and thera!eutic euryth#y "hich " rks dee!ly "ith the rhyth#s f life.

8/ te that this is n t intended t diagn se r treat. %f y u have a #edical c nditi n, !lease c nsult "ith y ur health care !r fessi nal.9

DR. A. PAUTZ, M.D. is board certified in internal medicine, board certified in holistic medicine, and a trainedeurythmist. She is also a DAN! Defeat Autism No " doctor. She s#eciali$es in anthro#oso#hic and holistic treatmenta##roaches in con%unction ith con&entional medicine. The #ractice can be reached at '()" *)+ - /- in 0ac1son&ille

2each, 3lorida.

We Are Our Attention: Motifs and Themes from the Spiritual sychology of !eorg "#hle$ind

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By: Sara ib rskiThe foremost e4#onent of Anthro#oso#hy in his nati&e 5un6ary, 7eor6 89hle ind tra&els orld ide 6i&in6 or1sho#s,

seminars, retreats, and lectures. 5e is a chemist by #rofession and a lifelon6 musician. 5is research in consciousness studies encom#asses #sycholo6y, anthro#olo6y, lin6uistics, e#istemolo6y, the #hiloso#hy of science, and reli6ion,

es#ecially Ne Testament studies and Zen 2uddhism. The focus of his most recent or1 is the challen6e of ri6htlymeetin6 today:s children, es#ecially those ith autism and other increasin6ly #re&alent so called disorders. 5e is theauthor of *) boo1s, includin6 3rom Normal to 5ealthy an eminently #ractical 6uide to the anthro#oso#hical inner #ath",

2ecomin6 A are of the ;o6os, The ;ife of the Soul, Sta6es of <onsciousness, Star <hildren, and 3eelin6 8no in6=<ollected >ssays.

'he s!iritual !sych l gy f -e rg =>hle"ind is a rich s urce f insights f r the healing f an0iety and de!ressi n, the# st c ## n #ental illnesses f ur ti#e. %t !r vides a ne" v cabulary and enlightened guidance f r dealing als "ithADD 8attenti n deficit dis rder9, autis#, !h bias, neur ses and devel !#ental disabilities.

And =>hle"ind?s " rk has universal a!!licability. Pe !le in the best f #ental health, "h are f ll "ing an inner !ath findividual self$devel !#ent 8regardless f s!iritual traditi n9, find his guidance valuable. /either religi us n r #ystical,his a!!r ach is e#inently and essentially !ractical, based n an individual?s e0!erience and devel !#ent f the hu#anfaculty f free attenti n.

'here is n substitute f r careful study f =>hle"ind?s "ritings r f r the #editative !ractice that can c nfir# hisinsights. (ere % ffer nly selected highlights in #y "n " rds, fr # n tes taken at his 'hera!ists? 2 rking -r u!se#inars 8 !en t n n$thera!ists9 that % attended fr # 5444 thr ugh 544@. *ull !resentati n f these the#es can be f und





in =>hle"ind?s *r # / r#al t (ealthy: Paths t the Liberati n f nsci usness.

%ualism and the Separating &o'e

=>hle"ind?s #eta!h r f r ur everyday c nsci usness is the bathr be, the #e$feeling r sense f se!arate self that beginst devel ! at ab ut age 5. Cntil this ti#e, the child lives in a state f un$selfc nsci us identity and intuitivec ##unicati n carried ver fr # the s!iritual " rld.

1ur se!arating r be thereafter creates ur increasingly str ng e0!erience f dualis#: #e here " rld there. 'hee0!erience f se!arati n fr # the s!iritual " rld, fr # each ther is the n r#al c nditi n t day. Dualis# is thec nditi n essential f r #aking ! ssible full self$c nsci usness and, thr ugh inner eff rt, a fully self$c nsci us individualverc #ing f the se!arati n.

'he dualistic vie", h "ever, is the beginning f an0iety and the s urce f illness. 2e try t find reas ns f r an0iety, f re0a#!le, in the uter c nditi ns f ur lives, but the real #eaning f an0iety is ur se!arati n.

But fr # "hat are "e se!arated 2hat the s!iritual " rld is cann t be said in " rds, f r it is n t a !lace but ane0!erience. %t is the e0!erience f ur riginal and al"ays true nature f abs lute identity "ith everything, as individualsyet "ith ut the b undaries that se!arate individuals in the !hysical " rld. 2e can verify ur s!iritual nature thr ughe0!eriencing it, by bec #ing a"are f and devel !ing ur s!iritual faculties.

O(ercoming %ualism ) the Schooling of Attention

'he basis f r =>hle"ind?s insights is his "n s!iritual research. (e describes in great detail a sch ling f the attenti n"hich elab rates n the indicati ns f ;ud lf Steiner, and fr # his research he builds a !icture f the hu#an being, akind f anat #y f ur s!iritual faculties.

2e are al"ays using ur s!iritual faculties "ith ut n ticing the#. 'heir sch ling begins "ith the c nscienti us !racticef e0ercises in c ncentrati n and !erce!ti n that enable us t e0!erience ur "n attenti n, usually dis!ersed and caughtu! in ur r be. Sch led attentiveness is a"areness !lus directi n.

2e can, "ith !ractice, e0!erience that ur free e#!ty 8n t dis!ersed9 attenti n is the s urce f r all ur ther e0!eriences.

2ith ut it "e e0!erience n thing. %t is "h "e are, ur true %: s #e ne has t be there f r there t be e0!erience.'he !ath rec ##ended by =>hle"ind f r !e !le "h are "ell !r ceeds t te0t, " rd and i#age #editati n and thent " rdless #editati n n the #eanings behind the te0t r i#age and finally the g al f every s!iritual traditi n thee0!erience f f r#$free e#!tiness r !ure light. 7#!tiness is the fullness f the ! tential f all f r#s. S #eti#es calledthe E% a#F e0!erience, it is the e0!erience, h "ever # #entary, f the unity f "itness, "itnessing, and thing "itnessed.%t is self$f rgetting 8the everyday self f the r be9 and the verc #ing f the se!arati n f dualis#.

The *orms of Attention ) *ree and +alf-free *orces

Attenti n is c #!rised f ur faculties f r thinking, feeling, !erceiving and "illing. %n their riginal given state they arefree and "ith ut c ntent, that is t say f r#$free. =>hle"ind calls the# su!erc nsci us. 'hey e0ist in their realizati n.

As !ure, free f rces they are c gnitive r L g s f rcesG they are #eaningful, they are that thr ugh "hich "e c ##unicateand understand. 'hinking, feeling, and "illing are a c ntinuu#. gnitive feeling is feeling that kn "s, "ith ut " rds,like the feeling f evidence, f l gic, that al"ays is !resent in ur thinking. gnitive "ill is the rece!tivity in urattenti n, as "hen, in rder t understand "hat y u say, % in"ardly i#itate y ur thinking.

%f n t used c nsci usly, ur free f rces bec #e n n$c gnitive f r#s: ass ciative thinking, e# ti ns, habits, addicti ns, !sych l gical f r#s ca!tured in ur se!arating r be. 'hey range fr # the transient f r#s f sense !erce!ti ns t theirreversible, #eaningless 8and theref re !ath l gical9 f r#s that build ur subc nsci us.

%n bet"een f r#$free f r#s f attenti n and f r#s caught in ur r be are half$free f rces f attentiveness. 'hey arealienated fr # their s urce but n t yet b und int s #e f r# f neur sis. =>hle"ind calls the# vagab nd r E blessF because "e have n t given the# their real " rk. 'hey can be #enacing and unbearable. 'hey have a tinge f eg tis# anda!!ear as an0iety, de!ressi n, fear and "hat =>hle"ind calls #eaningless En ise.F

Because they are al# st but n t +uite detached fr # the true %, the half$free f rces f thinking, feeling and "illing are"ith ut the e0!erience f the s #e ne "h #ust be there f r there t be an e0!erience at all. 'hus, an0iety al"ays hasthe c l r f E% a# n t.F (ealing f an0iety "ill c #e nly thr ugh a self$c nsci us re$e0!eriencing 8! ssible in



#editati n9 f the true self, f !resence and neness.

Meanings, ot Causes

Many thera!eutic a!!r aches ascribe #eaning t sy#!t #s and try t find reas ns r causes f r the sy#!t #s in, f re0a#!le, !arent$child relati ns r trau#atic e0!eriences. %n fact, subc nsci us f r#ati ns are n t c ##unicative andtheref re have n #eaning. 'hera!y that " rks "ith causes can alleviate sy#!t #s, "hich are a kind f n ise #ade fass ciati ns, feelings, #e# ries, but it can never heal.

Many thera!eutic a!!r aches t de!ressi n dra" n the trau#a the ry. 'his the ry, as every ne kn "s, says that y uhave su!!ressed a trau#atic e0!erience because it "as !ainful and that re#e#bering in thera!y brings relief. =>hle"ind ! ints ut its ill gicality if re#e#bering the trau#atic incident brings relief, "hy "as it su!!ressed %t is a c ntradicti nt say that an e0!erience is f rg tten because it is !ainful and then t say that re#e#bering it takes a"ay the !ain. 2hatthe trau#a the ry d es is !r vide a label.

S #ething bec #es a trau#a because "e s na#e it. %t is true that #any !e !le see# t find relief "hen the Etrau#aF isre#e#bered 8na#ed9, and this is because n " there see#s t be a #eaning f r the !resent suffering. But it is nly asurr gate #eaning.

'he trau#a the ry de!ends n a the ry f #e# ry that is e+ually invalid. 'he usual understanding f #e# ry is thest rage #eta!h rG "hen y u re#e#ber s #ething y u !luck it fr # st rage s #e"here in the #ind. But this cann t be"hat ha!!ens. %f y u are trying t re#e#ber s #ething y u kn " already "hat it is in y ur feeling, th ugh n t in y urthinking, n t in " rds. 'hat is "hy y u rec gnize it i##ediately "hen s #e ne says the na#e y u "ere trying tre#e#berGy u #ust have kn "n it bef re r y u " uldn?t n " rec gnize it. ' re#e#ber is t i#itate an riginal gesturef attenti n, "ith ut the b ect !resent. 'his re!r ducing gesture f attenti n is r ted in feeling c gnitive feeling.

Many thera!ists " rking "ith ADD children d n t even rec gnize the reality f attenti n as a free faculty, and seekenvir n#ental r !hysi l gical causes f r the behavi ral sy#!t #s. 2hat the behavi r f children "ith ADD sh "s,says =>hle"ind, is that they have "eak r inade+uate se!arati nG they d n t e0!erience the dualis# that is rdinary f rus. 'hey have "eak aut $!erce!ti n thin r bes r r bes "ith h les. 2ith ut str ng #e$f cus, they f ll " !hysically"herever their attenti n g es. 'hese children have n t a deficit but a sur!lus f attenti n but cann t fi0 it n ne thing f rvery l ng. 'he #eaning f ADD, he suggests, has t d "ith challenging us t verc #e ur "n e0!erience f e0tre#e

dualistic se!arati n.2ith free f rces it #akes n sense t ask ab ut causality. 2e d n?t ask "hy did Bach c #! se #usic r ;e#brandt !aint !ictures. *ree f rces are te0t$like #eaningful there is n cause$effect relati nshi!. 'here is nly beginning.

+ealing: the o$er to Begin

2hat #akes us hu#an beings the hu#an feature is that "e can begin. 'he hu#an being is n t a causal syste# andcann t be underst d "ith ut rec gnizing this feature.

A client in thera!y is ften c nvinced he is the !r duct f causes and has n feeling f aut n #y. L king at the !ast #ay be hel!ful in s #e cases, but f !ri#ary i#! rtance is that the thera!ist a"akens the a"areness f aut n #y. 8%t g es

"ith ut saying that the thera!ist #ust herself !ractice #editati n and ther techni+ues t devel ! the faculties frece!tive attenti n and c gnitive feeling in rder t d this.9

'he individuality f clients !recludes, indeed " uld #ake c unter$!r ductive, the setting f thera!eutic !r t c ls.( "ever, =>hle"ind d es #ake s #e suggesti ns f r h " a thera!ist can enc urage a client t " rk "ith his free f rces.'he client?s freed # t begin is f c urse the essential fact r in healing.

*irst, the thera!ist can intr duce a s!iritual !icture f the hu#an being. ' kn ": % a# n t an ani#al this rest res thedignity f the hu#an being. ' kn ": % a# a s!iritual being and % have c gnitive faculties this gives the client a h ld r beginning ! int.

Sec nd, the thera!ist can intr duce a !icture f "hen and h " a hu#an being is free. =>hle"ind says that # st !e !le"h are !sych l gically ill are sensitive t this t !ic and i##ediately EgetF it. 'hera!ists can reassure clients that theyare aut n # us and guide the# in e0ercises that enable the# t e0!erience in s #e s#all "ay: % a# free, % can attend"here % "ill, % can begin this brings true healing. %f % a# n t free then the +uesti n f the #eaning f life bec #esirrelevant.

S!ecific suggesti ns f r e0ercises can be #ade, tail red t the individual. S#all beginnings are best. Hery hel!ful, f r



e0a#!le, is t #e# rize a ! e# r a sacred te0t. Me# rizati n re+uires an e0erti n f inner attenti n during "hich "ecann t fail t e0!erience, at least f r a ti#e, the reality f ur aut n #y.

'hird, the thera!ist can enc urage the client t #editate n the #eaning f his illness. (e "ill then c #e t the insightthat neither the illness n r the healing is f r hi#self, since every individual?s #issi n is t d the g d. And bey nd, thethera!ist can hint that the !ers n?s real task "ill begin after healingG ust kn "ing this is a healing fact r. ' be guidednly by a n ti n f "hat is Eg d f r #e,F as is the case "ith #any thera!eutic a!!r aches, is t have l st the thread f#eaning in ur life.

7very ne has a #issi n. %t is n t ur !r fessi n r uter " rk and cann t be e0!ressed in " rds. %t is n t t d s #ething, but a h ": "e are the #issi n. De!ressi n ccurs "hen "e feel "e deviate fr # ur true #issi n. %n all healings, theriginal #issi n f the ill !ers n is rest red.

Anthroposophical ediatrics

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By: ;ene MadeleynI1riginal title: Anthr ! s !hische =inderheilkunde. Der Mer1urstab 66JG @4: 5KK$ 4. 7nglish by A. ;. Meuss, *%L,

M'A. ;e!rint f ha!ter K.4 in Buhring M, =e#!er *( 8(rsg9. Naturheil&erfahren and un1on&entionellemedi$inische Richtun6en 8Buhring et al. 66J9.

Anthr ! s !hical !ediatrics gradually differentiated itself fr # anthr ! s !hical #edicine after the Sec nd 2 rld 2ar.Many as!ects f 2ald rf educati n have c #e int it, s its basic character is that f an educati nal #edicine.Anthr ! s !hical !ediatrics started in !ediatric !racticesG in!atient treat#ent devel !ed "hen !ediatric de!art#ents!ened at (erdecke ( s!ital in 6K6 and the *ilderklinik in *ilderstadt in 6J@.

'his #ade it ! ssible t #aintain regular rec rds in s!ecific fields "ithin !ediatrics and assess the value fanthr ! s !hical #edicine in this disci!line c #!ared t the c nventi nal #edical a!!r ach. A first verall re! rt nanthr ! s !hical !ediatrics "as given by (use#ann and 2 lff 8 6 K9, and s #e guides have been !r duced #ainly f r !arents 8zur Linden 6 5G - ebel and -l ckler 6 G Stell#ann 6 69.

Anthr ! s !hical #edicine c nsiders ty!ical childh d diseases in relati n t ty!ical diseases f adults and the elderly.%n childh d, febrile, catarrhal and infla##at ry c nditi ns d #inate the !icture, "hile in ld age the e#!hasis is ndegenerative cardi vascular disease and tu# rs. N ung children tend t devel ! ricketsG lder !e !le scler sis. 'akingthis ! int f vie", !ediatricians can have a ! "erful influence n the dis! siti n t health r disease f r the rest f anindividual&s life.

%n the anthr ! s !hical vie" f the hu#an being, these gr u!s f diseases are seen as ! lar !! sites. 'hey g "ith the !eri ds in life "hen the child takes h ld f the b dy 8incarnati n9 and "hen the individual gradually leaves the b dyagain 8e0carnati n9. %f health is regarded as a state f balance bet"een ! lar !! site diseases, it can be seen "hye0cessive !reventi n f !hysi l gical illnesses in childh d #ay, under certain circu#stances, create a tendency tdevel ! diseases s!ecific t ld age "hen this is reached. A g d revie" f the literature t substantiate this and !r videe#!irical evidence is given by Alb nic 8 66K9.

Constitutional types2hen #edicine and educati n are seen t gether, the c nce!t f s!ecific c nstituti ns gains s!ecial significance. Startingfr # the anthr ! s !hical vie" f the hu#an being 8see secti n K.4 in Buhring et al. 66J9 "e find that at a given levelne f the as!ects f the hu#an being is d #inant. 'his is reflected in the child&s te#!era#ent r in d #inance f eitherthe neur sens ry syste# r #etab lis# and li#bs. %f the neur sens ry syste# is relatively d #inant, the child is#icr ce!halic, !ale, lacking in i#aginati n, and tending t be abstract. %f #etab lis# and li#bs are relatively d #inantr the neur sens ry syste# is "eak, the child "ill be #acr $ce!halic, i#aginative, red$cheeked and artistic. 'herhyth#ic syste# has a balancing and #ediating functi n in this 8Steiner, -A 344B9. hildren "ith s#aller heads tend t be intr vert, th se "ith larger heads e0tr vert. nstituti nal treat#ent includes h t and c ld a!!licati ns, suggesti ns as

t diet 8# re sugar f r s#all$headed, # re salt f r large$headed children9 and the e0hibiti n f ! tentized substances8silver and lead9.

' deal "ith ne$sided ele#ents in the dis! siti n t a !articular te#!era#ent, Steiner c #bined h #e !athic andall !athic as!ects, as it "ere. 'eachers "ere asked t #ake the #elanch lic children sit t gether, and the sanguine,

!hleg#atic and ch leric children sit t gether. %ntense e0!erience f their "n te#!era#ent has a thera!eutic effect in that





it calls u! ! "ers in the child that hel! it verc #e a ne$sided te#!era#ent. 1n the ther hand, the teacher sh ulddevel ! en ugh !hleg# in " rking "ith a ch leric child, f r instance, that the child&s rage b unces ff hi# c #!letely.*acing a !hleg#atic child, a sh rt, c ntr lled ch leric eru!ti n n the !art f the teacher can create a balance 8Steiner,-A @J9. 'he ideal f r a sch l d ct r at a 2ald rf sch l is t hel! the teachers devel ! a thera!eutic attitude. (e needst kn " the children&s state f health and " rk "ith the teachers in the child study sessi ns t establish any ne$sidednessin a child&s c nstituti n, devel ! understanding f r this, and create a treat#ent !lan. %n anthr ! s !hical s!ecialeducati n, established by Steiner "ith a c urse he gave in 65 8-A 3 J9, s!ecific c nstituti nal ty!es f r children "iths!ecial needs are c nsidered and treat#ent strategies devel !ed.

re(enti(e medicine Pro#hylactic &itamin 8(e# rrhagic disease f the ne"b rn due t vita#in = deficiency is rare a# ng fully breast$fed infants 8c. : 4,4449.-eneral e0hibiti n f !r !hylactic vita#in =, currently 5 #g !er s at each f the first three health checks, is theref renly ustifiable because ne gets a high !ercentage f fatal brain he# rrhages in such cases. S far, it has n t been

! ssible t identify the risk f vita#in = deficiency he# rrhages in children "h d n t bel ng t s!ecial risk gr u!s8!re#ature births, dystr !hic children and th se re+uiring !arenteral feeding9, and it has t be acce!ted that general !reventi n is necessary. Parents f ne"b rn infants at the t" anthr ! s !hical h s!itals in (erdecke and *ilderstadt aregiven a leaflet t inf r# the# f the reas n f r c nventi nal !reventive vita#in = treat#ent. %t is, h "ever, als ! intedut that the d sage is s high as t be un!hysi l gical, being ,444$3,444 ti#es the a# unt taken in "ith # ther&s #ilk.'his fact and s #e indicati ns that high vita#in = d ses #ay have side effects 8Sut r and =iinzer 6 KG Sut r and- ebel 6 G - lding et al. 6659 suggest that it #ay be advisable t give !r !hylactic vita#in = in c ntinu us l "d sage. 'his #ay be d ne by using a dilute s luti n f vita#in =. At (erdecke and *ilderstadt, all ne nates are given nedr ! 8 4 #u g9 ! st!artu#. 'he !arents are then able t decide at leisure bef re the sec nd health check if they "ant tf ll " the c nventi nal syste# r ch se natural vita#in = !r !hyla0is . 'his #eans a diet rich in vita#in = f r the# ther 8leaf vegetables, lettuce, carr ts9 and a teas! nful f carr t uice given daily fr # "eek 5 t breast$fed infants.'his # re than d ubles the vita#in = su!!ly f r the breast$fed infant, ffering a degree a !r tecti n. 7ven 3 5$#g d ses"ill n t give 44O !r tecti n. %t is als ! ssible t give 4 #u g f vita#in = a "eek in dilute s luti n, but this needs t be #ade u! at a !har#acy, as it is n t c ##ercially available. *r # the anthr ! s !hical ! int f vie", carr ts give thechild the c nfigurative ! "er that is lacking in # ther&s #ilk if there is vita#in = deficiency. A tendency t he# rrhagethus #ay be seen as a lack f c nfigurative ! "er in the bl d 8Steiner and 2eg#an, -A 5J9.

&ic.ets pre(ention

2ilhel# zur Linden, the !i neer f anthr ! s !hical !ediatrics, established the anthr ! s !hical #edical a!!r ach t theuse f vita#in D f r rickets !reventi n. 2 rking at the Bar#en %nstitute f Path l gy, he had c llected rec rds fchildren "h had taken har# fr # the #assive d ses f ch lecalcifer l 8Higant l9 that used t be given 8zur Linden6K 9. As a !ediatrician, he later sa" children given such e0tre#ely high d ses f vita#in D "h devel !edather scler sis and ne!hr calcin sis and als a!!eared !re#aturely aged in their !syche, as if they had l st s #e f the ! "ers f childh d. 'aking u! ;ud lf Steiner&s ideas n the nature and treat#ent f rickets and " rking t gether "ithther !hysicians he devel !ed an anthr ! s !hical a!!r ach t rickets !reventi n and treat#ent.

Cnf rtunately, n c llecti n f case rec rds has s far been !ublished t de# nstrate the efficacy f the #eth d. Anun!ublished study by the Dutch !ediatrician, 7d# nd Sch rel, c vering K5 children in their first year f life givenanthr ! s !hical rickets !reventi n fr # 6 t 665 sh "ed slight radi l gical changes in 5 and #arked changes in 3children indicating rickets, but there "ere n clinical signs. At !resent, !ediatricians " rking in the !ediatric de!art#entsf anthr ! s !hical h s!itals are agreed that d ing "ith ut vita#in D generally is n t acce!table but that it is ! ssible tuse a highly individualized a!!r ach t the !r ble# and change t ! tentized substances es!ecially f r breast$fedchildren and during the su##er # nths. 'his d es re+uire # re fre+uent # nit ring, nce a # nth at the ti#e f year"hen there is less light and every K$ "eeks in su##er. %f there are clinical indicati ns t suggest the early stages frickets, alkaline !h s!hatase, calciu# and in rganic !h s!hates #ust be deter#ined t either c nfir# r eli#inate thec nditi n.

;elatively g d results have been seen in the ut!atient units in (erdecke and *ilderstadt "ith 3$@ dr !s f Phos#horus 50 given in the # rnings, and a g d !inch f A#atite K0 r 40 in the evenings. Phos#horus is the nly che#icalele#ent t release light s! ntane usly. %ts use serves t sti#ulate the light$!r cessing ! "ers. P tentized A#atite is givent sti#ulate b ne devel !#ent. 1ther !ractiti ners have seen g d results "ith <onchae, ?uart$, 5y#o#hysis, Stannum,

3errum and ther #edicines, in s #e instances basing the#selves n the h #e !athic drug !icture. Many c lleagues usethe c #! und 2eleda !re!arati ns Phos#horus@A#atite and <onchae@?uercus , but s #e severe cases f rickets havedevel !ed "ith their use, s it " uld see# advisable t take a critical vie" f the use f these !re!arati ns and n t seethe# as a s!ecific re!lace#ent f r vita#in D substituti n.



%t is i#! rtant t n te that !re#ature infants "ith a birth "eight f less than 5,444 g, infants fed fresh #ilk !re!arati ns8n added vita#in D9 r n t given c "&s #ilk 8al# nd #ilk, "ith n c "&s #ilk added, r s ya #ilk n t enriched "ithcalciu#9 face a !articular risk f devel !ing rickets. Sunlight is the # st i#! rtant #edicine f r rickets. %t is en ugh thave the child&s face e0! sed t the light r a blue sky f r 34 #inutes daily. %f lack f light in "inter #akes it necessary tgive vita#in D f r a ti#e, it is usually sufficient t use a l "er d se f c. 5@4 units day 8details and literature in Madeleyn66@9.

rophylactic fluorinePr !hylactic flu rine in c n uncti n "ith !r !hylactic vita#in D is n t c nsidered acce!table by anthr ! s !hical !ediatricians. M ther&s #ilk as a # del f !ti#u# nutriti n c ntains very s#all a# unts f flu rine. aries devel !s n t !ri#arily because f flu rine deficiency but because there is t #uch sugar in the diet. %nfants are n t in danger fdevel !ing caries in any case. *lu rides act t harden the hu#an rganis#, the e0tre#e case being skeletal flu r sis "ithcalcificati n f liga#ents, inv lving !ain in the b nes and signs f !aralysis. /atural l "$d se flu ride !r !hyla0is #ay be given t lder children "h sh " a tendency t devel ! caries r have !r ble#s acce!ting a l "$sugar diet. 'he#eth d is t use #ineral "ater c ntaining flu rine in ade+uate d sage. 'he auth r has !ublished a leaflet n this8Madeleyn 6 Ka9.

Infant nutritionAnthr ! s !hical vie"s n nutriti n are unusual in that there is n standard !rescri!ti n. ;ud lf Steiner s! ke f thedangers f t #uch fat and !r tein at the beginning f this century. (e " uld never be d g#atic ab ut nutriti n,stressing the as cial nature f #any s!ecial diets and the great s cial i#! rtance f every ne in a c ##unity eating thesa#e things. (e nevertheless #ade suggesti ns n the ch ice f f ds, in individual cases re+uiring a !articular f d t be e0cluded r given in unusually large a# unts. An e0a#!le is #eat c nsu#!ti n r vegetarianis#.

70!erience gained in s!iritual and religi us strea#s in Asia has sh "n that av iding #eat can hel! #editative sch ling.*r # the anthr ! s !hical ! int f vie", #eat ties s ul and s!irit # re str ngly t earthly, #aterial c nditi ns. %f t#uch #eat is taken, this #ay enc urage !re#ature aging and diseases c nnected "ith this, e.g. ather scler sis, and this iscertainly in acc rd "ith findings #ade in recent research int vegetarianis# 8Secti n J.4 in Buhring et al. 66J9.Because f this, ne av ids giving #eat t infants and uses #a r restraint in this directi n "ith y ung children. Milk anddairy !r ducts are c nsidered g d f r health by anthr ! s !hists, !r vided they are n t taken t e0cess. 'hey serve tcreate the right balance bet"een a state f c nsci usness that is t earth$b und and #aterialistic and ne that is ts!iritualized.

Sugar c nsu#!ti n is differentiated individually, creating a kind f nutriti nal !sych s #atics. %t can su!! rt ur feelingf r !ers nal identity in the sh rt ter#, but e0cess #ay trigger addictive !hen #ena, like th se seen "ith buli#ia, and"eaken the #etab lis#. %ntr vert, #elanch lic children "ith l " self$estee# sh uld be given # re sugar, "ith e0tr vert,highly sanguine and hy!erkinetic children nly li#ited a# unts.

-rains are !referable t ! tat es "here starchy f ds are c ncerned, the vie" being that in the#, the starch is !r duced#ainly under the influence f the sun r f light, "hereas "ith ! tat es the !r cess takes !lace in the c l, dark earth.Anthr ! s !hists generally tend t eat a vegetarian diet r an !ti#ized #i0ed diet, and the rec ##endati nsc ncerning nutriti n f r !resch l and sch l children are cl se t th se given by the %nstitute f hildh d /utriti n inD rt#und 8Madeleyn 66Ka9. %n arranging #eals, s!ecial value attaches t a +uiet at# s!here "ith n c ntinu us backgr und n ise fr # radi r televisi n, and e#!hasis is given t starting #eals by saying grace t gether, giving thankst the real#s f nature that enable us t live. A g d c llecti n f reci!es f r children&s #eals and the #a r as!ects fnutriti n in childh d has been !ublished in -er#an 8de ) ng 6639.

%n this field, anthr ! s !hical #edical !ractiti ners fully c ncur "ith the research findings #ade in recent yearsc ncerning breastfeeding. At a ti#e "hen such data "ere n t yet available, ;ud lf Steiner s! ke f the uni+ue +ualitiesf # ther&s #ilk, and, ab ve all, the individual c #! siti n relating t the # ther&s "n child. %n -er#any, the rate ffull breast feeding f r the first # nths f life is still undesirably l ", a situati n that "ill nly be i#!r ved by creatingcl se c ntact bet"een # ther and child during the first days after the birth and giving fuller instructi n n breastfeeding.

%t is " rth n ting that r #ing in "as first intr duced in the bstetrics de!art#ent f an anthr ! s !hical h s!ital at(erdecke in 6K6. M re than 64O f children b rn there "ere fully breastfed "hen discharged. At the age f 3 # nths,

@ O f the 3J infants seen in !ediatric ut$!atients at (erdecke ##unity ( s!ital "ere still fully breastfed, 54O !artly s , and nly 55O n t at all 8Madeleyn 6 Ka9. %nvestigati ns by =auf#ann 8 6659 als sh "ed a breastfeeding ratef ver 34O in the th # nth at (erdecke, c #!ared t 4O a# ng children b rn in ther de!art#ents. 'his againindicates that #uch " rk still needs t be d ne t enc urage b nding after birth and give breastfeeding instructi n.



Anthr ! s !hical rec ##endati ns f r breastfeeding suggest c ntinuing a little l nger than is generally advised. S lidf ds sh uld be given in additi n fr # the Kth # nth, "ith the infant "eaned by ab ut the 6th # nth. 'his is the ti#e"hen children devel ! teeth, and s #e degree f release fr # the cl se # ther$child b nd bec #es desirable. %n ure0!erience children "ill slee! less easily thr ugh the night if nursed bey nd this ti#e, th ugh e0tended breastfeeding #ayserve a !ur! se in hy!erallergic children.

%n c ntrast t the nutriti nal advice given f r b ttle$feeding by ther alternative a!!r aches t nutriti n such as#acr bi tics and Bruker&s "h le$f d diet, anthr ! s !hical guidelines take # re acc unt f nutriti n science and ab veall nutrient analysis. 'hey are theref re +uite cl se t the 7 guidelines. %ndustrially$!r duced ! "dered f r#ulae arelargely av ided, kn "ing that lder children and adults n r#ally re ect ! "dered #ilk !r ducts f r reas ns f taste, andit #ay be assu#ed that y ung infants in !articular have # re intense taste sensati ns and are unable t distancethe#selves fr # the#, n t yet having devel !ed c nce!ts 8Ditscherlein 66@G =eller and Maier 6 59.

*urther research "ill be needed t establish h " far ! "dered f r#ulae and ab ve all the un!leasantly bitter hydr lysatef ds influence the infants& taste instincts f r later life. %t is evident, h "ever, that the ch ice f infant f ds #ust beres! nsibly #ade. * r fresh #ilk infant feeds, the earlier idea f giving half #ilk, adding gliadin$c ntaining cereals andsugar but n fats "as given u! 3 years ag , as the relative !r ! rti ns f !r tein, fats and carb hydrates "ereunfav rable. At (erdecke ##unity ( s!ital a syste# has been devel !ed that #akes it ! ssible t !re!are the feeds ath #e and have a c #! siti n that is as cl se as ! ssible t that f # ther&s #ilk. %t "as als decided n t t use gliadin$c ntaining cereals in the early # nths. %nfants "h are n t breastfed are given ne third #ilk, "ith lact se added f rcarb hydrate, and al# nd !aste f r fat 8'able 9. 'he advantage f al# nd !aste is that the il it c ntains e#ulsifies "elland it c #es cl se t the ideal f "h lef d added fat. %t c ntains K4$J4O high$+uality ils rich in # n $ and ! ly$unsaturated fats. Cse f r feeding at !ic children is disadvantage us.

Ta'le /0 *resh-mil. feeds for stage / and stage 1

Sta6e 3ormula 544 #l "h le #ilk44 #l "ater 3K g lact se5 g al# nd !aste

Sta6e * 3ormula *344 #l "h le #ilk344 #l "ater5 g lact se g al# nd !aste5 g cereal r ricegruel

BbrC (( 6 of the made u# feed contain Sta6e feed !r tein 8g9 5.4fat 8g9 3.carb hydrate 8g9 J.J#inerals 8g9 4.3calciu# 8#g9 @4 !h s!h rus 8#g9 6ir n 8#g9 4. @lin leic acid 4. 3kcal J

Sta6e * feed !r tein 8g9 5.@fat 8g9 3.carb hydrate 8g9 J.J#inerals 8g9 4.@calciu# 8#g9 KK !h s!h rus 8#g9 @ir n 8#g9 4.lin leic acid 4.3Jkcal J@

An alternative is t use half #ilk, adding .@O ger# il, 3.@O lact se and 5O "h le rice gruel. 'his f r#ula #eets therec ##endati ns #ade by ( lle, the fir# ffering De#eter +uality infant f ds 8'able 59.

%t is i#! rtant t add range, blackcurrant and carr t uice fr # "eek K. 'his "ill balance ut the relatively l " vita#in and vita#in A c ncentrati ns f fresh$#ilk feeds. 2hen s lids are given fr # the th r @th # nth n"ards, thechange is #ade fr # stage t stage 5 8'able 9. 'he first s lids t be given are vegetables, e.g. De#eter carr t !uree"ith O cereal and O c ld$!ressed sunfl "er il added. *r # the @th r Kth # nth, ne # re b ttle feed is re!laced"ith a cereal and fruit !uree, e.g. "ith "h legrain rusk, g butter and @4 g f #ilk. 'he fruit sh uld be fresh if ! ssible,"ith the # ther herself grating the a!!le, sieving r #ashing ther kinds f fruit. 'his is the ti#e "hen b ttle feeds #ay

change t 5 3 #ilk. %n the Kth r Jth # nths, an ther b ttle feed is re!laced, this ti#e "ith a cereal !uree f 5 3 #ilk and"h le grain r a "h le #ilk cereal !uree. * r e0act details see -l ckler and - ebel 8 6 9 and Madeleyn 8 66Kb9.

Ta'le 10 Comparing mother2s mil., +olle 'ottle feed $ith rice gruel, and 3C guidelines for stage / infant feeds0 n6redients= motherEs mil1 half mil1 ith 5olle rice 6ruel no %uice added u# to -rd month >< 6uidelines.



Mini#u# levels !er 44 #l !er 44 #l !er 44 kcal !er 44 kcal

!r tein 8g9fat 8g9lin leic acid 8g9carb hydrate 8g9energy 8kcal9calciu# 8#g9 !h s!h rus 8#g9

i dine 8#u g9vita#in A 8#u g ;C9vita#in 8#g9

.

.44.J.J .43 [email protected]

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[email protected] !er 44#l@@.J..KI35.K4.

5.J.J.3.3

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5...5

5.5@[email protected]$ .5J.4$ .4K4$J@#in. @45@$64

@.4K4$ 4.4

I de!ending n i dine c ncentrati n in at# s!here and s il

areful rickets !reventi n #ust be !racticed "ith all these fresh$#ilk f r#ulas, as n vita#in D is added t any f the#.areful bservance f the rec ##ended #eth d at the t" anthr ! s !hical !ediatric de!art#ents f r the last 3 yearshas #eant n nutriti nal deficits r higher incidence f dys!e!sia and c lic, "ith the nu#ber f infants b rn !er annu# bef re 5444.

Ta'le 40 Composition of mare2s mil. 5per /66 g7

!r tein 8g9fat 8g9carb hydrate 8g9#inerals 8g9calciu# 8#g9 !h s!h rus #g9ir n 8#u g9vita#in A 8#u g9vita#in 8#g9vita#in B 8#u g9kcal

[email protected]@4.4.4

@[email protected]

An ther s!ecial feature f the anthr ! s !hical a!!r ach is a return t #are&s #ilk, "hich has a l ng traditi n. %n the !resent entury it has been used #ainly in 7ast 7ur !ean c untries. 2ell$d cu#ented re! rts n feeding ne"b rn andy ung infants "ith #are&s #ilk have been !ublished by 2iesener and =n bling 8 6K 9. Buhlbacker 8 66@9 has revie"edthe available literature, including che#ical analysis.

A!art fr # its l " fat c ntent, #are&s #ilk is very #uch cl ser t hu#an #ilk than c "&s #ilk. Disadvantages are ! rkee!ing +ualities and !r ble#s f su!!ly, "ith the !rice very high. 'able 3 gives a general analysis. Mare&s #ilk isre! rted t be e0tre#ely "ell t lerated by ne"b rn and y ung infants. %n recent years it has !r ved a useful alternative thydr lysate feeds f r infants "h cann t be fully breastfed. Sensitizati n f children "h se !arents are at !ic is n !r ble#, as the children "ill n l nger de!end n #are&s #ilk later n, and c #!ared t c "&s #ilk its additi n t ther

f ds is f n significance.;e#arkably ! sitive results have been seen in children "ith sh rt$b "el syndr #e, intractable diarrhea and cysticfibr sis "h are difficult t feed. Mare&s #ilk is n t generally rec ##ended f r allergic infants but #ay be used inindividual cases f c "&s and s ya #ilk allergy "hen hydr lysates are n t t lerated r refused because f the taste. -ivente#! rarily and #edicinally it #ay be used "ith ut added fatsG ther"ise it is necessary t add 5.@O f a ger# il, s thatthe #are&s #ilk "ill be cl ser t hu#an #ilk in its energy values. Anthr ! s !hical infant nutriti n has been discussed inc #!aris n t ther alternative a!!r aches by Madeleyn 8 66Ka9.

Clinical treatment Pyre4ia and armth metabolism A child&s "ar#th #etab lis# is less stable than that f an adult, "ith the child needing # re "ar#th and l sing it # reeasily the y unger it is. 'he !hysical and !hysi l gic e0!lanati n lies in the relatively large b dy surface c #!ared t b dy "eight. %n the anthr ! s !hical vie" f the hu#an being, different te#!erature levels reflect the differentiatedactivities f the % rganizati n 8Steiner and 2eg#an, -A 5J9. 7v luti nally, # re devel !ed life f r#s are # reinde!endent f their envir n#ent "here their "ar#th #etab lis# is c ncerned. Anthr ! s !hical !hysicians c nsider theinstability f the "ar#th #etab lis# t be due t the fact that a child nly enters gradually int the b dy "ith the s uland s!irit !rinci!le. Being !hysi l gically !re#ature 8P rt#ann9, hu#ans thus need s!ecial care f the "ar#th



#etab lis# by the !arents. A!art fr # ade+uate e0ternal te#!eratures, " len undergar#ents serve best in this res!ect.2e find allergies devel !ing fr # c ntact "ith " l t be relatively unc ## n a# ng the #any children "ith allergyrisk "e treat.

Pyre0ia as a sy#!t # f infla##ati n is, like the latter reacti n, due t a n 0i us agent and theref re a #eaningfuldefense reacti n. hildren learn t #aintain their integrity against the envir n#ent "ith #any infla##at ry diseases anddevel ! their i##une syste# in the !r cess. Acc rding t S!ranger 8 66 9, anti!yresis is the # st c ## n andscientifically als # st dis!utable #easure used in !ediatrics. %n anthr ! s !hical #edicine it is nly used in e0ce!ti nalcases, e.g. if there is a threat f seizures devel !ing relative t the abs lute te#!erature level, r in circu#stances fsevere infecti n "ith high te#!eratures and failure f effective regulat ry !r cesses in the rganis#. %nstead fc nventi nal anti!yresis, "e use !hysical #easures such as "et c #!resses a!!lied t the l "er legs. 'hese are indicatedif the legs feel h t and the b dy needs t discharge heat energy. 1ther #eth ds are ene#as r the use f "ell$!r vennatural !re!arati ns such as <hamomilla com#, Ar6entum -(4, 2elladonna r Aconitum , de!ending n the ty! l gy. 'heintenti n is n t t su!!ress the fever r reduce it artificially but t #ake the te#!erature less e0tre#e s that it can besub ectively t lerated.

*e'rile sei8ures / ne f the children "e have treated in recent years "as given l ng$ter# antic nvulsant treat#ent, even "ith re!eatedc #!licated seizures. Anti!yretics "ere nly used "hen children devel !ed te#!eratures that #ight cause seizures. M stchildren " uld have seizures at the beginning f an infecti us disease, "hen the te#!erature "as rising ra!idlyG they" uld then ften c ntinue t have relatively high te#!eratures f r s #e days "ith ut devel !ing seizures.

2ell$!r ven #edicines that #ay be given u! t h urly t treat !yre0ia are 2elladonna 8usually the K09,<hamomilla 830$K0 r as <hamomilla com#. , su!!.9, 7entians 8@O ;h dil.9 and Aconitum 8K09. 'here is n acce!table alternative t theuse f diaze!a#$recti lene "hich is rec ##ended in c nventi nal #edicine t cut a seizure sh rt. 1ur greatest !r ble#in dealing "ith febrile seizures is the !arent&s an0iety. 'his is understandable as #any !arents "h are un!re!ared f rsuch a seizure instinctively feel their child is g ing t die. * rtunately, the scientifically "ell$substantiated vie" that # stcerebral seizures d n t cause brain da#age is gradually gaining acce!tance 8( l#er 66 9.

Classic childhood diseases 1ne f the #a r differences bet"een anthr ! s !hical and c nventi nal #edicine is the vie" taken f these diseases.'heir #eaning is n t c nsidered in c nventi nal #edicine, and the ai# is !reventi n in rder t av id ! ssible

c #!licati ns. %n the case f #easles, the 2(1&s g al "as t tal eradicati n. 1n the basis f his s!iritual scientificinvestigati ns, ;ud lf Steiner stated that the !ur! se f childh d diseases "as t enter int a critical c nflict "ith thehereditary ! "ers in the b dy and verc #e the# t s #e e0tent 8Steiner, -As 3 , 3 69.

'he real n 0i us agent triggering the disease is seen t be n t the !ath gen but the inherited b dy "hich is e0!erienced asf reign and theref re a n 0i us agent by the child&s s ul and s!irit nature. 'his a!!r ach is su!! rted by an bservati n#ade by !arents and !hysicians, "hich is that children ften take a real ste! f r"ard after a childh d disease and a!!ear# re inde!endent and #ature than bef re. ;esearch is needed t #ake a # re syste#atic study and critical assess#ent fthis. A nu#ber f anthr ! s !hical !ediatric !ractices are currently asking the !arents f children "ith #easles t fill in a+uesti nnaire. 'he clinical a!!r ach t childh d diseases is su##ed u! in 'able .

Ta'le 90 Anthroposophical treatment of childhood diseases

Medical treatment F >4ternal a##lications

Rubella= d es n t n r#ally re+uire treat#entG

Ghoo#in6 cou6h= Pertudoron and 5 in alternati nG clinical e0!erience has sh "n single !re!arati ns given nindicati ns based n the h #e !athic drug !icture 8e.g. %#hauser 6J@9 t be # re effective, "ar# lavender il !acks,# ist and "ar# le# n chest !acksG

Measles= Pulsatilla K0G if severe, Aconitum K0 r Pneumodoron lavender il chest !acksG

<hic1en#o4= if high te#!erature and severe case, 2elladonna K0 and Rhus to4icodendron 0 2 S Dusting P "der ,Tannosynt 8tannic acid9 l ti nG

Scarlet fe&er= A#is@2elladonna !ilules 82ala9, >rysidoron 82eleda9, <innabar 540, Haucheria 30



Mum#s= A#is@2elladonna !ilules, r >rysidoron Archan6elica int#ent 4O 82eleda9 a!!lied t s" llen glands

Scarlet fever as a stre!t c ccal infecti n is al"ays treated "ith !enicillin in c nventi nal #edicine, but anthr ! s !hical !hysicians usually av id this. 'he auth r has !ublished a c llecti n f cases fr # the (erdecke ##unity ( s!ital !ediatric de!art#ent 8Madeleyn 6 Kc9, and t day the stre!t c ccus study at the h s!ital c vers # re than ,444 caserec rds fr # #edical !ractices and h s!itals. 2hile n t !r s!ective r rand #ized, it d es !er#it a cauti us assess#entas t "hen and t "hat e0tent it is ! ssible t treat these c nditi ns by anthr ! s !hical #eth ds, av iding the use f !enicillin. 'he !eri d f being c nfined and is lated sh uld be at least 3 "eeks. 'he #edicines listed in 'able are given3 ti#es daily t ne h urly, de!ending n severity, using 3$ dr !s r 3$ !ilules de!ending n the child&s age.

Immuni8ation%t "ill be evident fr # the ab ve that #edical !ractiti ners " rking ut f Anthr ! s !hy take a critical vie" fi##unizati n, es!ecially against the classic childh d diseases. 1n the ther hand, its usefulness is n t denied ut fhand, and eff rts are #ade t talk t the !arents and c #e t an individual and differentiated decisi n n the issue. Details#ay be f und in a leaflet and in A 7uide to <hild 5ealth 8-l ckler and - ebel9. Di!htheria, tetanus and ! lii##unizati n is usually given at ne year, these being diseases "here ne cann t say that children usually g thr ughthe# "ith ut suffering har# s that the res! nsible attitude " uld be t let the# g thr ugh the#.

-irls sh uld be vaccinated against rubella at @ unless !r tected by having the disease naturally. 'he ne" acellularPertussis vaccines have distinctly fe"er side effects than the ld cellular vaccines but "ill give n !r tecti n in the first

three # nths f life, "hich is "hen "h !ing c ugh is # st danger us. Di!htheria, tetanus and ! li i##unizati n isgiven at a later date t all " the infant t !ut all his energies int devel !#ent. Any risk fr # this delay see#si#!r bable, and this als #akes it ! ssible t detect r e0clude # re seri us devel !#ental dis rders in the first year,"ith i##unizati n e0cluded as a causative fact r.

'he success f vaccinati n against syste#ic (ib infecti n has been evident fr # the reduced incidence f the infecti n,"ith the vaccine relatively "ell t lerated. A critical c ##ent that #ust be #ade is that this i##unizati n d es n t affecta child&s dis! siti n t #eningitis, "hich #ay, indeed, increase "hen ne !ath gen is eli#inated by i##unizati n. Such atrend has n t yet sh "n itself in -er#any.

'he incidence f viral ence!halitis has sh "n a definite increase bet"een 6 4 and 664, in s!ite f a reducti n in#easles ence!halitis due t #easles i##unizati n. 'his " uld a!!ear t indicate that there has t be a dis! siti n bef rea !articular infecti n can ccur, s that individual !ath gens bec #e less significant 82ind rfer and -rune"eg 6639. Asa result, "e d n t yet have c nsensus n the need f r (ib i##unizati n a# ng anthr ! s !hical !ediatricians. Allissues c ncerning i##unizati n are regularly revie"ed by a gr u! f !hysicians.

'reat#ent f the # st c ## n infecti us diseases:

&I'hese are c ## n infecti ns, and anthr ! s !hical #edicine ffers a c nsiderable ar#a#entariu# in this area.S! ntane us rec very tendencies are g d, "hich hel!s ur clinical enthusias#. Part f ur advis ry " rk is t hel! !arents use the fa#ily #edicine chest f r self$#edicati n. A!art fr # riginal a!!r aches t treat#ent such ase0hibiti n f Pyrites and <innabar t treat br nchitis and t nsillitis 8Steiner and 2eg#an, -A 5J9, #uch f the ! tential

ffered by traditi nal !hyt thera!y and h #e !athy is als utilized 8'able @9.Ta'le ;0 Anthroposophical treatment of &Is

Rhinitis Physi l gical saline as nasal dr !s, >u#horbium com# . as nasal s!ray, Ileum rhinale and Nasal 2alm #ild f r dryrhinitis.

Pharyn6itis and tonsillitis A#is@2elladonna 8!ilules9, >rysidoron 8dr !s9, <innabar 540 8tablets9, # ist, "ar# le# n c #!resses n thr at.

2ronchitisugh tea "ith thy#e, !etasites, c ltsf t and rib" rt !lantain, lavender il chest !acks, Planta6o 2ronchial 2almE

a!!lied t chest, Pyrites 850$K 0, 2eleda9 by # uth, ugh 7li0ir, h #e !athic single #edicines, e.g. 2ryonia rTartarus stibiatus .



SinusitisMustard ! "der f t bath, Silicea com#. !ilules 82ala9, Ar6entum 2erberis com#. 82eleda9.

neumonia2ith the treat#ent f !neu# nia, it is i#! rtant t have cl se su!ervisi n by a !hysician "ith e0!erience inanthr ! s !hical #edicine. Self$#edicati n #ust be av ided, and if clinical # nit ring is n t available, the indicati n f rantibi tics #ust be n a br ader basis. Purely anthr ! s !hical and natural #edical treat#ent f !neu# nia isc ntraindicated "ith ne"b rn and y ung infants, i##un su!!ressed !atients, e.g. th se receiving che# thera!y rc rtic ster ids, children "ith cystic fibr sis and in cases f severe bacterial !neu# nia. 'reat#ent "ith ut antibi ticss #eti#es, but n t al"ays, calls f r a little # re !atience, "ith the te#!erature g ing d "n nly n the @th t 4th day ftreat#ent. 'he #ain #edicines generally used are Aconitum, 2ryonia, Phos#horus and Tartarus stibiatus 8e.g. as

Pneumodoron and 59. During the highly febrile initial stage, high ! tencies f silver are given in additi n 8e.g. a#!ule f Ar6entum 340 >chinacea K0 by in ecti n r by # uth, given t"ice9. At the he!atizati n stage 3errum 8e.g.

3errum sid. K0 trit.9 has !r ved hel!ful. 'he first f ur #edicines are given in alternati n 8@$ dr !s9 at h urly r 5$h urlyintervals.

%t is ften hel!ful t hu#idify the at# s!here. %nhalati n 8e.g. 7#ser S le $ natural saline c ntaining s diu#, ! tassiu#,chl ride, sul!hate and /bicarb nate9 hel!s #uc lysis, e0ternally +uark 8s ft cheese9 chest !acks give relief es!ecially"ith high te#!eratures, t be f ll "ed later by lavender il !acks t assist res luti n and act as a sedative, #ustard !acksf r their derivative effect, and ginger !acks f r their "ar#ing effect as the te#!erature g es d "n.

Otitis media / antibi tics are needed in the #a rity f cases sh "ing gradual transiti n fr # syringitis t ser us and !urulent titis.%f a child !resents as seri usly ill, "eak, "ith a te#!erature !ersisting f r # re than @ days, a critical assess#ent #ust be#ade t deter#ine if it is ! ssible t c ntinue "ith ut antibi tics. 2idely$used #edica#ents are ;e&isticum 8;h 30 dil.,2eleda9, A#is@2elladonna !ilules 82ala9, and Pulsatilla 850$K09. 2ar# cha# #i bags and ni n c #!resses are a!!liede0ternally t the affected ear. 1ni n c #!resses in !articular have such a ra!id effect that they have c nvinced #any !arents f the ! tential ffered by natural #edicines. 'hey are #uch used as a fa#ily re#edy in cases f earache.

seudocroup 'he c nditi n can al"ays be treated "ith ut rec urse t the c rtic ster ids used in c nventi nal #edicine. 'hese sh rtenthe !eri d f illness but d n t deal "ith the res!irat ry distress re+uiring incubati n in severe cases. A c llecti n f case

rec rds !resenting and e0!laining the treat#ent used in anthr ! s !hical #edicine has been !ublished by the auth r8Madeleyn 6 Kb9.

A!art fr # 2ryonia@S#on6ia com#. Q and Pyrites 50 given by # uth, e0cellent results are seen "ith 7encydoJ 4. O and?uart$ 540 a#!ules 81P 2eleda9. Lavender il chest !acks are e0cellent f r their rela0ing effect. ld air inhalati n isgiven in h s!itals using an ultras und nebulizer. At h #e, hu#idificati n r fresh air #aybe used as available. %f thec nditi n is severe 8stages 3 and 9 and d es n t i#!r ve "ith the ab ve #eth ds, Microne#hrin inhalati ns #ay begiven under clinical su!ervisi n.

rinary tract infections%t is re#arkable that urinary tract infecti ns hardly ever devel ! in the c urse f infecti us diseases. 'his indicates that"ith the#, even # re s than "ith infecti us diseases, the individual c nstituti n !lays a r le s that treat#ent #ust ai#t strengthen a "eakened rganis#. Antibi tics certainly d n t d this but nevertheless are usually indis!ensable in thetreat#ent f urinary tract infecti ns as "ell as #alf r#ati ns and reflu0.

S #e ! sitive results seen "ith !r ble# !atients "h !resented "ith fre+uent recurrences ustify anthr ! s !hicalad uvant and f ll "$u! treat#ent. >Kuisetum ar&ense , "ell kn "n fr # ! !ular #edicine, is an i#! rtant #edica#entGs!iritual science sh "s a relati nshi! bet"een its generative ! "ers and th se f the kidney rganizati n. >Kuisetum isused as a tea, in "ar# c #!resses a!!lied t the kidney regi n, and in l " ! tencies given by # uth.

1ther #edica#ents "idely used in ur h s!itals are <arbo #teridii aKuilini 8 0$K 0 trit.9,Teutcrium scordium 0 8dil.9, ;achesis 8 0$540, es!. in acute situati ns9, and f r cystitis ab ve all<antharis com#. !ilules 82ala9. 70ternala!!licati ns are "ar# eucaly!tus il !acks 8 4O9 n the bladder and kidney regi n, and int#ent dressings using

Ar6entum Iintment 84. O9. Bed rest "as # re fir#ly insisted n in the !ast, and it is certainly ! ssible that this !layed ar le in the natural #edical and anthr ! s !hical treat#ent f urinary tract infecti ns and #ade it ! ssible t achieve theresults lder c lleagues re! rt seeing "ith ut use f antibi tics.

!astroenteritisA!art fr # the usual dietetic #easures, #are&s #ilk has !r ved !articularly effective in !ersistent cases. Medical



treat#ent is n t re+uired in unc #!licated cases. Severe and !r tracted situati ns are treated "ith vari us bitters 8 7eumurbanum, 7entians 9,Stibium arsenicosum 8K0 trit.9 in cases f circulat ry "eakness r sal# nella infecti n, r Heratrumalb . 8 0 trit.9 as !lant arsenic. %f v #iting ccurs r ket ne#ic v #iting is a d #inant feature, fre+uent d ses f Nu4&omica 8 0$K0 dil.9 and #ecacuanha 8 0$K0 dil.9 can " rk " nders in #y e0!erience. -iven under clinical su!ervisi nthey have saved #any a child fr # needing infusi ns. 2ith electr lyte i#balance, acid sis r sh ck syndr #e, ne takesrec urse t the "ell$!r ven c nventi nal e#ergency #easures.

3pilepsy;ud lf Steiner !resented the s!iritual scientific vie" f e!ile!sy in a c urse given f r s!ecial educati n teachers 8-A3 J9. During slee!, the astral b dy and % rganizati n, i.e. the s ul and s!iritual !rinci!les, are n t actively inv lved in the b dy but in the " rld f the s!irit "hich is n t !erce!tible t the senses but can be accessed by th se "h have devel !edhigher faculties. 'he result is absence f c nsci usness. 2hen the individual "akes u! they intervene in the living b dyagain, !erceiving the utside " rld in dayti#e c nsci us a"areness. 'his !r cess is inc #!lete in s #e ne "ith ane!ile!tic c nstituti n. 'he s ul and s!irit !rinci!le gets caught u!, r is held in the rgans, ab ve all the brain. 'heevident result is !ar 0ys#al dis rders f cerebral functi n. A #ild f r# f this e0ists "ith any #uscular s!as#, a# dified f r# "ith hy!erventilati n tetany.

7!ile!sy affects the relati nshi! bet"een b dy and c nsci us #ind 8s ul and s!irit9 at an e0istential level. 7!ile!ticstheref re see the#selves as !articularly stig#atized. %t is n t f r n thing that e!ile!sy f r#erly had a religi usc nn tati ns. Merely t s!eak f abn r#al electrical discharges in the brain as the cause d es n t d !r !er ustice t thenature f the disease.

A revie" f anthr ! s !hical !ublicati ns n understanding and treating e!ile!sy, including a c llecti n f case rec rds,has been !ublished by the auth r 8Madeleyn 6649. %n this clinical trial, 3K f 5@ children "ith e!ile!sy "ere treated"ith ut antic nvulsants in 6 and 6 6. 'he usual antic nvulsants thus still had t be used in the #a rity f cases. %t is" rth n ting that several children "ith infantile s!as#s sh "ed e0cellent i#!r ve#ent r beca#e free f attacks nanthr ! s !hical treat#ent nlyG s #e f the# had n t !revi usly res! nded t c nventi nal antic nvulsant treat#ent. %nthe gr u! f benign f cal e!ile!sies, the !r gn sis is fav rableG and in c nventi nal #edicine, t , antic nvulsants are n tal"ays used. 2e sa" @ f children bec #e free fr # attacks "ith anthr ! s !hical treat#ent. 6 f K children "ith !ri#ary r sec ndary generalized grand$#al seizures beca#e free fr # attacks "ith anthr ! s !hical treat#ent, th ughthese "ere children "ith relatively rare r #ilder seizures. / c nvincing results "ere seen in children "ith absences8!etit #al seizures9, "hile 5 f children "ith #y cl nic r #y cl nic astatic seizures beca#e free fr # attacks "ith ut

being given antic nvulsants.

A "ind " f !! rtunity f r !urely anthr ! s !hical treat#ent "as given "hen seizures did n t res! nd t c nventi naltreat#ent, r the side effects f antic nvulsants "ere t severe c #!ared t the fre+uency and severity f seizures. %t isi#! rtant t have a !hysician "h has e0!erience in the field. 'he ty!es f seizures and ev luti n vary s #uch that ne#ust all the ti#e "eigh the ! tential and li#its f c nventi nal antic nvulsant treat#ent against th se f natural andanthr ! s !hical treat#ent. 'he t" #ay als effectively c #!le#ent ne an ther. 'he #ain anthr ! s !hical#edicines used t treat e!ile!sy are 2elladonna, 5yoscyamus, Hiscum, Plumbum, <arbo and 2ryo#hyllum ar6ento cult .

%e(elopment disordersAnthr ! s !hy ffers an a!!r ach t s!ecial educati n and because f this the treat#ent f devel !#ental dis rders als !lays a s!ecial r le in anthr ! s !hical !ediatrics. 1nly s #e #a r as!ects "ill be c nsidered here. ;eaders are advisedt c nsult the e0tensive literature n the sub ect 8e.g. B rt et al. 6 69.

'he a!!r ach t handica!!ed children f cuses n the vie" that the s!iritual as!ect f the child, his individual nature,cann t be sick but d es n t c #e t full realizati n because the b dy is sick. (andica! is n t in itself seen as a ! intless#isf rtune but an inc #!lete incarnati n in the se+uence f re!eated lives n earth, its significance nly bec #inga!!arent if a "ider vie" f destiny is taken. 'his e0!lains, f r instance, "hy anthr ! s !hists are against ter#inati n f !regnancy if the child has D "n&s syndr #e. 'he a!!r ach establishes a dee! c nnecti n "ith the children ne cares f r,and this can be e0!erienced in anthr ! s !hical s!ecial educati n centers such as a#!hill !laces, day centers,kindergartens and sch ls "ithin the s!ecial educati n # ve#ent.

A s!ecial feature f the " rk in this s!here is the e#!hasis n a rhyth#ic ele#ent in the day 8 # rning #eeting,

evening #eeting 9. ;eligi us and artistic ele#ents !lay an i#! rtant r le as they #ediate bet"een the " rld !erceived by the senses, and the " rld bey nd sens ry !erce!ti n "ith "hich the s!irit f a handica!!ed !ers n re#ains # restr ngly c nnected. ;e#edial gy#nastics based n neur !hysi l gic as!ects is given if there are cerebral # ve#entdis rders. %t is i#! rtant t e#!hasize that devel !#ental ste!s and # ve#ent !atterns are n t i#! sed but devel !ed ina y us, !layful at# s!here.



An ther c #!rehensive #easure t !r # te devel !#ent is euryth#y thera!y, an integral !art f anthr ! s !hicaltreat#ent. %t uses gestures reflecting the ev luti n f s unds, rhyth#s, s!atial f r#s and #usical # ve#ent f r#s. 'hechild i#itates the # ve#ents. %f a child is unable t # ve, the f r#s act thr ugh the !erce!tive faculties, r the thera!istguides the child&s li#bs. 7uryth#y thera!y is a clinical # dificati n f euryth#y as an art f r#. 'his ne" # ve#ent artserves t !resent s!eech and #usic. 'he ele#ents f euryth#y thera!y "ere ev lved in the euryth#y thera!y c urse 8-A3 @9.

7uryth#y thera!y addresses # t r functi ns, sens ry !erce!ti n, s!eech and #usical ele#ents, "hich #akes it e0cellentf r treat#ent f the fre+uent c gnitive and # t r integrati n dis rders seen in handica!!ed children and als certain !erf r#ance deficits, hy!eractivity, etc.

hir !h netics is a s!ecial #eth d devel !ed by Alfred Baur t hel! s!eech and treat s!eech dis rders. 'he thera!ist#akes the s und # ve#ents n the child&s b dy using a #assage$like techni+ue 8Baur 6 69.

1ther art thera!ies such as #usic thera!y, !ainting thera!y and s!eech f r#ati n are als used. 2eg#an and (auschkarhyth#ic #assage serves t devel ! a healthy e0!erience f t uch, a feeling f inner "ell$being in the sick b dy, rela0ingand strengthening the #uscles.

'he ai# f #edical treat#ent is t sti#ulate the generative ! "ers f the nerv us syste# 8 Arnica, ?uart$ , rgan !re!arati ns9 r address c nstituti nal bias. ( #e !athic #edicines are used acc rding t their drug !ictures. 2ith s #e

degenerative neur l gical diseases such as leuk dystr !hies "e have bserved a sl "ing d "n f the !ath l gical !r cess 8and hence f deteri rati n9 "ith anthr ! s !hical #edicines.

Atopic diseases'he incidence f these diseases is sh "ing a steady increase, "ith n c nvincing e0!lanati n given in c nventi nal#edicine. 'here is clearly a cl se c nnecti n "ith lifestyles in highly industrialized c untries and the level f educati n,"hereas at# s!heric ! lluti n !lays # re f a sub rdinate r le. %nade+uate training f the i##une syste# als a!!earst fav r the dis! siti n. 2e are under the i#!ressi n that fre+uent i##unizati n, high antibi tic c nsu#!ti n and areduced nu#ber f febrile diseases c rrelate "ith increased tendency t devel ! at !ic disease.

*r # the anthr ! s !hical ! int f vie", the threef ld nature f the neur sens ry syste# as the basis f r !erce!ti n, thef r#ing f ideas and c !ing "ith sti#uli, and the syste# f li#bs and #etab lis# as the basis f r e0erting the "ill andf r #etab lic functi n are in ! lar !! siti n. 'he astral b dy and % rganizati n enter dee!ly int li#bs and #etab lis#,"ithdra"ing fr # c nsci us a"areness, as it "ere. %n the neur sens ry syste#, they are essentially acting freely. 'herhyth#ic rganizati n 8heart and res!irati n9 as the vehicle f r the e# ti nal life acts as a #ediat r bet"een the!! sites.

An at !ic c nstituti n e0ists "hen the neur sens ry syste# is verstressed r hy!eractive and there is a relative "eaknessf the syste# f li#bs and #etab lis#. %n #any sch ls f natural #edicine at !ic c nditi ns are c nsidered t be due t#etab lic "eakness, and treat#ent is via the #etab lis#. 'his " uld e0!lain "hy these c nditi ns are #ainly seen in !e !le "h d #ental " rk. * r e0a#!le, in S"itzerland the incidence f hayfever is O a# ng rural " rkers and 54Oa# ng intellectuals. Staehelin has c nsidered this in detail 8 6K 9. ;elatively #any !arents have the feeling that at !icdiseases are n t ade+uately underst d by c nventi nal #edical !ractiti ners, "h c nsider the# incurable, "hile

treat#ent, ften !urely sy#!t #atic, has #any side effects. 'hey theref re take their children t an anthr ! s !hical !hysician.

-eneral dietary advice is t give a balanced "h lef d diet "ith little ani#al !r tein. Milk !r ducts are n t banned ift lerated. Sugar c nsu#!ti n is reduced, and synthetic f d additives such as !reservatives, c l rants, etc. are bestav ided. A reducti n in sens ry sti#ulati n is fav rable and i#! rtant f r the ab ve reas ns 8televisi n vie"ing, vide s,cassettes, c #!uter ga#es, etc.9, "ith children enc uraged in creative !lay 82ald rf educati n9. Art " rk and artthera!ies as "ell as euryth#y thera!y strengthen the rhyth#ic rganizati n and thus hel! t create a better balance bet"een neur sens ry syste# and syste# f li#bs and #etab lis#.

/eur der#atitis in children is generally treated "ith ut rec urse t c rtic ster ids. 2e use int#ents "ith vari us !lante0tracts, e.g. >Kuisetum 4O ily e0tract, Solanum dulcamara and ;ysimachia nummularia Dermatodoron Un6t. 9. 1ral#edicati n serves t strengthen #etab lis# 8 <ichorium, 7entiana, Tara4acum stanno cult. ;h D39 r c unteract thechr nic infla##at ry !r cess in the skin 8 ?uart$, Thu%a 9. %t can be a real challenge t relieve the ften t r#enting !ruritus. 2ryo#hyllum @4O trit. rUrtica dioica ferro cults ;h D3 82eleda9 hel! in s #e cases. 7li#inati n diets f r a"eek r t" f ll "ed by e0hibiti n f s!ecific f ds can assist in f r#ulating an individual diet !lan if the hist rysuggests f d allergy. 'reat#ent is !r tracted and re+uires #uch !atience, even in anthr ! s !hical #edicine, es!eciallyif the c nditi n is severe.



Cnlike neur der#atitis, childh d asth#a #ay inv lve life$threatening e!is des. 'his is the d #ain f c nventi nal#edicine "ith its "h le s!ectru# f available treat#ents. 'he situati n is different "ith regard t l ngter# treat#ent.7v luti n is distinctly less g d "ith sy#!t #atic treat#ent using beta5$ag nists and c rtic ster ids. S diu#cr # glycate, being derived fr # a !hyt thera!eutic drug and having fe" side effects, is !r bably the # st acce!table.linical use f the ! tential ffered by anthr ! s !hical #edicine has, in ur e0!erience, given c nsiderablei#!r ve#ent, #aking it ! ssible t disc ntinue b th c rtic ster ids and beta5$ag nists. %t "as interesting t n te thats #e !atients did better n !urely anthr ! s !hical treat#ent than "ith c nventi nal treat#ent.

'he # st i#! rtant treat#ents "ere h #e$#ade ak bark tea in the # rnings, s!eed"ell tea at night as basic #edicati n8tannins and bitters as active !rinci!lesG Steiner -A 3 9.<u#rum aceticum 0 and Tabacum ;h K0 are given by # uthes!ecially if there is bstructi n. 1ther bligat ry ele#ents are ;e&ico 830 a#!ules9,7encydoL 84. $JO a#!ules9 andRuartz 540 8a#!ules9 inhalati n, chest !acks "ith lavender il, le# n, ginger r #ustard de!ending n the !sychicc nstituti n, "ar#th #etab lis# and individual t lerance.

Art thera!y and educati nal !sych thera!eutic guidance hel! the child t har# nize the breathing !r cess by influencingthe life f feeling. 1b ective # nit ring f ev luti n is by #eans f !eak fl " deter#inati ns.

7encydo , a +uince and le# n !re!arati n, is als a #a r #edicine f r childh d hayfever. A!art fr # inhalati ns,"hich sh uld start $ "eeks bef re the seas n, s.c. in ecti ns 8 ften !ainful and nly !artly suitable "ith children9 #ay be c nsidered, as "ell as use in eye dr !s and n se dr !s. 1ther #edicines are, again, tannins, bitters and ! tentized

+uartz.&heumatic conditions in childrenlinical e0!erience treating ab ut 34 children "ith rheu#atic c nditi ns sh "ed that anthr ! s !hical and h #e !athictreat#ent, euryth#y thera!y and a vegetarian "h lef d diet resulted in #arked i#!r ve#ent r c #!lete rec very inab ut a third. %t "as ! ssible t disc ntinue /SA%Ds in s #e cases and av id the basic i##un su!!ressant treat#ent"hich had been !r ! sed.

Chronic inflammatory diseases of the 'o$elSyste#atic discussi ns f the nature and treat#ent f these diseases, "ith case rec rds f r adults, are available in theanthr ! s !hical literature 8Schikarski 6639. -enerally s!eaking they als a!!ly t childh d. rtic ster ids and anti$infla##at ry agents 8#esalazine, sul!hasalazine9 are indis!ensable ab ve all if the c nditi n is severe. hr nicinfla##at ry diseases f the b "el res! nd als t art thera!ies and euryth#y thera!y, ab ve all n acc unt f thekn "n !sych s #atic basis and r ne$sided !ers nality structures. 2ith children it is i#! rtant t include the fa#ilyand s cial envir n#ent t #ake the a!!r ach truly h listic.

Cystic fi'rosis%n anthr ! s !hical #edicine, eff rts are #ade t strengthen the lung rganizati n and c unteract the sl "ly !r gressivefibr sis, "hich is a f r# f !re#ature inv luti n. Ad uvants t be c nsidered are, ab ve all, Prunus, 3errum and

Phos#horus , all in l " ! tency. Marked i#!r ve#ent in +uality f life and survival are seen "ith c nventi nal treat#ent8antibi tics, enzy#e substituti n9 and g d !hysi thera!y. /egative e0!eriences #ake it necessary t "arn e0!licitlyagainst treating #anifest !neu# nia in cystic fibr sis !atients !urely by natural #edicine and "ith ut antibi tics.7uryth#y thera!y can sti#ulate the breathing !r cess and strengthen the child&s general c nditi n.

3ndocrinology / data are available in anthr ! s !hical #edicine ab ut the treat#ent f uvenile diabetes and ther end crine dis rdersre+uiring c nventi nal substituti n treat#ent t suggest it is ! ssible t d "ith ut h r# ne substituti n "here indicated.Ad uvant treat#ent see#s indicated t sti#ulate residual glandular functi n r !revent c #!licati ns 8e.g. ! lyneur !athy r retin !athy "ith diabetes9. ; se#ary baths are given in cases f diabetes #ellitusG ral #edicati n#ay include bitters 8e.g. Absinthium 9 and Phos#horus 8K09, the ai# being t strengthen an % rganizati n that is n tsufficiently c ntr lling sugar #etab lis# 8Steiner and 2eg#an -A 5J9.

eonatology /e nat l gy de!art#ents "ith relatively li#ited facilities f r intensive care e0ist at (erdecke and the *ilderklinik in*ilderstadt. %n #any res!ects, the a!!r aches devel !ed ut f the anthr ! s !hical vie" f the hu#an being are si#ilar

t th se used in Marina Marc vich&s gentle care f r the !re#ature. 'his is briefly utlined in the b k, Anthro#oso#hische Medi$in 8-l ckler et al. 6639. A valuable additi n that infants evidently find agreeable is gentle,"h le$b dy #assage "ith a #i0ture f al# nd il, a dr ! f r se il, Blackth rn *l "er Skin 1il 82ala9 r 2ild ; se1il 82eleda9. hildren "ith birth trau#a are given Arnica 8;h K09 by # uth, and in case f infecti ns ad uvant Ar6entum340 >chinacea K0 and<arbo 340. * r treat#ent f the fresh$cut c rd, 2 S Dusting P "der and <alendula >ssence



have been tested, as "ell as in c #!arative trials 82 S , )anke 66 9. Anthr ! s !hical #edical #easures are less tthe f re the greater the need f r intensive care.

Oncologynventi nal #edicine und ubtedly has #ade great advances in nc l gy, but !arents f children "ith ne !las#s

fre+uently l k f r hel! fr # anthr ! s !hical #edicine and ther f r#s f natural #edicine. A!art fr # a nu#ber f ! tentized #edicines, #istlet e !lays a central r le in the treat#ent f tu# r !atients. Details f this are given in therelevant cha!ter in this b k.

1ver the last @ years, syste#atic clinical e0!erience has been gained ab ve all by hrist !h'autz at the !ediatricde!art#ent f (erdecke ##unity ( s!ital 8Plessen 66K9. 'autz and thers " rking in !ediatric nc l gy have n "treated # re than 44 children using the anthr ! s !hical #edical a!!r ach. %t has been f und that ne cann t, as a rule,d "ith ut surgical interventi ns, che# thera!y and radi thera!y that are likely t be effective. Anthr ! s !hical#edicine d es, h "ever, re!resent a definite additi n t the ar#a#entariu#. 'he ai# f using it in ad uvant and f ll "$u! treat#ent is t reduce the tendency t tu# r devel !#ent in the rganis#, su!! rt affected rgan functi ns, andreduce the ften severe side effects f c nventi nal treat#ent. %t is evident that children are sub ectively better "ith thiskind f ad uvant treat#ent, sh "ing better t lerance f a c urse f che# thera!y 8c #!aris n #ade als in the sa#e !atient9, and that a!!etite, aut n #ic rhyth#s and ! "ers f resistance sh " a # re ra!id return t n r#al. %n s #ecases, e.g. brain tu# rs "here n further c nventi nal treat#ent is available, !urely anthr ! s !hical treat#ent hasresulted in re#arkable re#issi ns.

A !ediatric nc l gical +uality gr u! #eets f r the critical assess#ent f clinical results and sharing f e0!erience in the-er#an Anthr ! s !hical Medical Ass ciati n 8c ntact: hrist !h 'autz9. 'he " rk d ne at (erdecke ##unity( s!ital has resulted in a b k "ith re! rts fr # !arents 8ed. 'autz -rutgen 6649.

sychosomaticAnthr ! s !hical #edicine is inherently h listic, s that !sych s #atic illnesses !lay a relatively large r le in b thh s!ital and !ractice$based " rk. 'hree syndr #es r sy#!t # c #!le0es are discussed in # re detail bel ":

Sleep disorders'hese are n t infre+uent, es!ecially in infants and y ung children, and can be a #a r challenge t !arents and !ediatrician 8referring t slee! dis rders "ith n a!!reciable rganic cause9. A child lives "h lly in his envir n#ent "iths ul and s!irit, sharing in the s ul +uality f the envir n#ent. %n anthr ! s !hically$e0tended !ediatrics "e theref rec nsider it # st i#! rtant t include this envir n#ent in l king f r the causes.

'he b dy is regenerated in slee!. 'he ! "ers f c nsci us a"areness, "hich are active during "aking h urs, have adestructive effect, and this causes tiredness. N ung children need # re slee! than adults because they use u! # re ftheir c nstructive ! "ers in gr "th. 2e see a greater incidence f slee! dis rders "hen y ung children are e0! sed tt #any sti#uli 8travel, # ves, #edia9 r a tense at# s!here 8e.g. !arental strife9 r have t #uch attenti n f cused nthe#. 'he # ther&s intense feeling that the child ught t be aslee! "ill !revent slee! ust as adults "h have !r ble#sg ing t slee! #ust n t try t f rce it but let g .

/ight$ti#e rituals that #ake a child de!endent n its !arents can als c ntribute t slee!ing$thr ugh !r ble#s T giving a

b ttle, r a du##y, al"ays letting the child g t slee! at the breast, taking hi# fr # his c t and carrying hi# ab ut f rl ng !eri ds, etc. %f "e see slee! as a c nditi n in "hich the child returns t the " rld f the s!irit "here he had been bef re he "as f r#, "e can create a s!ecial # d bef re the child g es t slee! t #ark the transiti n T saying a night$ti#e !rayer by candle light, singing a s ng, later n t read a st ry, and s n.

%n #any cases, treat#ent c nsisted #ainly in creating # re distance bet"een !arents and child, hel!ing !arents t feelc nfident that the child can g t slee! n his "n, t sh " neself "hen he cries at night, c #f rt hi#, give a briefcaress but n t take hi# ut f his c t. Medicati n #ay give su!! rt but sh uld n t be the nly s luti n t the !r ble#.'he #ain #edicines are A&ena sati&a com# . dil. 82eleda9, A&ena com#. !ilules 82ala9 and 2ryo#hyllum , either @4O8trit.9 r as 2ryo#hyllum ar6ento cult . 8;h D3 dil., 2eleda9.

3nuresis nocturna

After e0clusi n f !urely rganic causes r the delayed #aturati n "hich is hereditary in s #e fa#ilies, e# ti nal causesf bed"etting have t be c nsidered. %n the s!ecial educati n c urse 8Steiner, -A 3 J9, bed"etting is referred t as asy#!t # f childh d hysteria, a f r# f e# ti nal hy!ersensitivity that leads t an0ieties and de!ressive # ds. Steinersuggested 5y#ericum 8509 by # uth and 5y#ericum oil 85@OIleum 9 a!!lied t the bladder regi n and thighs. 'hisherbal antide!ressant "as kn "n l ng bef re i#i!ra#ine hydr chl ride "as intr duced as a c nventi nal antide!ressantf r the treat#ent f enuresis.



A!art fr # " rking thr ugh any c nflicts that #ay e0ist bet"een the !arents r "ith !arents and child, in fa#ily thera!yand si#!le behavi ral #easures such as "aking the child at night t g t the t ilet and # rning rituals such as !ainting asun if he has been dry and rain if "et, ffering a s#all re"ard if there are a sufficient nu#ber f suns, euryth#y thera!y !r ves successful in #any cases.

3ating disorders An re0ia and buli#ia a!!ear t be n the increase in "estern, industrialized c untries. %t is n t si#!ly a #atter f l ss fa!!etite r raven us hunger, but false directi ns taken in dealing "ith c nflict situati ns in a " rld "here the inner life isgetting increasingly c #!le0.

=arl$(einz ;uckgaber and the =linik have devel !ed a !sych s #atic c nce!t "here the key the#e is that an re0icgirls, "h tend t be an0i us and sensitive, are afraid f relating t the #aterial " rld. 2ith buli#ia they n ted a #atter$ b und enhanced greed f r life, "hich als is # re than can be b rne. B th c nditi ns devel ! int severe addictivehabituati n "ith the "ell$kn "n dangers f r b dy and s ul.

'he nly effective "ay f dealing "ith this is a h listic a!!r ach, n the ne hand strengthening the b dy and at the sa#eti#e sh "ing understanding, as a fell " hu#an being, f r the addictive c nfusi n in #ind and s!irit as the y ung !ers nseeks the true ideals f y uth. Manage#ent includes guidance in a gr u! sharing a daily !r gra# 8# rning #eeting,shared #eals, g ing f r a "alk, evening #eeting9, !sych thera!y and r fa#ily thera!y, e0ternal "h le$b dya!!licati ns, euryth#y thera!y, !ainting thera!y, #usic thera!y, s!eech devel !#ent and B th#er gy#nastics.

* ll "$u! e0a#inati n f J6 f r#er an re0ia !atients treated by this #eth d 5 years earlier 8results n t yet !ublished9sh "ed g d rec very in @3O, # derate rec very in 34O and ! r results in O. '" !atients had died. #!ared"ith internati nal re! rts these figures #ay be rated # re fav rable.

Rene Madeleyn, MD*ilderklinik%# (aberschlai JD$J4J6 *ilderstadt$B nlanden-er#any

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Attention %eficit %isorder from an Anthroposophical oint of <ie$

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By: 2alter P hl

Aus der Pra0is der Anthr ! s !hischen Medizin V P hl V Das Auf#erksa#keits $Syndr #

2alter P hl

A'stractAD (D is a c ntr versial !hen #en n "ith n certain eti l gy. Based n ;ud lf Steiner&surative urse, the dis rder is e0!l red "ith reference t the devel !#ent f # ve#ent. 'hisa!!r ach ! ints the "ay t "ards ne" and understandable thera!eutic avenues.

"ey Words

ADDAD(D7ti l gyS cial 70!erienceM ve#entultivati n f the SensesAnthr ! s !hical Study

Acc rding t esti#ates, 3$@ O f all children suffer fr # hy!erkinetic syndr #e, referred t in the 7nglish$s!eaking" rld as AD(D r ADD 8Attenti n Deficit (y!eractivity Dis rder9. 'he affected children are !re! nderantly b ys.(y!erkinetic syndr #e begins bef re the age f K. ntrary t "hat "as f r#erly su!! sed, the #a rity f affectedchildren retain the dis rder thr ugh ad lescence and adulth d. %n additi n, it is esti#ated that ab ut O f all adultssuffer fr # a hy!erkinetic dis rder.

'he sy#!t #s f Attenti n Deficit Dis rder are e0tre#ely c #!le0 but can be reduced t f ur cardinal sy#!t #s:





• 'he children are inattentive, distractible and dis rganized. 'hey have difficulty !lanning their " rk and usingtheir ti#e effectively. 'hey fail t c #!lete activities, have tr uble f ll "ing directi ns, are f rgetful and !r net careless err rs.

• 'he children are hy!eractive 8n t an bligat ry sy#!t #9, c nstantly in # ve#ent and !ractically inca!able fcal# activity.

• 'he children are i#!ulsive and have a tendency t act "ith ut thinking, i.e. s #eti#es rashly and danger usly.'hey have a hard ti#e c ntr lling the#selves and react t criticis# "ith rage and argu#entativeness.

• 'he children are e# ti nally labileG i.e. they are sub ect t une0!ected # d changes.

%n acc rdance "ith the diagn stic criteria f the A#erican Psychiatric Ass ciati n, these sy#!t #s #ust c ntinue f r atleast K # nths and ccur in at least t" areas f life 8e.g. h #e and sch l9. 'hey #ust handica! the child in s cial rsch l functi ning, and ther !sychiatric illnesses #ust be ruled ut.

%n the c urse f the dis rder, an array f s cial and !sychic c #!licati ns arise: !eer re ecti n, distractibility and ! racade#ic !erf r#ance, changing sch ls and re!eating classes, !! siti nal and defiant behavi r, alc h l and drugabuse, etc.

1ne thing is certain: A great deal f e0!erience "ith behavi rally disturbed children is needed t be able t #ake adiagn sis. 'he child&s living situati n needs t be carefully bserved and a t tal i#!ressi n btained, including in!ut fr #caregivers as "ell as detailed bservati n f the child in vari us areas f life, bef re a child is categ rized as sufferingfr # ADD.

Attenti n Deficit Syndr #e is a c #!le0 dis rder that can cause suffering b th t th se affected by it and th se cl se tthe#. *r # this !ers!ective, an anthr ! s !hical study f the illness see#s called f r.

%n current discussi ns f this !hen #en n, t" e0tre#e ! siti ns stand ut. 1ne ad !ts a sy#!athetic attitude, by "hichthe actual !r ble# tends t be gl ssed ver !layed d "n. *r # this ! int f vie" there are n behavi rally challenged r !sychically ill children nly s!ecial children. Such children ! ssess s!ecial ca!acities and a!!ear behavi rally differentnly because th se in their s cial envir n#ent are n t s!iritual en ugh t h n r their behavi r f r "hat it is. Pr ! nentsf this vie" !refer t s!eak f the# as star children "h are gifted "ith an e0cess f vital and s!iritual energy and areattentive t th se things that interest the# 8-e rg =>hle"ind: Die Sternkinder und die sch"ierigen =inder , Das7oetheanum / . , March 544 9.

1n the ther side f the issue is the vie" that attenti nal, behavi ral and learning dis rders in children are genetically based r caused by brain defects. rdula /euhaus, ne f the best$kn "n !r ! nents f this #ainstrea# vie", "rites inher b k Das hy#era1ti&e 8ind und seine Probleme 8!. @@9: urrent research leaves n d ubt as t the neur bi l gicalcausati n f the syndr #e. %n her vie", any hy! thesis f nurture$based causati n is clearly refuted, given the !ri#aryinability t #aintain ade+uate self$# tivati n and behave in situati nally a!!r !riate "ays. 8 9

2et een these #oles e are left ith the Kuestion= Are these #henomena illnesses or beha&ioral and learnin6 disorders,

and do they necessarily reKuire treatment

%n this c nte0t % find ;ud lf Steiner&s definiti n f illness illu#inating: 'he hu#an being bec #es ill "hen his rganis#accu#ulates that "hich is f a f reign nature, "hich has n t been !r !erly !r cessed and c ntains an e0cess f thecatab lic f rces fr # the uter !hysical " rld that surr unds the hu#an being in his envir n#ent n earth. 859

%n the fra#e" rk f child devel !#ent, the first years f life are dev ted t i#itati n. A child "ill be at the #ercy fthat "hich is f reignF unless he r she gets the su!! rt t !r !erly !r cess it, i.e. t digest f reign i#!ressi ns andintegrate the# int his "n being. %n bserving these children, % a# !articularly struck by the f ll "ing:

• 'heir behavi r rese#bles that f vertired children. / r#al abilities and talents succu#b t "eakness f #ind.

2hat is striking is the # tivati nal deficit that affects g al$ riented thinking. 'he children have difficultylearning thr ugh i#itati nG they act bef re thinkingG they e0!erience fear f failure "hen asked t !erf r# tasksGthey are an0i us and sensitiveG they are " unded in"ardly by sti#uli that a healthy child c uld !r cess.

• 'he f rce f sy#!athy ver"hel#s the f rce f anti!athy.



• 'he result is deficient guidance fr # the b dy$b und %$ rganizati n, "hich structures the relati nshi! f theu!!er, nerve$sense syste# t the l "er, #etab lic$li#b syste# by "ay f the rhyth#ic syste#, ad usting ita!!r !riately t e0ternal situati ns.

'he s cial e0!erience f ADD$sufferers is !ractically c nfined t the area f # ve#entG that is, it !r ceeds by "ay f the#etab lis#. 'he #etab lic findings #ake sense nly in the c nte0t f the f ur$f ld hu#an being. * r a ti#e the !referredthesis "as that the children "ere sub ect t an allergy. 'he auth r and chief adv cate f this thesis "as Ben *eing ld, anA#erican !ediatrician "h dev ted #any years f bservati n t the +uesti n and eventually beca#e c nvinced that it"as n t a true allergy, but that the hu#an being had n natural defense against synthetic additives. By eli#inating thef d additives !r v king reacti ns, he succeeded in achieving striking i#!r ve#ents in severely hy!eractive children,f ll "ed by recurrence f the sy#!t #s "hen the synthetic substances "ere re$intr duced.839 'he a!!r ach "as taken u!and c nfir#ed by #any !arents, but it did n t #eet "ith c rres! nding fficial acce!tance.

Phar#acist (ertha (afer bserved that the c nditi n f her severely behavi rally disturbed child "as significantlyaggravated by sedatives, "hile sti#ulating re#edies led t i#!r ve#ent. She finally disc vered that a f d additive,na#ely !h s!hates, triggered the sy#!t # !icture f this illness. (er e0!eriences "ere re!r duced by ther !arents faffected children. Bi che#ically, there is a c nnecti n f !h s!h rus "ith sugar, "hich #ust be !h s!h rylized in rderf r it t enter the #etab lis# and A'P t be f r#ed.8 9

%n the fifth lecture f his<urati&e <ourse , ;ud lf Steiner gives an archety!al !icture that casts light n the entire

sy#!t # !icture f the affected !atients. (e gives a sche#atic !icture f the hu#an rganizati n, clarifying thedis! siti n f the higher #e#bers f being in relati n t the u!!er, nerve$sense syste# and t the l "er, #etab lic$li#bsyste#, #ediated by the centrally l cated rhyth#ic syste#.

'he crucial ! int he #akes is the c #!lete ! larity f the dis! siti n f the higher #e#bers n either side f the#ediating rhyth#ic rganis#. During the lecture ;ud lf Steiner #ade a blackb ard dra"ing "hich % " uld like t try tre!r duce and c ##ent n here.

;ud lf Steiner first asks us t !icture a being in "hich the %$ rganizati n is n the utside, the astral rganizati n further"ithin, f ll "ed by the etheric rganizati n and furthest inside the !hysical. Al ngside f this he sets a dra"ing in "hichthe rder is reversed, s that "e have t" beings that are ! lar !! sites. 'hese t" beings, as he calls the#, he then ins t gether and !resents as the hu#an rganis#, ! inting t the !r cess by "hich sense i#!ressi ns are received andthen s!read. An i#!ressi n in ne %$ rganizati n "ill als res nate in the ther %$ rganizati nG si#ilarly, an i#!ressi n inne astral rganizati n "ill g n in the ther astral rganizati n. 'his, acc rding t Steiner, is the basis f r ur #e# ry,since all i#!ressi ns "hich "e take in fr # the utside have their #irr r i#age in the #etab lic$li#b rganizati n. 2hen"e receive an i#!ressi n fr # utside, it disa!!ears fr # the head rganizati n, "hich is centri!etally rdered fr # the !hysical "ith ut t the % "ithin, and is transferred int the #etab lic$li#b syste#, fr # "hich it can be retrieved as a#ental i#age in the act f #e# ry.8@9

%n !icturing the reversed rder f the &b dies& in the u!!er and l "er ! les f the hu#an being, it is hel!ful t think ftheir !hysical anat #y. %n the head regi n, the b ne re!resenting the !hysical b dy is n the utside, "hile in the li#band #etab lic regi n it is n the inside. 'he ther b dies "ill als be f und in this reverse$i#age rder. %t can ha!!en,h "ever, that the entire !r cess is disturbed. 'he l "er syste#, "hich is the ! lar !! site f the u!!er, can be t "eak by nature. %n this case, sense i#!ressi ns d n t i#!rint the#selves dee!ly en ugh u! n the l "er syste#, s that theyc ntinually radiate back t the u!!er ! le, "here they re#ain circling as re!eating #ental i#ages, unable t liberatesufficient attenti n f r ne" sense i#!ressi ns. Si#ilarly, the u!!er syste#, i.e. the % and astral b dy, can be abs rbed t#uch int the !eri!hery and thus be t "eak f r the !r cess f !hysical i#!rinting.

2hen "e understand the dyna#ics referred t in this discussi n, "e "ill be able t better understand th se affected anddevel ! thera!eutic !ti ns f r the#.

2hat ;ud lf Steiner describes c rres! nds "ith great e0actness t the !hen #ena "e enc unter in this dis rder. 'hei#balance bet"een the u!!er and l "er ! les f the hu#an rganizati n, seen "ithin the entire devel !#ental c nte0t,#ust be the central f cus f all thera!eutic endeav rs. 'he inade+uate !enetrati n, interc nnecti n and #ediati n bet"een !r cesses in the higher and l "er #e#bers "ill be the key t devel !ing thera!eutic a!!r aches. 'he ai# f the thera!y

#ust be t strengthen the %, guiding and dra"ing it int the !hysical in an age$a!!r !riate "ay.

Sense Culti(ation and Mo(ement %ra$ the I into the hysical

At this ! int % " uld like t c nsider # ve#ent in !articular and f cus n the thera!eutic significance f guided, !erceived # ve#ent.



As "e have deter#ined, in a ! rti n f these children the hy!eractive nes the chief sy#!t #atic fact r relates t# ve#ent. At the sa#e ti#e, it strikes us that these children are characterized by a certain clu#siness: 'he fre+uency fin ury a# ng the# is #uch higherG their fine # t r skills are i##atureG g al$ riented c arse # t r !erf r#ance isuncertainG and alt gether their # t r functi n has a s #na#bulistic +uality. %n # ve#ent and in its devel !#entalstages "e have an inc #!arable i#age f the child&s s ul lifeG in it, the %$nature f the hu#an being e0!resses itself.M ve#ent is al"ays an e0!ressi n f ur relati nshi! t the " rld and at the sa#e ti#e f ur individual being. 'hr ugh# ve#ent the " rld is e0!erienced in its being, "hile the senses #ediate !ictures f the " rld.

%n vie" f this, it is highly significant "hat a child e0!eriences in # ving and h " this in turns affects his s ul life.;ud lf Steiner s!eaks f the dual as!ect f sens ry e0!erience. 'he hu#an being never receives an i#!ressi n thr ugh ust ne sense, but al"ays at the sa#e ti#e thr ugh an ther sense that is inti#ately linked t ne&s "n being. 1ne senseenters int ur rdinary a"areness "ith !articular clarityG the ther re#ains di#. %n ther " rds, there is a differencea# ng the senses: A certain nu#ber f the# enable us t e0!erience ur relati nshi! t the uter " rld as an essentiallye0ternal ne, "hile thers bring it t us as s #ething inti#ately linked "ith ur "n being. Senses cl sely linked "ith ur"n being are, f r e0a#!le, the sense f balance, the sense f # ve#ent, the sense f life, and als in fact the sense ft uch. 2hen the uter " rld thr ugh is !erceived thr ugh such senses, ur "n being is al"ays di#ly sensed at the sa#eti#e.

An b ect is seen. At the sa#e ti#e an i#!ressi n is received thr ugh the sense f # ve#ent. 1ut f this, a #ental i#agec #es ab ut f "hat "as seen. 'he !r cess a!!ears t us as a single ne, alth ugh it has resulted fr # t" distinctsens ry activities and is a dual relati n. 'he di#ly$a"are, b dily c #! nent f this dual relati n is the ne that #akes f rthe e0!erience f reality. Such dual relati ns a# ng the senses begin t devel ! during childh d and can re#aininc #!lete. 'hey are c nsidered t be the # st i#! rtant s urce f hu#an ada!tive ca!acities. %t is this c nnecti n bet"een the di#ly c nsci us senses #ediating reality and the # re "akeful nes #ediating i#ages that is crucial in;ud lf Steiner&s ! rtrayal. %f the c nnecti n fails t devel ! ade+uately in the c urse f childh d, highly labile states fc nsci usness #ay arise as a result.

1ne f the funda#ental c ncerns f curative educati n is t devel ! # t r skills int a rece!tive instru#ent f re0!eriencing the " rld. Sens ry e0!erience "ill al"ays be enlivened by # t r skills, ust as # t r !r gress naturallyde!ends n the devel !#ent f sens ry !r cesses. Acc rding t Steiner, the essential characteristic f # t r activity isi#itati n f the " rld. 'he li#bs are riented # re t "ard the uter " rld, the head # re t "ard the individual hu#an being hi#self. %n this light # ve#ent a!!ears in t" as!ects: 1n the ne hand it is i#itati n f the " rld in the "idest

senseG n the hand it is an individualizati n f "hat "as i#itated. All # ve#ent takes !lace "ithin in this field f tensi n.'he essential less n is that any narr "ing r ne$sidedness f # t r devel !#ent signifies an i#itati n dis rder, "hetherin regard t the child&s relati nshi! t ther hu#an beings r t the " rld f things. 8-e rg v n Arni#: 2e e6un6S#rache Den11raft, Der 6eisti6e m#uls der 5eil# da6o6i1 .9

Fig.: Rudolf Steiner,Chalk drawing,Course on Curative EducationGA 31 ,

!ecture " #une 3$, 1%&'



Dr. med Galter Pohl 5aardtstrasse ** D +/ +- Mannheim

=iterature and otes

. /euhaus , Das hy!eraktive=ind und seine Pr ble#e,@. Auflage 666

5. Steiner ;, 7rden"issen und(i##elserkenntnis,-A 55 .H rtrag D rnach . *ebr. 653

3. *eing ld, B. S., 2hy N ur hild %s(y!eractive. ;and # ( use, /e" N rk 6J

. (afer (, Die hei#liche Dr ge, /ahrungs!h s!hat, (eidelberg6

@. Steiner ;, urse n urative 7ducati n, -A 3 J Lecture in D rnach f )une 34 65K. -r>tz#acher (, CnfallgefWhrdung bei Auf#erksa#keits$ und(y!eraktivitWtsstXrung, DeutschesYrzteblatt )g. 6 (eft 3 $3@5J. Aug. 544

J. DX!fner et al., (y!erkinetischeStXrungen. -Xttingen,( grefe 5444

.

Attention %eficit %isorder $ith and $ithout +yperacti(ity

<< back

By: -e rg S ldner, (. Michael Stell#annDer Merkurstab V @J. )ahrgang V 544 V (eft

'ranslati n by Peter Lub rsky

Z Abstract

'he ter#s Eattenti n dis rderF and Ehy!eractivityF are a!!licable n t nly t certain children but als t the s cial c nte0tf 2estern industrialized s cieties. %ndividual behavi r !r ble#s are c u!led "ith individual gifts and creative ! tentials

Ta fact "hich #ust n t be verl ked in diagn sis r treat#ent. 'he article !r vides a differentiated discussi n f thethera!eutic !ti ns ffered by anthr ! s !hical #edicine and h #e !athy in general and f their re#edies in !articular.'hese ffer an effective curatively$ riented alternative t the use f sti#ulants 8e.g. ;italin9, "hich are f dubi us clinicalvalue as they are !urely sy#!t #atic.

Z =ey" rdsAttenti n deficit dis rder (y!eractivityAD(D

ADDAnthr ! s !hical #edicine;hyth#ic syste#Anthr ! s !hical re#edies'hera!eutic euryth#y( #e !athy





rani sacral thera!ySti#ulants

2e #ake a th r ugh, highly detailed bi gra!hical ana#nesis and fa#ily ana#nesis and fr # the start "e !lace !articulare#!hasis n describing n t ust the "eaknesses, but als Tin fact, !ri#arilyTthe strengths f the child. $ (. =Xhler 8 9

2hat is an attenti n dis rder 'he 7nglish ter# Attenti n Deficit (y!eractivity Dis rder 8AD(D9 has su!!lanted theter# hy!erkinetic dis rder 85, 39. %ts leading sy#!t #s are:

Z inattenti n and increased distractibility 8[ ADD9,Z i#!ulsivity, "ith ! r inhibiti n ca!acity in the #ental and behavi ral s!heres, and als 8 !ti nally9Z intense urge t # ve: # t r hy!eractivity 8[ AD(D9

'he nature f the dis rder fr # "hich these children suffer is e0!ressed # re clearly by the 7nglish language than it is in-er#an: 'hese sy#!t #s Tsee ab veT are !ervasive and interfere "ith the individual?s ability t functi n undern r#al circu#stances 8 9. Pervasive indicates a behavi ral dis rder that is Ed #inantF and #anifests in differentsituati ns. E/ r#al circu#stancesF refers t EsettingsF ty!ical f s cieties "ith a E2estern life styleF\fa#ily 8nuclear9,kindergarden and sch l. 2hat it #eans t Efuncti nF in circu#stances that adults " uld c nsider En r#alF t day isclearly e0!ressed by child !sychiatrists Sch#idt, Meusers and M #sen in their " rk n AD(D: E'he hy!erkineticdis rder is !ri#arily a dis rder f i#!ulse c ntr l. Bef re carrying ut an acti n, "e all n r#ally c nsider if it sensible,a!!r !riate r right, "hile these !atientsF\they are referring t children\Fhave the !r ble# that the "ill sh ts thr ugh bef re reflecti n and leads t an acti n that #ay later be regretted r lead t an un!leasant resultF 8@9.

2hat is !resented here as the En r#alF relati nshi! f thinking t acting reflects e0actly the reigning !aradig# f th ughtand behavi r in techn l gically advanced 2estern s cieties. ( "ever it fails t take int acc unt the ev luti n f achild?s c nsci usness and acti n. %t als fails t ackn "ledge the e0istence f an artistic, creative ty!e f thinkingcharacterized by an intense !enness t everything that is ne" and arises in the # #ent. As artists r invent rs, hu#an beings can free the#selves fr # the calculated certainty f rati nally deter#ined acti n 8theirs c uld rightly be called aErisk$takingF style f thinking and behavi r9.

%t #ust be ! inted ut, h "ever, that the leisure$ti#e and !arenting behavi r f adults tends n t t fit the criteria ! sitedab ve. 1ne need nly think f adult behavi r in regard t f d, alc h l and t bacc . 2hat is # re, it has been !r venthat !arents? c nsu#!ti n f alc h l and nic tine during !regnancy !r # tes the very sy#!t #s "hich #edicine thendiagn ses as AD(D in their children. 'here is #uch evidence that E!artner c nflict, !sych l gical disturbance in the !arents, !arenting deficits and dis rders in the !arent$child relati nshi!F 8K9 str ngly influence and #ay i#!air children?sattenti n, i#!ulse c ntr l and # ve#ent behavi r. 'he behavi r # deled here seld # bears #uch relati n t the !aradig# f !lanned r c nsidered acti n]

%n fact it is techn l gy\learning t drive safely, having an ccu!ati n in a techn l gically based # dern s ciety\thateducates the adult t "ards a behavi ral style "ith:

Z f cused attenti n 8shutting ut the surr undings as a "h le

in fav r f e0act, !ri#arily visual attenti n t selectedevents9Z !lanful acti n directed t "ards a future resultZ relin+uishing ne?s "n !hysical activity, su!!ressi n f ne?s "n # ve#ent needs in fav r f intellectual c ntr l by "ay f by #achines

'he sa#e is true f the ec n #ic necessities c nnected "ith techn l gy. M re ver, the style set by the# !enetrates intthe u!bringing and educati n f ur children, int ur a!!r ach t dealing "ith !atients and thus als int the "ayhy!eractive children are dealt "ith: Medical, !edag gical and s cial n r#s take n the value f technical n r#s and arei#!le#ented as a f r# f E#anage#entF r Eself$#anage#ent.F 'he ability Et functi n under n r#al circu#stancesF isthus an hist rically relative criteri n. %n this c nnecti n Sch#idt, Meusers and M #sen cite a re#arkable !r gn sis#ade by ;ud lf Steiner in 654, the year f the inaugurati n f anthr ! s !hical #edicine: E... 'he hu#an being is n t ust an intellect, after allG he has s #ething else in his being: (e has sensati ns, he has feelings, and these have t c #et ter#s "ith "hat c #es fr # the techn l gical devices, fr # #achines. And an ther feeling arises than "hat % s! kef bef re. % s! ke f a feeling f l nging arising ut f dee!est de!rivati n. 2hat is gathered by the s ul in theunc nsci us fr # its enc unter "ith techn l gy ... rises u! as a reacti nG it enters c nsci usness in the f r# f th ughtsand ideas, but it c #es u! as s #ething si#ilar t fear. And in their l nging ut f dee!est de!rivati n, the children "e



"ill have in sch l in the c #ing years and decades "ill begin t #anifest an indefinite but very real fear f life, "hich"ill e0!ress itself in an0iety. %t "ill e0!ress itself in fidgetiness, in nerv usnessT% #ean this tangiblyF 8J9.

'his #akes clear that the change in c nsci usness ev ked by techn l gy can als be e0!erienced n the s ul level asalienati n fr # life, as i#!ris n#ent in an ut"ardly i#! sed set f circu#stances, as l ss f the e0!erience f ne&s"n !resence and ca!acity f r s! ntaneity. 'he +uesti n is, can the !arents, teachers and d ct rs f these childrenrec gnize and c nsider this as!ect, "hich is the Efli! sideF f the disturbing AD(D sy#!t #s: the fear f l sing ne?screative ! tential. %n fact, under different circu#stances the style f !erce!ti n, i#!ulsivity and driven # t r activitythat is labeled as AD(D t day c uld even re!resent advantage us behavi r 8ty!ical f the EhunterF f !re$industrials cieties9 8J9, and #any creative !ers nalities \in 2estern s cieties t \dis!lay traits f AD(D.

'hus, curative educat r (enning =Xhler 869 u0ta! ses ! sitive as!ects t the negative nes in the f ll "ing table:

#!ulsive drivenness De0terity in # ve#ent 8Ekinesthetic intelligenceF9

in #any cases

Distractibility EB undlessF interest in the " rld

Sh rt attenti n s!an EPan ra#ic vie"F: +uickgras! and great intensity f attenti n during this

sh rt s!an

P r listening abilityG D #inantly visual,deficient audit ry !r cessing fr ntally$ rientedand relati n t back$s!ace !erce!tual style

%#!ulsiveness -reat fle0ibility and !enness t "hat is ne"

Crge t assu#e L nging f r trust" rthy

leadershi! ver !eers auth rityGand adults genuine leadershi! +ualities in s #e cases

A !ers nality that e0e#!lifies these !aired +ualities "ell is that f 2inst n hurchill. S n f a Esus!ected$AD(DFfather "h dev ted al# st n ti#e r attenti n t his s n, as a sch lb y hurchill sh "ed every sign f an attenti ndis rder. (e #ade !r gress nly "hen # tivated by a !ers nal interest. 'hr ugh ut his life "hat gave hi# # st energy"ere #ilitary c nfr ntati ns. %n 6 4, after an already turbulent ! litical career he led -reat Britain thr ugh "hatsee#ed an irrati nal and h !eless c nfr ntati n "ith -er#any, letting n t even nati nal bankru!tcy st ! hi# 8"hich all !revi us En r#ally functi ningF British ! liticians "ished t av id9. hurchill, "h had the l ngest and # st successful ! litical career in the hist ry f -reat Britain, "as a"arded the / bel !rize in literature f r his ! "erful literaryachieve#ents and "as als +uite active artistically as a !ainter.

An ther e0a#!le is the successful invent r 'h #as Alva 7dis n, "h received # re than ,444 !atents and "as al"ays" rking n several inventi ns at nce. (e sa" slee! as a "aste f ti#e and !er#anently rev luti nized the life andslee!ing habits f his c nte#! raries and future generati ns "ith his inventi n f the light bulb. A t tal failure at sch l,at the age t"elve he left h #e and g t by f r a ti#e " rking dd bs. ( " " uld he be diagn sed and treated in urti#es 2h " uld rec gnize and !r # te the talent in this Edifficult b yF

%n literature, Astrid Lindgren created a figure\Michel f LXnneberga\"h casts light n #any facets f AD(D: histrying +ualities, the suffering as "ell as the dee! understanding f his !arents, the lack f understanding f his fell "t "ns#en "h "ant t buy hi# a ne$"ay ticket t A#erica 8his # ther thr "s all the # ney they c llected ut the"ind "9, and finally his !ath t bec #ing chair#an f the t "n c uncil^

%n vie" f these facts, "e #ust b ect t the definiti n set d "n by "ell$kn "n AD(D e0!ert . /euhaus: E'he# #ent abn r#al behavi r ceases t have ! sitive re!ercussi ns and bec #es a s urce f c nstant tr uble f r theindividual, it is n t creativity but a dis rderF 8 49. Since the days f the Pharisees "e have been a"are that getting intEc nstant tr ubleF is n t ust the fault f th se "h allegedly cause it, but e+ually that f th se in ! siti ns f s cietalres! nsibility "h react negatively t abn r#al behavi r, seeing the # te in the ther?s eye but n t the bea# in their"n. (ence in c #! sing the definiti n f AD(D, the auth rity "h defines "hat is n r#al #ust als be scrutinized.'he reas n this di#ensi n g es un#enti ned in #uch f the scientific #edical literature is that #edical training t day is



d #inated by the scientific !aradig#. Net there is n En r#al valueF that c nclusively se!arates AD(D as a dis rder rdisease fr # the all the ! ssible healthy !aths f devel !#ent in children. 'he diagn sis, rather, is based !re! nderantlyn an act f understanding f child behavi r. 'his is undersc red by the fact that there is n scientific test f r a diagn sisf AD(D. 'he -er#an !ediatric guidelines #ake this !erfectly clear: 'he diagn sis is t be derived fr # the !atient?slife st ry 8 9. 7ven +uesti nnaires have a very relative valueG and ver e0tensive !sych l gical testing, the guidelinesgive !ri rity t #aking a r ugh evaluati n f the child&s intellectual ca!acity and attenti nal behavi r in sch l based nteacher&s evaluati ns and grades. 70a#inati n f sch l bag and n teb ks 8 rderliness, c #!leteness, hand"riting,rganizati n9 "ill !r vide an indicati n f dis rders f visu # t r c rdinati n 8"riting9, attenti n 8careless err rs9 and"eakness in reading and s!elling. %t bec #es clear that "hat is being #easured by these criteria is the child&s ada!tati nt c nditi ns in the # dern nuclear fa#ily, the # dern kindergarten 85@ children, n ise level ar und @ dB9 and theachieve#ent e0!ectati ns f # dern educati nG t a!!ly the ter# dis rder here is t # ve +uite far fr # the c nce!t f !ath l gy as a!!lied t a case f #eningitis, lig !hrenia r even a !sych tic illness.

%t is n te" rthy that the diagn sis f AD(D is !re! nderantly a!!lied t b ys. 'he rati f b ys t girls varies bet"een3 : and 6 : 8 , 5, 39] * r ADD "ith ut hy!eractivity a rati f 5 : is assu#ed, alth ugh "ith ut hy!eractivity thevalidity f the ADD ty!e is !r ble#atic 8Steinhausen9, i.e. the dividing line fr # n r#al can n l nger be validlydistinguished. 1n the ther hand, AD(D is c nsidered t be genetically based t a high degree 8a nu#ber f recentstudies !ut the inheritance rate at a!!r 0. 4 O9Tyet the t"in studies n "hich these results are based sh " n b y$ !reference 8cf. 9] 'he genetic as!ect is assu#ed t act !ath genetically chiefly thr ugh a disturbance in d !a#ine#etab lis# 8as yet un!r ven9 as "ell as ther ! ssible neur trans#itter dis rders in the brain, thus causing theabn r#alities in these children. 'his thesis is e+ually inca!able f e0!laining the se0 difference in rate f affecti n.

'hus regarding the asy##etrical distributi n f ADD( bet"een b ys and girls there is an bvi us c ntradicti n bet"eenthe scientifically #easurable as!ects 8genetics and neur bi l gy9 n the ne hand and !hen #en l gical bservati n8!edag gical and clinical9 n the ther. (ist rically, the devel !#ent f techn l gy, the industrializati n f the" rk!lace and the ass ciated s cial changes have been en r# usly significant. 1n an hist rical and s cial backgr und,s #e f the crucial traits f the gr "ing$u! e0!erience in s cieties "ith a 2estern lifestyle t day are that:

Z # dern #edia have dra#atically affected fa#ily life, shar!ly reducing children?s # bility, the alternati n f s!eaking and listening, c llective !lay and fa#ily rituals 8e.g. #eals9.Z the great #a rity f girls and b ys are br ught u! by

" #en 8# thers, kindergarden teachers and # st ele#entary sch l teachers9.Z children generally e0!erience their fathers nly during leisure ti#e rTif !arents are se!aratedTevery ther

"eekend at visiting ti#e, r n t at all.Z it is increasingly rare f r children t e0!erience their "n # ve#ent as a #eaningful necessity due t the #echanizati n f h useh ld and trans! rtati n.Z significantly, b ys seld # e0!erience Ety!ically #aleF # ve#ent !atternsTe.g. activities re+uiring !hysical strength and enduranceTand "hen they d these are usually !ti nal athletic activities, n t rdered " rk "ith s cial

significance and value.Z !laces f freed # 8e.g. settings in nature9 "here children can e0!erience their "n # ve#ent, i#!ulses and alternating attenti n, are increasingly disa!!earing.

An a!!eal is #ade here t the !ediatric " rld, inas#uch as it is dedicated t serving the individual: 70!lain t all th sein a ! siti n f res! nsibilityT!arents, teachers, ! liticians and th se active in disease !reventi nTh " the fra#e" rkf children?s lives can be transf r#ed s that !r ble#s such as AD(D l se their !resent !ervasiveness and urgency.

%n this c nnecti n, (enning =Xhler?s b k 2ar Michel aus LXnneberga 82as Michael fr # LXnneberga 9 869 ffers agreat #any c ncrete and !ractical suggesti ns that n t nly hel! t successfully E#anageF ADD as an ada!tive strategy8cf. @, K9, but als take seri usly the s!ecial ca!acities and strengths f the affected children and turn the# in a !r ductive directi n.

Diagn stic As!ects. Ana#nesisAll auth rs are in agree#ent that a th r ugh and undisturbed ana#nesis c nversati n "ith the !arentsTal"ays b th !arents if ! ssibleTis f the highest i#! rtance f r diagn stic !ur! ses. Practically s!eaking, ne #ay !r ceed as



f ll "s:

Z Ask the !arents t send an inf r#al letter t their d ct r e0!laining everything they kn " f the hist ry f the illness and their "n bservati ns f the child and !r viding a

descri!ti n f the fa#ily?s life circu#stances, a list f thechild?s ther illnesses and treat#ents received, as "ell as the

bservati ns f thers 8relatives, kindergarden and ele#entary sch l teachers9.

'he advantage f this !r cedure is that it eli#inates the ti#e !ressure: * rg tten ! ints can be added later. 'he !arentscan c ncentrate n gathering and discussing their #e# ries and can e0!ress the#selves freely "ith ut being c nstrained by the !resence f the child. 'hey can als give v ice t the burdens they have b rne. %n this "ay the !arents c #e tthe ana#nesis c nversati n !re!aredTand s d es the d ct r, "h has read the letter bef rehand. %f the letter ishand"ritten, the d ct r gains additi nal i#! rtant i#!ressi ns f ne f the !arents. At the sa#e ti#e a significant !artf the ana#nesis "ill already be d cu#ented, thus taking # re !ressure ff f the c nversati n. A furtherrec ##endati n is:Z =ee! the ana#nesis c nversati n se!arate fr # the !resentati n f the child.

%n any case, "hether !hysician is a !ediatrician r a general !ractiti ner, it is essential t all " f r sufficient ti#e: as arule !resently, ne h ur f r the initial c nversati n in cases f sus!ected AD(D, regardless f "hat the fee schedule #ay !er#it 8+uesti nable n r#s c #e int +uesti n as s n as AD(D is inv lved]9. 'his is the nly "ay t !r vide the s!aceneeded f r creative diagn sis and treat#ent selecti n.

;egardless f the !atient&s !resent age, it is crucial t begin by in+uiring int the first seven years f life. Leadingsy#!t #s f a dis rder re+uiring treat#ent #ay be:

%nfancyZ !ersistent recurrent sy#!t #s f an vertired infant 8cf. J, 9, !r tracted crying !hases, # t r unrest, irritability, difficulty falling aslee!, difficult t cal#

Z child is trying and unsettling f r the !arentsG difficulty establishing a satisfying e# ti nal b nd bet"een child and !arents 8cf. 6 and literature cited there.9

7arly childh dZ te#! ral diss ciati n bet"een language ac+uisiti n, # t r devel !#ent and ther learning 8e.g. t ilet training9, #arked !re#aturity retardati n f s!ecific Ebehavi r c #!etencies,F e.g. fine # t r skills, language c #!rehensi n skills, etc.Z driven, restless # t r activity, l " endurance 8usually "ith s #e significant e0ce!ti n]9, un!redictable and fre+uent changes in activities, en ys risky behavi rs,

increased accident$!r nenessZ Es cially difficultF due t bursts f i#!ulsiveness, disinterestin listening 8 ften n t true "hen they are t ld st ries al ne9,fre+uent rule$breaking behavi r, early and ina!!r !riate

need t lead, highly defiant asserti n f aut n #y. Becausef this, child and fa#ily #ay find the#selves s cially is latedand siblings #ay be #ade int ene#ies r victi#s.

Disturbance in the ties f fa#ily and friendshi! 8"ith this !articular sy#!t #, the reverse !r cess #ay be !erativeT

attenti nal and behavi ral dis rders #ay result fr #se!arati n f !arents r l ss f a l ved ne, etc.9

Z situati nal aggravati n f the !r ble#s, es!ecially inkindergarden. =indergarden in its !resent f r# is usually a !articularly unfav rable setting f r hy!eractive andattenti nally disturbed children. 'he !icture is different inkindergardens "ith s#all gr u!s that can # ve freely innatural settings, such as the Ef rest kindergardens.F5

Z 'his is als the !lace t in+uire int any allergic illnesses and



reacti ns, get a detailed hist ry f eating habits anddigesti n 8dysbi sis fungal illnesses 9 and ask "hether theyhave bserved any aggravati n f behavi ral abn r#alitiesc nnected "ith s!ecific f ds r i#!r ve#ents during aneli#inati n diet.

As "e have ! inted ut ab ve, these behavi rs are generally !aired "ith s!ecial ca!acities and Ebehavi ral !lusses.F'hus, an early talent #ay be n ticed f r acr batics 8#any affected children l ve the circus and circus ga#es9, r acli#bing ability, a creative gift, etc.

As a rule, given a careful ana#nesis and bservati n f the @$year$ ld child at the 6th !reventive care e0a#inati n, it "ill be ! ssible t rec gnize an attenti nal dis rder "ith hy!eractivity and t treat it satisfact rily "ith ut the use fsti#ulants. 'he sy#!t #s linked "ith AD(D in sch l$age children are "ell$kn "n:Z easily distracted, f rgetful, lack f care and !erseverance 8!articularly at una!!ealing h #e" rk and h useh ld

ch res9, disru!tive, i#!ulsive, defiant s cial behavi r,Z strikingly bad hand"riting, tr uble "ith reading s!elling,

c ntinual s!eaking, rushed s!eech,Z affective lability and l " self$estee#, utsider ! siti n in

c ntrast t #ental gifts.

1nce again there is an ther side: 70tre#ely hy!eractive b ys are als able t fish +uietly "ith their father f r h urs, andin frightening r e#ergency situati ns 8e.g. a fire9 these children d the right thing "ith a#azing sureness and !resence f#ind and later sh " e0cellent recall f even the s#allest details.

*urther features f the !icture in ad lescence:Z leaving sch l !re#aturely re!eatedlyZ s cial is lati n, c ntinual c nflicts "ith thers, fe" r n

friendsZ attracti n t danger us s! rts, risky behavi r in driving, etc.Z c ntinual need f r distracti n, inner unrest

%ssues relating t drugs, addictive de!endency n #edia and c #!uter ga#es and s cially !r ble#atic e0!eriences "ith !eers are f gr "ing significance.

Much !ublic attenti n is n " dra"n t the danger f leaving AD(D untreated in y ung !e !le and adults. At issue,h "ever, are n t nly th se affected but e+ually the s ciety in "hich they live. At b tt #, the nly "ay t #ake adifference in the increasing #arginalizati n f these individuals is th ugh a genuine understanding f their difficulties ands!ecific giftsTn t by a su!!ressive a!!r ach 8e.g. use f sti#ulants9

'he c ntr llability f sti#ulant thera!y is als generally unreliableG and f r this reas n as "ell, the thera!eutic g al inad lescence #ust be t !r vide th se affected "ith the su!! rt, treat#ent and a!!r !riate s cial integrati n they need t bec #e and re#ain free fr # daily tablet taking at this stage in their life.

Making a *a#ily Ana#nesis'he # st i#! rtant as!ects t ask ab ut are:Z 'he c urse f the !regnancy and birth. A +uick r difficult birth, intubati n at birth, etc., #ay have caused

lasting disturbances f the crani cervical transiti n and can be effectively re#edied "ith a!!r !riate thera!y 8see bel "9.

%n additi n, "e 8the auth rs9 have als bserved "hatA#erican classical h #e !athists and AD(D e0!ertsCll#ann and ;eichenberg$Cll#ann re! rt, na#ely that the

th ughts and feelings e0!erienced by the !arents ust bef rec nce!ti n and during !regnancy can have a direct effect nthe c nditi n f the child 8549. %n their b k ;italin$*ree

=ids, these auth rs ffer i#!ressive casuistic !r fT rec gnized by AD(D s!ecialistsT f the efficacy f

h #e !athically ! tentized re#edies in these areas 85 9.Z 70! sure t t 0ic substances 8chiefly !har#aceuticals,

nic tine, alc h l and ther drugs9. 'he i#! rtance f thesefact rs is generally rec gnized t day 8K9. 'hera!eutic



re#ediati n is ! ssible t an e0tentTchiefly in the firstseven years f lifeTusing a!!r aches re+uiring !ractice andhabit change and t an certain degree e#!l yingh #e !athic and anthr ! s !hic re#edies.

Z nstituti n f !arents and grand!arents: During the AD(Ddiscussi n and diagn sis !r cess #any !arents bec #ea"are f r the first ti#e that they the#selves dis!lay certaintraits 8 r did s as children9 "hich n " c nfr nt the# intheir children. 'his realizati n can ften lead t :

Z a ne" understanding f h " their child actually feelsZ a certain cal#ing f the situati n, since in the c urse theirlives #any !arents have ulti#ately #ade s #ething ! sitivef their difficulties and " uld n t really "ant t bec #!letely n r#al

Z a thera!eutic !! rtunity, inas#uch as !r gress br ughtab ut by learning and behavi r change in the !arents isften the # st !r ductive.

*re+uently "hen !arents rec gnize that they have a !articular style f attenti n and i#!ulsivity the#selves, they devel !a ne" understanding f r ne an therTand this in itself is a g d reas n "hy the !arents f a child "ith differencessh uld be th ughtfully integrated int the treat#ent. Parents learn that by being # re attentive t their "ni#!ulsiveness and #astering itTin s #e cases giving u! drugs, etc.Tthey are hel!ing their children by s!aring the# thekind f disa!! int#ents and unhealthy e0!eriences they have had. 'his als enables the# t " rk thr ugh even severedisa!! int#ents r difficult se!arati ns f their "n.

*inally, als i#! rtant are re! rts fr # kindergarten and sch l, etc., as "ell as taking u! direct c ntact "ith teachers.During treat#ent a regular c ## n #eeting ti#e can be arranged "ith the !arents and class teacher. Sch l n teb ksand any !ictures, etc., d ne by the child sh uld f c urse be !ers nally !erused by the !hysician.

.5. 70a#inati n and Differential Diagn sis'he !reli#inary "ritten ana#nesis 8!arent&s letter9 and !arent c nversati n free u! the e0a#inati n visit s that it can

take !lace in a rela0ed at# s!here. 'he d ct r&s ai# #ust al"ays be t e0!erience the child directly: in a ne$ n$ nec nversati n, a !lay situati n r at least a " rdless dial gue in gestures f ll "ed by an a!!r !riately designed !hysicale0a#inati n. %n this "ay c nstituti nal traits ften bec #e evident fr # the first i#!ressi n f the child&s a!!earance andans"ering behavi r. An essential +uesti n is the child&s ca!acity f r dial gue: ( " d es 8s9he res! nd t eye c ntactand h " l ng "ill 8s9he t lerate it 2hat d es 8s9he n tice in the e0a#inati n r #G h " d es 8s9he relate t !e !le andthingsG h " +uickly d es his her attenti n s"itch D es listening cl sely t the child !er#it a successful dial gue At !re$sch l age, the chief f cus "ill be n behavi ral evaluati n in regard t attenti n, i#!ulsivity and # t r behavi r 8here again ne can use !lay t dra" thechild ut f his shell 9. Sur!risingly ften, sch l$age children "ith AD(D issues are ca!able f v icing a dee!lyinsightful self$evaluati n f their situati n "hen a free, unstressed c nversati n situati n has been created 8"ith !arentsabsent r truly restraining the#selves9. %n #any instances issues that "ere l ng hidden c #e ut, t the sur!rise f allinv lved, r interests are rec gnized that lead t i#! rtant !r gress. 'he !ri#ary ! ints t clarify in the ana#nesis and

e0a#inati n are:Z %s there a hy!eractive dis rder re+uiring treat#ent acc rdingt the criteria defining AD(D

Z Are there gr unds t sus!ect an attenti n deficit dis rder8ADD9 "ith ut hy!eractive behavi r

* r differential diagn sis, the !ri#ary f cus is n reactive behavi ral dis rders caused by stress t the child fr #:Z fa#ily 8!r ble#s in !arents& relati nshi! t child and in !arenting, unrealistic e0!ectati ns, !arental relati nshi!

!r ble#s, ccu!ati nal ec n #ic stresses, !r ble#s "ithsiblings and cl se relativesG fa#ily secrets that "ere neveraired

Z kindergarden r sch l 8e0cessive de#ands f r achieve#ent,teacher "ith difficult !ers nality, etc.9

Z de!ressive dis rders #ust als be identified. A# ng b ysthese #ay "ell be c u!led "ith hy!eractive behavi r and in# st cases i#!air attenti n 8s #eti#es severely9. Alssignificant in this c nnecti n are:



Z !eri!heral and central hearing dis rders 8these #ust al"ays be eli#inated.9

Z autistic dis rdersG in rare cases, !sych sesZ end crine dis rders 8chiefly f the thyr id gland and

adrenals9

Hegetative lability and hy! t nic circulat ry c nditi n can be read fr # skin c l r, distributi n f b dy "ar#th, !ers!irati n and ! stureG !articularly in the 5nd seven$year$!eri d it is i#! rtant t !erf r# bl d !ressure checks 8als"hen standing9 and #easure bl d sugar level 8a.#., 5 3 hrs. after leaving h #e9. Dis rders in the interacti n f u!!erand l "er a", asy##etries in the cervical s!ine, alternati n f tensed and hy! t nic areas in d rsal #usculature and ! stural an #alies #ay ! int t "ards

Z dis rders f the crani cervical transiti n area

as a s urce f tr uble. Preventive care visits 8!articularly the Jth 6th9 are valuable diagn stically, ffering the!! rtunity t bserve the child&s # ve#ent !atterns and #anner f s!eaking and ans"ering "hile !laying t gether 8at

ball r # ve#ent ga#es such as !ullstring !u!!ets, etc.9 and having the child balance, dra" !ictures r figure eights,"rite 8"riting ! siti n9 and #ani!ulate b ects in the e0a#ining r # 8fine # t r skills9. 'hese bservati ns, inc n uncti n "ith the devel !#ental ana#nesis and ! ssible later tests, Tcan !r vide diagn stic indicati n f

Z c #!etency deficits

An essential c #! nentTf r differential diagn sis as "ellTis an evaluati n f the child&s intelligence and gifts,including a udg#ent as t "hether the de#ands !laced n the child are c ##ensurate 8under$ ver$de#and9. 'he use flabels such as highly gifted #ay n t al"ays be !r ductive here, since in reality these children largely suffer fr # greatdiscre!anciesTe.g. bet"een their a!titude f r #athe#atical l gical thinking and f r s cial learning 8 e# ti nalintelligence 9, r bet"een their artistic gifts and their reading s!elling ability.

'he level f differential diagn stic certainty needed #ust be decided n individuallyTi.e., t "hat degree ne sh uldi#!le#ent c #!le#entary !sychiatric testing, !edaudi l gic e0a#inati n, allerg l gical diagn sis including evaluati nf intestinal fl ra, end crin l gical diagn sis and an 77-.%n any case, h "ever, the f ll "ing ai#s sh uld be b rne in #ind:

Z Bef re diagn sis: 'he !ediatrician r fa#ily d ct r sh uld devel ! a "ell$r unded !icture f the child and ut f it a !reli#inary diagn sisG

Z After the diagn stic !r cess described: 'he results andc nclusi ns sh uld be th r ughly discussed in a gr u!c nversati n leading t c ## n agree#ent n thethera!eutic avenue t be taken. As a !artici!ant in thegr u!, the child sh uld feel hel!ed and su!! rted: As =Xhler !uts it, the !ers nal relati nshi! is the actual thera!y. Ac nversati n a# ng all adults c ncerned has !r ven f thegreatest value. Pri#arily, this sh uld include the !arents,kindergarden r class teacher, thera!ists curative educat rs

and the res! nsible !hysician 8cf. the !rinci!le f the!r tective circle, =Xhler 85599. 'hr ugh this ty!e fc nversati n a c #!rehensive vie" f the child, including b th "eaknesses and gifts, can arise. Diagn ses, g als andres! nsibilities can be discussed and clarified.

5 'hera!y%n the auth rs& !ractice, the f ll "ing AD(D$ass ciated dis rders have been f und t be f diagn stic and thera!euticsignificance:Z Dis rders inv lving a c nstituti nal d #inance f the #etab lic$li#b syste# "hich #anifests as a hy!erkinetic

dis rder 8AD(D9Z Attenti nal dis rders "ith ut hy!eractivity 8ADD9. 2ith this

sec nd f r# !articular, c #!etency deficits 8includingac+uired nes9 have !r ven t be f c nsiderable !ath genetic i#! rtance.

Z Dis rders in the area f the crani cervical transiti n.



Z Hegetative lability, labile hy! t nic circulati n.Z * d int lerancesG nutriti nal, digestive and #etab lic

dis rders.

'hera!eutically, a great deal de!ends n classifying the child&s dis rder c rrectly "ithin this sche#a, s that ne cani#!le#ent a treat#ent that has a clear ai# and als a curative rientati n.

%n c ntrast, the d #inant treat#ent a!!r ach using sti#ulants 8e.g. ;italin9 has a !urely sy#!t #atic effectG further# re,ar und ne$f urth f all children c nsidered t be affected d n t res! nd t sti#ulants r res! nd nly negatively tthe#. 7ven if it is n t al"ays ! ssible t av id the use f sti#ulants during the 5nd seven$year !eri d, the auth rs strivet find a !ath "ith ut sti#ulant thera!y that ai#s t "ards at least !artial healing rehabilitati n\i.e. a !ath t "ards !r gressive healing in the child&s devel !#ent.

Sti#ulants cann t acc #!lish this. 'he clai# is !resently #ade that sti#ulant thera!y is a kind f substituti n thera!yf r the #etab lis# f the central nerv us syste#. 2hen it is c ntrasted "ith true substituti n such as insulin treat#entf r diabetes, h "ever, this clai# is f und t be a largely hy! thetical ustificati n f r the thera!y. As a general rule, anysubstituti n f substances can have !r ble#atic effects n the e+uilibriu# and ulti#ately "eaken the aut n # usdevel !#ent f the child&s #etab lis#. 'his in turn leads t c ntinual #edical checku!s, "ith d ct rs "arning their !atients al"ays t take their !ills if they "ish t av id a rela!se. %n ad lescence at the latest, this fre+uently leads t#assive self$d ubts and #is$use f the substances t be taken.

'he +uesti n is, d n t sti#ulants rather deserve the status f an acute treat#ent\a last res rt "hen a child re#ainsunres! nsive, s cially is lated r un#anageable des!ite every #easure atte#!ted ' cl ser bservati n it "ill als beevident that sti#ulants d e0ercise a su!!ressive acti n n #any childrenT!articularly in the s ul real#, the real# "hereriginality and creativity reside. As l ng as the thera!eutic ai# is healing and n t #anage#ent f a dis rder, the use fsti#ulant thera!y n attenti nally disturbed and hy!eractive children "ill re!resents a s #eti#es necessary but ulti#atelyunsatisfact ry s luti n.

5. . -eneral thera!eutic c nsiderati ns'he first thera!eutically significant ste! is t create a detailed clarificati n f the #edical diagn sis that #anifests anunderstanding f the child and his r her strengths and "eaknesses. 'his creates ne" interest in the child as a hu#an being\as an individuality that is nly in the !r cess f a!!earing and still has sur!rises in st re f r us. 'he ai# here is t

achieve a shared sense f h " the child e0!eriences i#! rtant life situati ns and reference !ers ns, and "hat 8s9he is ableand n t 8yet9 able t d .

'he sec nd ste! c nsists in !edag gical c unseling f the !arents and\in an a!!r !riate "ay\ f the teachers andcaregivers 8cf. the idea f the !r tective circle9. 1n this ! int there is e0cellent literature t dayG a# ng #any thers "erefer again t (enning =Xhler 853, 539 and the " rk f Sch#idt et al. 85@9. * r !ractical !ur! ses the reference guides f /euhaus 8 K, 5K9 and Aust (a##er 8 @9 are +uite hel!ful. As "idely as their c nce!ts #ay diverge, in dealing "ith thechildren ne finds i#! rtance ! ints f agree#ent.

;egarding the #edia +uesti n, the studies f ;. Patzlaff 85J9 are funda#entalG nu#er us literature references are als !r vided in the general !arents? guide by - ebel -lXckler 85 9. %t is i#! rtant t establish authentic c nditi ns f r !edag gical !r gress by\f r e0a#!le\dra"ing a"areness t !arental relati nshi! crises, ec n #ic !ressures, etc. and

" rking these thr ugh se!arately s that they are n t !layed ut thr ugh the child. %n every f r# f attenti nal deficit,individually suited dietary c unseling als !lays a significant r le.

'he third ste! c nsists in evaluating if the kindergarden, sch l r nursery gr u! is #eeting the child?s needs. *re+uentlychanges are advisable in gr u! size, !ti ns f r individual hel!, acade#ic achieve#ent standards, as "ell as in thea# unt f ti#e the child s!ends in the instituti n. * r e0a#!le, an all$day sch l "ith +ualified aftern n care #ay !r vide the fa#ily "ith critical relief. *inally, the auth rs have re!eatedly seen children 8age 4 and u!9 "ith #assivehy!erkinetic dis rders and very difficult fa#ily situati ns #ake e0cellent !r gress "ith ut any sti#ulant thera!y bys!ending several years at a curative$educati n b arding sch l based n 2ald rf !edag gy. %n any case, the childrenthe#selves say very s n if they are really !r fiting fr # the change and "hen this is the case they are "illing t acce!t#any un!leasant as!ects f the e0!erience. %t is i#! rtant f r the advising !hysicians t ac+uaint the#selves "ith thevari us sch ls and instituti ns in their area.1nce these initial ste!s have been taken, the thera!eutic a!!r ach in a narr "er sense can be f r#ulated. * r this !ur! se "e cann t understate the value f

Z anthr ! s !hical and h #e !athic re#edies.

'heir acti n is n t substitutive r su!!ressive like that f sti#ulants. ;ather, "hen c rrectly selected f r the individual,



they sti#ulate rganis#ic learning !r cesses. 'hey address the regulati n f vital !r cesses, the b dy f life f rces that" rks in b dily gr "th and rganic functi ns\as "ell as in #e# ry functi n\"hile these are #aturing. 'he engage#entf the s ul ele#ent in b dily functi ns is facilitated in this "ay. 'hese re#edies act n t in an is lated "ay n the nerv ussyste#, but integrally n the rganis# as a "h le. 'his is i#! rtant because it is !recisely the relati nshi! f the nerve$sense syste# t the rest f the rganis# that is i#!aired in AD(D 8cf. P hl 56, Sch#idt et al. 5@9. As a rule the length fad#inistrati n de!ends n h " l ng the child needs bef re 8s9he has acc #!lished the ste! in learning and #aturati nthat the re#edy has sti#ulated and is able t stabilize it al ne. #! site re#edies "ith br ad indicati ns #ay re+uirel nger !eri ds f ad#inistrati n 8several # nths9, "hile single ! tentized re#edies "ill be given f r "eeks, # nths r asa single d se, de!ending n their efficacy and ! tency. 'he # st re#arkable !ublicati n n classical h #e !athicthera!y in AD(D is a c #!endiu# f cases fr # ;eichenberg$Cll#ann 8349G f r anthr ! s !hical drug thera!y ne#ight ! int t v n Uabern 83 , 359 and t the general survey by Sch#idt et al. 8J9.

%n the auth rs? e0!erience, "ith ut a differentiated a!!licati n f anthr ! s !hical and h #e !athic drug thera!y it "illa!!ear necessary t res rt t sti#ulants. Since there are fe" u!$t $date survey " rks based n !ers nal thera!eutice0!erience here, "e shall c ncentrate n this f r# f thera!y.

Z / n$#edicinal thera!ies f r AD(D #ust be a!!r ached in a differentiated "ay. 'he f ll "ing f r#s f thera!y have the

advantage that the children ac+uire ne" ca!acities, r !hysical bstacles are eli#inated 8crani sacral thera!y andrhyth#ic #assage9. 'hese are ste!s t "ards real healing:

Z curative !lay and !ractice thera!y,Z thera!eutic euryth#y and 2eg#an (auschka rhyth#ic

#assage,Z crani sacral thera!y,Z artistic # delling 8less ften !ainting and s!eech r #usic

thera!y9,Z erg thera!y in c n uncti n "ith breathing thera!y e0ercises,Z thera!eutic circus " rk, etc.

* r the reas ns discussed, these f r#s f thera!y are als !referable t sti#ulant thera!y, "hich takes a clear third !lace

a# ng thera!eutic a!!r aches. At the sa#e ti#e an ng ing sti#ulant thera!y sh uld n t be si#!ly disc ntinued. %nsuch cases it sh uld initially be c #!le#ented "ith the thera!y f r#s #enti ned ab ve and later reduced r disc ntinuedt the e0tent ! ssible. De!ending n the child?s age, it is i#! rtant f r hi# r her t be included in evaluating thethera!y fr # the start. Many sch l children are ca!able f udging the efficacy f their treat#ent very "ell the#selves.

nstituti nal D #inance f the Metab lic$Li#b Syste# Manifesting as a (y!erkinetic Dis rder 8AD(D9

'he nstituti nal As!ectnstituti nally hy!eractive, i#!ulsive behavi r "ith attenti nal i#!air#ent 8AD(D9 sh "s a #arked relati n t the

#ale se0, alth ugh in rare cases it als ccurs in girls. %t is n t unusual f r the fa#ily ana#nesis t reveal disturbeddevel !#ent in earlier generati ns 8father, #ale ancest rs9. B ys are characterized by a relative d #inance f the li#bf rces ver the centralizing head f rces 8"hich #ediate inner cal# and c ncentrati n9G in these !redis! sed cases, the

d #inance a!!ears !articularly #arked. 'his ty!e f c nstituti n fav rs a Esh rt$circuitingF bet"een envir n#entalsti#uli and li#b activity al ng "ith deficient c ntr l 8and guidance9 f li#b # ve#ent e#anating fr # the head8disturbed # t r c rdinati n is striking in #any f these children9.

*r # the e#bry l gical vie"! int it is n te" rthy that the regulat ry c nnecti n bet"een the nerv us syste# and the#usculature d es n t e#anate hierarchically fr # the nerv us syste#, but rather arises as structures f the centralnerv us syste# and the #uscle blaste#es are Ebr ught int agree#entF by the rganis# 8i.e. by an uns!ecified center]98339. 2hen the central nerv us syste# is rec gnized f r "hat it is: a reflective rgan necessary t the steering f b dy# ve#entG and "hen the li#b syste# is rec gnized f r "hat it is: an inde!endent syste# 83 9 "hich t gether "ithdigestive and #etab lic !r cesses c #!rises the !ri#ary rgan f the hu#an "ill\then and nly then d es the #ediatingtask bec #e clear "hich the hu#an being #ust acc #!lish during devel !#ent. %t is in the area f b dy and li#bdevel !#ent that the fe#ale and #ale se0es differ # st #arkedly. An e0!lanati n based n brain #etab lis# 8thed !a#ine hy! thesis9, n the ther hand, casts n light n the se0$s!ecific character f AD(D.

%nterestingly, the !ri#ary effect f the nerve n the #uscle cell is that f inhibiti n 8e#bry nically, fibrillati n f the#uscle cell interru!ted f r the first ti#e "hen the gr "ing nerve fiber reaches and !enetrates it9, "hile the riginalE# dusF f every #uscle cell is # ve#ent. %n reality, the success f the #ediating task #enti ned ab ve is n t a !r cessf the nerv us syste# at all, but de!ends n the rhyth#ic syste# that #ediates bet"een the nerve and li#b syste#s and



n ass ciated Es ulF !r cesses 8res!irati n, circulati n, s!inal functi n and crani sacral rhyth# cf. 83@9. M ve#entand c nsci usness #ust be Ebr ught int c ngruenceF ut f ne?s "n f rces\that is the task.

As a rule, abn r#al behavi r n the !art children "ith hy!erkinetic syndr #e bec #es es!ecially !r n unced "hen theyare in s cially challenging situati ns. 'his t is c nnected "ith insufficient devel !#ent f the rhyth#ic syste#,resulting in insufficient c nnecti n and inter!enetrati n f the head and li#b f rces: 'he rhyth#ic syste#, "hich !r vides f r a Ebreathing, res natingF kind f understanding, bec #es Efrag#entedF by li#b f rces and i#!ulses thattake n a life f their "n. 'he ther children in a gr u! as "ell as their !arents are s n a"are f this and need t feelthat their situati n is underst d by the d ct r in detailed c nsultati ns. 'he hy!eractive children the#selves als suffer,h "ever, feeling ver"hel#ed by their "n li#bs and their s! ntane us acti ns.

%n the #etab lic area 8 ust as in children "ith f d int lerances9, ne sh uld be es!ecially "atchful f r a labile bl dsugar curve. 1tt 2 lff 83K9 ! ints t the funda#ental i#! rtance f the carb hydrate #etab lis# in hy!erkineticchildren. Many f the# dis!lay a #arked lability f the bl d sugar level, "hich can lead t c rres! nding hunger !hases8!ri#arily in the a.#.9 "ith increased sugar c nsu#!ti n and c rres! ndingly greater, reactive bl d sugar vacillati ns.Diet and #edicati n can be effective here.

Z %t #ust be b rne in #ind that by its very nature, "ill$life !r ceeds "ith ut #e# ry, c #!aris n r !lanG it # ves

fr # the n " t "ards the future. %n rder f r this t ccur,the !ast #ust be f rg tten. %n a child "h is carried a"ay byhis "ill, this #eans that the functi n f c nscience can besu!!ressed and things f value fr # the !ast can bedestr yed "ith ut any feelings f regret r guilt. 7ven anability t lie "ith ut a bad c nscience ste#s fr # theunbalanced d #inance f the "ill$life. At any # #ent,h "ever, this state can s"itch t feelings f regret r guiltnce the Eint 0icati n f # ve#entF has !assed.

A crucial fact r in hy!eractivity is the child&s relati nshi! t the father: %s he !resent %s he active in their lives As a#an, by c nstituti n his r le lies in the use f his li#b f rcesG the # re har# ni usly he d es this and # dels it, the # re ! sitive the effect n the child. %t is very i#! rtant t bring the father int the child&s u!bringing in an a!!r !riate "ay.

7rg thera!y, artistic thera!ies, curative educati n, sch l$!re!arat ry " rk in s#all gr u!s sh uld al"ays be c nsideredandT# st i#! rtantlyTi#!le#ented at the right # #ent. ( " dee!ly they can change the c nstituti n de!ends n theti#e f their use. 'he ai# is t enable the rhyth#ic syste# t #ature in the sec nd seven$year !eri d, and in hy!erkineticchildren the gr und #ust be !re!ared f r this 8!articularly at !re$sch l age9. An es!ecially significant aid t children"ith c nstituti nal AD(D is ffered by thera!eutic euryth#y 8see bel "9, "hich can be received +uite ! sitively "hen itis carried ut c rrectly.

ncentrati n and !erseverance is best learnt by these children thr ugh #eaningful !hysical activity 8they can bec #every skilled and engaged in this area, e.g. in handicrafts9. nstituti nal re#edies can have a decisive effect n thesy#!t #s. A selecti n f i#! rtant re#edies is !resented bel ".

1vervie" f thera!y !ti ns "ith anthr ! s !hical and h #e !athic re#edies

Auru# Stibiu#(y scya#us Basic thera!y

Sul!hur D #inance f the #etab lis#G eg centric

Magnesite %rritable aggressive !re$sch l childrenG8Mg carb nicu#9 sh rt and thin, tendency t abd #inal

c lics, restless slee!

alciu# !h s!h ricu# 2eakness f rhyth#ic syste#, dissatisfacti n and frustrati n

arcin sinu# *rustrati n at acade#ic failure, un# tivated, restless



Bellad nna Str ng a"areness, unc ntr lled e# ti nal i#!ulses

Stra# niu# S!lit bet"een an0iety and aggressi n

Heratru# 1ver$e0citabilityG circulat ry and vegetative lability 8renal adrenal "eakness9

Lyc ! diu# An0i us bullying behavi rG digestive "eakness

Mercurius %naccessible, restless, tendency t !urulence

Bry !hyllu# Difficulty falling aslee!Argentu# nitricu# (aste and drivenness

'arantula 70tre#e, destructive hy!eractivity, ver"hel#ing urge t # ve

'uberculinu# 70tre#e, destructive hy!eractivity, susce!tibility t infecti ns

Agaricus 'ics, hy!eractivity, #ild i#!air#ents f the /S

Uincu# #!etency deficits, unrest,distractibility, i#!air#ents f the /S

%f the diagn stic !r cess d es n t directly ! int t "ards a single re#edy, it is advisable t begin treat#ent "ith a br adlyacting anthr ! s !hical c #! site re#edy. %n cases f c nstituti nal hy!erkinetic dis rder 8AD(D9, a re#edy suitablef r basic treat#ent is:

Auru# Stibiu# (y scya#us c #!. -l b. 2ALA@ 4 gl buli 5 3 0 day,

es!ecially f r children "h areZ hy!eractive driven, and at the sa#e ti#eZ aggressive andZ !r ne t rivalries and !hysical c nfr ntati ns.

'his is a# ng the early c #! site re#edies devel !ed n an anthr ! s !hical basis by the !hysicians& circle ar und %ta2eg#an, MD, at the =linisch$'hera!eutisches %nstitutF 8in the !resent f r# since 63@9G the ai# "as t create a re#edythat sti#ulates the rhyth#ic syste# t verc #e ne$sided tendencies in b th the nerve$sense syste# and the

#etab lic$li#b syste# 83J9. ' this end g ld, anti# ny and e0tracts f (y scya#us 8henbane9 are ! tentized t gether tcreate a ne" "h le. 'he g ld c #! nent 8e+uivalent t D 4 in the final re#edy9 addresses the heart and circulat rysyste#, strengthens "akeful day$c nsci usness andTas abundant e0!erience has sh "nTis !articularly effective incases "here the child has t little e0! sure t the father. Anti# ny 8D 9 hel!s give structure t #etab lic !r cesses8e.g. !r # ting bl d$cl tting9 as "ell as t #ental life 8!sychiatrically valuable "hen the #ind is fl ded "ith anunc ntr llable #ass f cha tic c ntents9. (y scya#us, in the ! tency used here 8e+uivalent t a D@9, i#!edesc #!ulsive i#!ulses fr # !assing directly int # ve#ent and !r # tes the devel !#ent f the rhyth#ic syste# 8cf. thet 0icity f this s lanacean al ngside f its rhyth#ically structured f r#9. 'he acti n f this re#edy includes a #ildlyantide!ressive c #! nent that is hel!ful t #any f these children.

Cse f this intr duct ry thera!y sti#ulates the rhyth#ic syste#, and #any children and fa#ilies re! rt feeling anun#istakable beneficent effect fr # itG at the sa#e ti#e it gives the !hysician ti#e t get t kn " child and !arents betterand carry ut the ne0t thera!eutic ste!s and c nversati ns.

%n the auth rs& e0!erience, the f ll "ing single re#edies are the !ri#ary nes suitable f r further individualizing thetreat#ent. 'he ! tencies indicated are th se c ## nly usedG in individual cases, "hen the re#edy is a g d #atch butits acti n is insufficient, a higher 8 r l "er9 ! tency #ay lead t success:



Sul!hur D 5 -l b. 8vari us #anufacturers9, LMK LM 5 Dil. starting "ith gl b. dr ! daily and increasing if ! ssiblet @ gl b. dr !s daily. %n case f !r n unced reacti ns, disc ntinue, decrease fre+uency r dilute "ith "ater.

%t is telling that sul!hur in #ineral f r# is c #!letely c #bustible and in its ele#ental f r# is inv lved in nu#er us#etab lic !r cesses. Sul!hur, "hich is released chiefly by v lcan es fr # "hence it enters the bi s!here, al"ays has td "ith life and # ve#ent in nature. P tentized sul!hur has a funda#ental regulating acti n "hen the #etab lic$li#bsyste# and the "ill$life ass ciated "ith it gain t #uch inde!endence fr # the s ul life. haracteristics f children "h benefit fr # this re#edy are:Z a re#edy f r b ysZ b dy build tends t be slenderG !r n unced ! stural"eaknessZ intelligent but lazy. Seeks ut dis!utes, likes t argue. Abs rbs #uch in sch l des!ite chatting and a!!earing

uninterested.Z s cially a"k"ard, #akes hurtful re#arks, !uts ff thers

"ith arbitrary self$centered behavi rG at the sa#e ti#e naiveand gullible 8these children are n t really hard t understand9

Z hand"riting nearly illegible, n teb k dis rderly, e.g. #ay bes! tted "ith fatG child cann t 8and "ill n t9 kee! rderG ! ssessi ns are +uickly br ken 8[ high #aterial turn verrateF]9

Z ty!ically dis!lay int lerable behavi r "hen hungry, i#!r vingi##ediately n eatingG craving f r s"eet f ds 8#arkedlyi#!r ved by re#edies9G tendency t hy! glyce#ic !hases inthe 5nd seven$year !eri d "ith behavi r !r ble#s #arkedlyincreasing in late # rning 8ar und a.#.9.

Medical hist ry #ay sh " #ulti!le allergies and descending res!irat ry infecti ns 8fre+uently treated "ith antibi tics9Ghence attenti n sh uld be given t ! ssible disturbance f intestinal fl ra 8candidiasis9. 7ating a sufficiently sturdy breakfastTideally based n ak flakesTis beneficial 8and n t nly f r this ty!e f c nstituti n9.

Magnesite DK 5 'rit. 27L7DA

!ea$sized ! rti n 3 0 r 5 0 dayis an i#! rtant and ! tent c nstituti nal re#edy !articularly at kindergarden and !re$sch l age. Like sul!hur, itaddresses !ri#arily the life$ rganizati nTthe child&s etheric b dy. Magnesite t is # st suitable f r b ys. 'hesechildren stick ut because f their "illful behavi r and their !hysical and e# ti nal assi#ilati n !r ble#s. 1ne getsthe i#!ressi n f a stunted etheric rganizati n "ith ! rly devel !ed c herence. Let it be recalled here that #agnesiu#in living rganis#s !lays a crucial r le in the abs r!ti n f sunlight 8chl r !hyll9, #aking it a central ele#ent in thedevel !#ent f an inde!endent etheric rganizati n and the ca!acity f r gr "th and assi#ilati n. Leading sy#!t #s f rthe a!!licati n f this re#edy are:Z children are sh rt$statured and thin, es!ecially in the first

year f lifeZ "ill n t eat bef re 6 4 &cl ck in the # rning

Z in # st cases d n t like vegetables 8greens]9Z bristly, c ntrary, irritable, versensitiveZ seek argu#entZ tendency t abd #inal c lics and acidic$s#elling diarrheaZ fre+uently restless slee!Z in #any cases such children suffer fr # fa#ily disc rd

the#selves.

alciu# !h s!h ricu# D 5, 5 -l b. 8var. #anufacturers9@ gl b. in the # rning

is a re#edy indicated f r b th se0es. (ere the hy!eractivity takes the f r# f a chr nic 8frustrated9 dissatisfacti n. alc. !h s. is synthesized ut f t" ! lar c #! nents, calciu# and !h s!h rus, c rres! nding t the c nditi n f c ntinu usc nflict f und f these !atients bet"een the nerv us syste# and the #etab lic$li#b syste#. / table traits are:Z c ntinual dissatisfacti n. 'he children c nstantly c #!are

the#selves "ith thers and are very " rried that they "ill benegatively udged 8chiefly in regard t intelligence andl ks9. 'hey the#selves are very critical f thers and



e0!ress it. 'hey "ant t be g dT!erha!s even the bestT but generally are n t. Bursts f rage result fr # this inner

dissatisfacti n and are #anifested ar und learning difficulties. 'hey are n t very creative the#selves and thus

are de!endent n thers, yet they d n t behave in a "aythat generates #uch sy#!athy.

Z the s ul life "ith its catab lic acti n d es n t unite in a ! sitive "ay "ith the #etab lic$li#b syste#, resulting in:tendency t belly aches and gr "ing !ainsG ! r andfluctuating a!!etiteG inability t fall aslee! until late at nightGadditi nally in the 5nd seven$year !eri d, a tendency theadaches triggered by !hysical and #ental e0erti n.

Z tendency t dis rders in regi n f the cervical s!ine as "ellas devel !#ent f idi !athic sc li sis 8girls9Tals ane0!ressi n f ! r integrati n f the u!!er and l "er !ers nin the rhyth#ic regi n. %n lder children, the # t r unrestcan find an utlet in !r l nged athletic activitiesG +uite ften"ith this c nstituti n, i#!air#ents f the gr "th !lates arebserved 8A!atite DK is beneficial here.9.

Z during !uberty initial signs f restrictive an re0ia #aya!!ear.

Painting thera!y can be very hel!ful f r children "ith this c nstituti n in the 5nd seven$year !eri d.

arcin sinu# 34, 544 -l b 8var. #anufacturers9,single d ses

is an i#! rtant re#edy in differential thera!y "ith calciu# !h s!h ricu#G ne sh uld n t fail t c nsider its use. (eret "e see a !ri#ary "eakness f the rhyth#ic syste#. 'he children in +uesti n are funda#entally a#biti us in the ai#sthey set the#selves 8"hich are ften unc nsci usly ad !ted fr # thers9, but lacks the energy t achieve the#. *eelingdisa!! inted by the " rld ar und the#, they c ntinually drive the#selves int a c rner. Striking sy#!t #s are:Z !r f und restlessness and ! r c ncentrati n,

c u!led "ithZ a # d f !r n unced frustrati n and lack f # tivati n"hich cann t be dis!elled

Z they " rk hard "ith ut satisfact ry results until they reachthe ! int "here they st ! d ing anything f r sch l.

Z they have great difficulty undertaking anything n their "ninitiative and need a s cial c nte0t in rder t bec #e active.'hey attach great i#! rtance t acce!tance by their !eergr u! and like t travel.

'his re#edy is als indicated f r b th se0es.

Bellad nna ;h D54 Dil 27L7DA @ dr !s 0 day

is a# ng the re#edies 8al ng "ith (y scya#us and Stra# niu#9 "h se indicati ns include aggressive behavi raldis rders. %n relati n t AD(D, the ADAD('he f ll "ing characteristics are ty!ical:Z early a"akening f c nsci usnessG children "h listen t the

d ct r in c nversati nG ne can s!eak "ith the#: intelligentchildren]

Z they bec #e a"are f their tendency t unc ntr lled behavi r at an early age "ith ut being able t c ntr l it

Z they tend t have acute attacks f rage 8si#ilarly, theysuddenly devel ! high fevers during acute infecti ns9 "ith biting 8chiefly in y ung children9, hitting as "ell asaut aggressive behavi r. Many f their illnesses ccur inattacks, "ith !ain ccurring as acute c lic !ains

Z they hate being t uchedTes!ecially n the headTand anykind f "ra!!ing r c nstricti n

Z they devel ! fearsTfear f thunderst r#s, d gs 8a fear f being attacked the "ay they #ight attack thers]9, "ater andthe dark.



in the kidney regi n t sti#ulate s!as# lysis and # re har# ni us interacti n f s ul and b dy in the circulati n and#etab lis#.

Lyc ! diu# D 5 34 544 -l b 8var. #anufacturers9@ gl b. 0 day r single d ses

is indicated in cases f !ri#ary #etab lic "eakness: 'hese children are generally frail, devel ! sl "ly, +uickly feel satedat #eals, d n t like t che" and crave s"eet f dsG breaking$d "n !r cesses in the u!!er abd #en are deficient,resulting in a tendency t bl ating and c nsti!ati n as "ell as a high fre+uency f allergies. 'he chief liability here n theattenti n is chr nic stuffy n se, "hichTlike the digestive c nditi nTcan be i#!r ved #edicinally. 'his re#edy ishel!ful f rZ b ysZ "h are clingy t their # thers but need validati n fr #

their !eersGZ are afraid "hen al ne and #ay slee! "ith a sibling t av id being al neG

Z !refer t hide their "eaknesses,Z yet are a#biti us, e0!ecting a great deal f the#selves r

having the feeling that thers d .

'he hy!eractivity is # derate, taking the rather subli#inal f r# f nerv us unrest "ith attenti nal "eakness due t#etab lic "eakness and inner nerv us tensi n. %t is i#! rtant t air the issue f !arental e0!ectati ns and t include thefather in this discussi n. Su!! rtive #easures f r these children are yarr " c #!resses n the liver, ade+uate fluid intakeand use f (e!at d r n 'bl. 27L7DA f r regulati n.

'he chief #etallic re#edies f r AD(D are:

Mercurius vivus s lubilis D @ 'rit 27L7DA -l b. D(C !ea$sized ! rti n @ gl b. 5 0 daily,higher ! tencies als ! ssible

P tentized #ercury is hel!ful #ainly "hen:

Z children are EinaccessibleF t the d ct r,Z they get ut f every rule, sli!!ing thr ugh every"here,Z they have a tendency t !urulent infla##ati ns,Z hy!eractivity is !r n unced.

1ne #ay have the i#!ressi n that the rhyth#ic syste# is bec #ing inde!endent f the cal#ing guiding functi n f thenerve$sense syste# 8cf. Steiner&s descri!ti n in the urative 7uryth#y c urse 83 9. 2hen difficulty falling aslee! is alsan issue, this ! ints t

Bry !hyllu# Mercuri cultu# D5 r;h D3 Dil 27L7DA, J 4 dr !s 5 0 daily

1n the ther hand, silver nitrateArgentu# nitricu# LM 5 Dil Arcana, @ dr !s daily

is indicated "hen the nerve$sense syste# d es n t e0ert a cal#ing and guiding acti n in the rganis# but !r ducesinstead an undirected catab lic tensi n. 'his "ill be #anifested in that the childZ c nstantly feels driven and restlessGZ l ves # ve#ent in the fresh air, e0ternal c lingZ suffers fr # nerv us antici!ati nZ tries t c #!ensate "ith sugar c nsu#!ti n, "hich nly

further aggravates the nerv usness 8variable bl d sugarlevel9

70tre#e and destructive f r#s f hy!eractive behavi r ! int t

'arantula his!anica LM 5 Dil Arcana, 5 544-l b. 8var. #anufacturers9 @ dr !s day r single d ses



'his h #e !athic re#edy is derived fr # a ! is n us s!ider, the S!anish tarantula, and e0erts an e0citing acti n n therhyth#ic syste#. %t is suitable f r girls and b ys "ith !r n unced c nstituti nal AD(D: 'hey a!!ear c nstituti nallystr ng and have ine0haustible energy "hich enables the# t blithely ign re all inner and uter bstacles, as i##ediately bec #es clear at the d ct r&s ffice:

Z they like t dance and cli#bZ they can behave devi usly and even deceitfully, stealing and breaking things

Z they are c nstantly asking f r attenti nZ re!ri#ands are #anifestly ! intless and #ake n i#!ressi nn these childrenZ a ! int t n te: they #ay be sub ect t fear f s!iders and

insectsZ in the res!irat ry real# ne s #eti#es n tes the

devel !#ent f stuttering and asth#a

An indis!ensable re#edy in the treat#ent f hy!eractive children is the h #e !athic n s de

'uberculinu# = ch 8 ld9 LM 5 Dil Arcana,34 544 -l b. -ud ns, 3 @ dr !s day r single d ses

Physically ne very ften n tes a chr nic susce!tibility f the res!irat ry !assages, !articularly in the #iddle ear andlungsG behavi rally ne is struck by a

Z c ld$bl ded destructiveness: / b ect f value is safefr # these childrenG "ith ut +ual#s they "ill s#ash a beautiful vase bef re the eyes f its "ner, r a friend&st ysT r, ust as s n, ne f their "n fav rite ! ssessi ns]

Z !unish#ents have n effect at allZ they are highly intelligent and in #any cases artistically

dis! sedZ they are unable t re#ain in ne !lace f r l ng and l ve t

travel#!ared "ith 'arantula his!anica children, these children a!!ear t act in a # re s

killful, c ntr lled and c nsidered #anner. 'hey are ca!able f deceiving adults, "hile the tarantula ty!es ty!ically f ll "their "n i#!ulses th ughtlessly.

%n c nclusi n, "e shall #enti n t" # re re#edies f r AD(D "hich are indicated "hen the sy#!t #s a!!ear inc #binati n "ith ther dis rdersT!ri#arily th se f the nerv us syste#.

Agaricus #usc. D 4 D34 Dil. 27L7DA -l b 8var. #anufacturers9, @ dr !s gl b. 0 daily r single d ses

'he fly agaric #ushr # has been used in #any !arts f the " rld as an int 0icant. 'he sy#!t #s it ev kes are si#ilar

t th se f AD(D. As a ! tentized re#edy, Agaricus sh uld be c nsidered !articularly f r:Z tics ass ciated "ith AD(D r resulting fr # treat#ent "ithsti#ulants

Z risky, i#!ulsive and erratic but essentially "ell$intenti ned behavi r

Z these children "ish t be hel!ful and g dZ in fits f rage they can dis!lay tre#end us strength

'he ana#nesis #ay reveal !ri r in ury t nerv us syste# 8in this case Steiner attributed great thera!eutic significance tAgaricus9G clinically as "ell, these children give the i#!ressi n f having a neur l gical inhibiti n deficit.

Uincu# #et. !rae!. D 4 D54 Dil. 27L7DA @ dr !s 0 in the aftern n evening, ! ss. als e0ternally as Uincu# #et.4. O Cngt. 27L7DA, a!!ly t f rehead in the # rning

P tentized zinc is f chief thera!eutic value in cases "here the f r#ati n f the nerv us syste# has been i#!airedthr ugh such fact rs as e0tre#ely !re#ature birth r a c nvulsive dis rders, and c #!etency deficits are !r #inently inevidence. 'he sy#!t #s f these children are:Z very easily distracted, fidgety and restless



#etab lic backgr und.

'he f ll "ing secti n !resents in detail the ! ssibilities f r treat#ent "ith anthr ! s !hical and h #e !athic re#ediesT #any f the# n t "ell$kn "n. %n additi n "e refer the reader t the literature cited at the end.

A g d basic thera!y f r children suffering fr # dis rders f attenti n and c ncentrati n is the anthr ! s !hicalc #! site re#edy devel !ed by =. MagerstWdt:

=aliu# !h s!h ricu# c #!. 'bl. 27L7DA 5 tbl. in the # rning and tbl. at n n bef re #eals.

P tassiu# !h s!hate has an acti n relating t the liver gall bladder syste#G it !ens the #etab lis# in the # rning t thecatab lic !r cesses 8linked "ith !h s!hates9 that are necessary f r c nsci usnessTf r !r cesses f Einner lightf r#ati n.F

'his re#edy is indicated f r all children "h :Z dis!lay Elack f energyF f r attenti n and #ental !r cesses

and +uickly bec #e e0hausted by #ental activity 8and EturnffF9

Z fail t bec #e ade+uately a"ake in the # rningZ a!!ear e0hausted "hen they are first seen by the d ct r due

t the l ng hist ry f their tr ublesZ devel ! #ental bl cks and headaches fr # e0tended #ental

e0erti n

Like Auru# Stibiu# (y scya#us, this re#edy c ntains Auru# #et. !rae!. D 4 and thus has a #ild antide!ressive andenergizing acti n 8cf. ab ve9. %t als c ntains a l "$! tency ir n$sul!hur$+uartz !re!arati n 8c rres! nding t the27L7DA?s =e!hal d r n9 "hich sti#ulates inc r! rati n f ir n int the digesti n and #etab lis# and thus indirectlyhas an energizing acti n. 'he re#edy has a br ad and reliable acti n and is ideal as the initial re#edy f a treat#ent.

* r a certain nu#ber f these children, an effective c #!le#ent "ill be f und in the rgan !re!arati n

-landulae su!rarenalis c #!. -l b. 2ALA @ 4 gl b. # rning and n n.

'his chiefly sti#ulates renal functi n and the day !hase f the liver #etab lis# 8cf. als children "ith vegetative labilityand hy! t nic circulati n9 and is als suitable as an initial treat#ent. *inally, e0tracts f r se bl ss #s,

; se 7li0ir 2ALA ts!. 3 0 daily right bef re #eals

!r vides highly effective su!! rt f r "hich is e0!ressly a!!reciated by #any children "ith attenti n and c ncentrati ndis rders. %t is suitable even f r s#all childrenTcases f e0tre#e !re#aturity, f r e0a#!leTand has a ! sitive acti n"ith:

Z unrest and reduced attenti n s!anZ l " #ental endurance and c nditi ns f #ental e0hausti n

Z tendency t tensi n headaches'he bl ss # f the cultivated r se, "h se c l r, fragrance and har# ni us f r# affect the s ul s ! sitively, is the !r duct f hu#an cultivati n. %n this !r cess, vegetative vitality has been transf r#ed int a substance that is dev ted"h lly t Eens uledF nature and has #eaning nly in this c nte0t.

A si#ilar !r cess #ust be !erf r#ed by the hu#an rganis# in rder t #ake th ught !r cesses ! ssibleTit is naccident that n rth f the Al!s, r se cultivati n "as first !racticed in the # nasteries. 'he indicati n f r ad#inistering; se 7li0ir is t !r # te cal# c ncentrati n n a th ught.

1ne general thera!eutic !ti n f r children "ith si#!le ADD "ith ut hy!eractivity is ffered by l " ! tencies f ffea,a !lant "hich itself synthesizes a substance "ith a sti#ulating acti n: caffeine.

ffea D3 r D Dil 8var. #anufacturers9 @ 4 dr !s 5 0 daily 8# rning and n n aftern n9

can #arkedly i#!r ve attenti n and c ncentrati n in these children "hile av iding the undesirable effects f substantialsti#ulants. (ere again, the underlying !rinci!le f acti n is that f sti#ulati n, n t f substantial substituti n.



steady alth ugh it #ay be sl ". Cnder !resent$day sch ling c nditi ns these children #ay stand ut !ri#arily becausethey:

Z see# absent and drea#yZ f rget h #e" rk and fail t !r !erly n te assign#entsZ a!!ear heavy and sluggish in their # ve#entZ take a l ng ti#e "ith every task and have great difficulty

getting started

%n the "ar# seas n they are #uch # re active, get # re e0ercise utside and als devel ! # re #ental activity andfle0ibility. %n #any cases ne f the !arents recalls having nce had si#ilar traits the#selves, r #ay still #anifest acertain sluggishness and !hleg#atic te#!era#ent. 7ven s , the c ntinuity f their devel !#ent\their health\is al"aysclearly rec gnizableG their !r ble# f ne f ada!tati n t their envir n#ent and t s!ecific seas nal c nditi ns. Aneffective re#edy in these cases is

alciu# carb nicu# LMK Dil. Arcana,@ dr !s 5 3 0 day

P ssible c #!le#ents t this treat#ent are !hyt thera!eutic d ses f St. ) hn?s 2 rt e0tracts, e.g.

(y!erf rate, 4 @ dr !s 5 0 daily

and insistence n sufficient utd r !hysical activity\"hile the sun is shining\even in the c ld seas n.

%f "eakness f #e# ry in an ADD child ste#s fr # lack f interest\un"illingness t !ay ade+uate attenti n and ! r#e# ry in s!ite f ability\then

u!ru# sulfuricu# DK Dil. 27L7DA @ dr !s 3 0 daily

can !ut the child in a rece!tive and at the sa#e ti#e rela0ed state.

hildren "h are #arkedly

Z str ng$"illed, but at the sa#e ti#eZ #entally lazy

can be sti#ulated t "ards greater attenti n and #ental rder by ad#inistering

Stibiu# #et. !rae!. DK 'rit. 27L7DA knife$ti! 3 0 daily

Additi nally, Sul!hur D 5 'rit. 27L7DA, knife$ti! in the # rning andStibiu# #et. 4. O 1int#ent 27L7DA !ea$sized dab a!!lied t the f rehead.

7+uisetu# li# su# ;ubellite DK Dil. 27L7DA@ dr !s 5 3 0 daily

is indicated f r children "h #anifest "eakness f the %$ rganizati n: 'hey a!!ear slightly sad and de!ressed and havegreat difficulty starting a task\they can?t Fget g ingF r E#uster the "illF t begin.

Acidu# !h s!h ricu# D 5 -l b. 8var. #anufacturers9@ gl b. in the # rning, ! ssibly als at n n,

is indicated f r children "h are +uickly e0hausted #entally:Z headaches and thirst after sch l are a leading sy#!t # f this c nstituti n. 'hese children are als !r ne t allergic

rhinitis\in s #e cases !erennial\"hich in turn furtheri#!airs their attenti n and c ncentrati n.

hildren "hZ #anifest difficulties "ith arith#etic and l gical th ught but



intestinal tract, "hich enables !eristalsis there. 'his undersc res the i#! rtance f understanding the s!ine, and !articularly the crani cervical transiti n, as a !art f the rhyth#ic syste#: Dis rders f the vertebral c lu#n, fcirculati n and ! ssibly f res!irat ry regulati n and # t r activity act directly n ne an ther here.

linically, the !ath l gical !icture in +uesti n sh "s restricted r tati n, !al!able asy##etries f the u!!er# sttransverse !r cesses f the cervical vertebral b dies and f the !ulsati ns in the regi n f the cervical s!ine, as "ell asasy##etries f the sh ulder girdle. A #i0ed !icture #ay arise "ith !ainful tensi n f the cervical #usculature al ngsidef relative #uscular hy! t nia in the vertebral secti ns beneath the#. Dis rders #ay als affect t nus f the #i#ic#usculature f the face and a" ! siti n. 70 uvantibus, the diagn sis is c nfir#ed by the fact that after a!!r !riatetreat#ent f the cervical s!ine, the children?s behavi r underg es a #arked i#!r ve#ent\in s #e cases !racticallyvernight.

%n such dis rders "e rec gnize a diss ciati n bet"een head and b dy "hich re+uires further in$de!th anthr ! s !hicalstudy. 'he result f this diss ciati n is that the f rces e#anating fr # the head ! le, "hich are res! nsible f r f r#ingthe b dy ut f the s ul$s!iritual individuality f the child, are unable t e0ert their full efficacy and !enetrate the li#bs.'he "ill f rces that have their !ri#ary acti n in the li#bs enter int a "r ng relati nshi! "ith the i#!ulses fr # the head ! le\they fail t engage !r !erly in the child?s rganis#. %n the first seven$year !eri d, h "ever, the c nstituting !r cessf the rganis# is de!endent n the #etab lic$li#b rganizati n?s ada!ting itself t the head$#ediated f r#ativei#!ulses fr # the child?s higher self.

'hera!eutic 1!ti nsare ffered by !ractiti ners f ste !athy r crani sacral thera!y "h have underg ne further training in childneur l gy rth !edics r have been trained in !hysical thera!y n a neur !hysi l gical basis as "ell as ne f thethera!eutic fields #enti ned. S!ecific e0!erience "ith children is indis!ensable. 'he s!ace bet"een treat#ents sh uld be at least 5 "eeks. Any ! sitive effect sh uld be rec gnizable "ithin this ti#e !eri d.

'his treat#ent can be su!! rted and stabilized #edicinally by ad#inistrati n f

Disci c #!. cu# Argent -l b. 2ALA3 @ gl b. 5 0 daily f r 3 K "eeks(y!ericu# D 5 Dil. 27L7DA D(C3 @ dr !s 5 0 daily

* r early diagn sis and thera!y, crani sacral thera!y and ste !athy have a significant r le t !lay\!ri#arily in AD(D, but als f r any child "ith a !r ble#atic ne nat l gical ana#nesis: %n case after case ne is struck by the results f thistreat#ent: %nfants "h f r#erly e0hibited the classic early sy#!t #s\ine0!licably l ng crying !hases, # t r unrest,eating, slee! and # d dis rders\bec #e rela0ed and cal# and find their "ay int very #uch better day night and eatingrhyth#s as "ell as #uch # re har# ni us # t r devel !#ent.

5.@ hildren "ith Hegetative Lability andLabile (y! t nic irculati n

2hat is striking t the d ct r ab ut this gr u! f children is the instability f their rhyth#ic syste#:Z fluctuating, situati nally and ! siti nally de!endent

dis rders f "ar#th distributi n "ith varying degrees f !all r Z c l and s"eaty e0tre#ities, !ers!irati n f vegetative

rigin, der# gra!his#Z tendency t abd #inal !ain, indefinable and changing

un!leasant sensati ns, later headaches 8tensi n headache r#igraine$like headaches9

Z in s #e cases a c #!laining, an0i us state "ith little basictrust

Z nerv sity

'hese fre+uently$enc untered sy#!t #s intensify #arkedly ar und the ninth year, during gr "th s!urts and in the !ubertarian se!arati n !hase, and then #ay lead t #anifest attenti n dis rders. Dis rders f the crani cervicaltransiti n can aggravate these sy#!t #s 8see ab ve9. As a rule, i#!air#ent f attenti n and c ncentrati n is inc nstantGa# ng children !r ne t intense # t r unrest, ne can have the i#!ressi n that they are creating c nstant # t rsti#ulati n in rder t achieve ade+uate b dy t ne 8in cases f !r n unced hy!erkinetic sy#!t #s, cf. ab ve, e.g.Heratru# albu#9.



A basic thera!y suitable f r these children is

ardi d r n #ite Dil. 27L7DA. @ @ dr !s 3 0 daily.

%ts sti#ulating acti n n the rhyth#ic syste# is c #!rehensive, s it sh uld n t be th ught f si#!ly as a Eheartre#edyF. 'his acti n gives it a br ad and i#! rtant indicati n !articularly f r the 5nd seven$year !eri d, since this is theage "hen the hu#an rhyth#ic syste# underg es its # st e0tensive devel !#ent 8lungs, heart circulat ry syste#,vertebral c lu#n9. ; ughly half f these children\!ri#arily th se "ith c #bined "eakness f the heart circulat rysyste# and the digesti n\sh " bvi us benefit fr # si#ultane us ad#inistrati n f the rgan !re!arati n

-landulae su!rarenales c #!. -l b. 2ALA@ 4 gl b. 3 0 daily.

'he # st i#! rtant #etallic re#edy f r children f the ty!e described here is ! tentized ir n. %f the sy#!t #s #atch theab ve descri!ti n "ith ut hy!eractivity r if ne is dealing chiefly "ith b ys "h se #aturati n in the 5nd seven$year !eri d has been rather inhibited and "h see# a bit Et s ft,F then

*erru# #et. !rae!. D 4 5 'rit. 27L7DA knife$ti! in the # rning

is indicated. 2hen the !r ble#s arise in the c nte0t f a gr "th s!urt 8the child gr "s t fast and #entally En thing" rks any# reF9, an e0tract f blackth rn bl ss #s and sh ts !r cessed and ! tentized t gether "ith ir n 0ide has !r ven # st effective and beneficial:

Prunuseisen -l b. 2ALA, J 4 gl b. 3 0 daily

2hen the child is in a "eakened state due t !ri r illness r e# ti nal issues, etc., r "hen there is a tendency thy! t nia and latent de!ressive states, then a re#edy c #bining Prunuseisen "ith Levic "ater and (y!ericu# is # reeffective:

Levic c #!. -l b. 2ALA, @ 4 gl b. 5 3 0 daily.

A br adly indicated re#edy f r hy! t nic circulati n, attenti n and c ncentrati n deficit isSk r dit =reislauf -l b. 2ALA, 4 gl b. 5 3 0 daily, !ri#arily t be given in the # rning and at n nti#e.

'his c #! site re#edy is based n sc r dite 8ir n rth arsenate9 c #!le#ented by Heratru# albu# and Prunus s!in sa.%t is hel!ful !ri#arily in !uberty and ad lescence, es!ecially "hen a re#edy is needed f r +uick t nifying andstrengthening. 'hese !atients a!!ear "ith ut energy, sluggish and hy! t nic, but n t ff$!utting r aggressive.

ral nin (eel dr !s, 54 dr !s 5 0 daily f r sch l children

c ntains ha"th rn e0tracts and thus has a har# nizing and stabilizing effect n bl d circulati n. %t is effective in cases

f rth static tendencies as "ell as an0iety and !iercing chest !ains "ith ut s!ecific cause, "hich are n t unc ## n atthis age.

(el!ful n n$#edicinal thera!y !ti ns are rhyth#ical #assage and thera!eutic euryth#y 8 @9 8in that rder9.

%n this secti n f cusing n thera!y f r the rhyth#ic syste#, "e #ust e#!hasize the verall i#! rtance f Z clear guidance and rhyth#ic structuring f the child&s dayT !articularly the # rning and evening h urs 8cf. als secti n

J. 9Z l ts f utd r e0ercise 8in all "eather9 and !ur! seful

# ve#ent 8engaging the child in h use and garden " rk,riding, etc.9. *urther suggesti ns are ffered by =Xhler 8 K9.

5.K * d int lerances

1ver the last 54 years, 7gger 8 J9 has de# nstrated c nvincingly in nu#er us !ublicati ns that the behavi r f a ! rti nf hy!erkinetic children can be significantly i#!r ved by #eans f an lig antigenic diet. (y!ersensitivity t s!ecific(yf dsT!ri#arily sugar, c l ring agents and !reservatives and !h s!hate$rich f dsTis different in each case.



-enerally these are n t classical cases f allergy but int lerances 8 idi syncrasies 9 "hich have re#ained unrec gnizedand cann t be detected until the chief inc #!atible f ds are #eth dically e0cluded in the c nte0t f an eli#inati n dietand subse+uently re$intr duced n a trial basis. 'hus ne can start "ith a basic diet that is kn "n t be c #!atible andthen ste! by ste! re$intr duce !revi usly eaten f ds acc rding t a set !lan, thus rec gnizing inc #!atibilities. Sugarand f d additives are ften f und t aggravate the sy#!t #s. At the sa#e ti#e s #e !atients have a craving f rinc #!atible f dsTan as!ect that has been studied fr # an anthr ! s !hical vie"! int by 1tt 2 lff 83K9G directlyrelevant indicati ns can als be f und in the " rks f ;ud lf Steiner 8 9.

Anthr ! s !hical understanding highlights the i#! rtance f s!leen activity f r c #!lete assi#ilati n f f d in thehu#an rganis#. Steiner&s !icture f the significance and !ath l gy f this rgan$activity is re#arkably c ngruent "ith"hat is bserved in hy!erkinetic children "ith f d int lerances and addicti n t s"eet r inc #!atible f ds. 'hisas!ect als has thera!eutic i#!licati ns 8see bel "9.

%n !ractical ter#s, ne #ay !r ceed as f ll "s "ith this gr u! f !atients:Z ascertain the c #!atible diet by careful ana#nesis,

eli#inati n diet and dietary c unselingG this is ti#e$ c nsu#ing, but abs lutely essential f r each child. /.B.:

'he !r f f a ! sitive result is that it is e0!erienced by !arents, teachers and the child.Z st l diagn sis 8intestinal fl ra, !ancreatic functi n9, !r # ti n f sy#bi sis and #yc sis treat#ent 8if

necessary9.Z #edicinal thera!y addressing !articularly: f d breakd "nG b rder surface functi n f the intestinal #uc saG liver and !ancreas.

Sul!hur LMK Dil. Arcana, @ dr !s in the # rning

is indicated chiefly f r vacillating bl d sugar levels "ith the ty!ical sudden s"eet$craving and ass ciated aggravati n f behavi r. %t can ften ra!idly stabilize the bl d sugar level.

ich riu# Pancreas c #!. -l b. 2ALA A#!. 2ALAJ gl b. 3 0 daily drink a#!ule daily,

"ith its ! tentized anti# ny, has a generally rdering effect n hy!erkinetic childrenG si#ilarly, the rgan !re!arati nPancreas has a ! sitive acti n n t nly n the digesti n but als n bl d sugar regulati n.

Lyc ! diu# c #!. -l b. 2ALA, @ J gl b. 3 0 daily

is indicated !articularly "hen t 0ic stress is a c nsiderati n.

Lien -l DK r Lien Plu#bu# A#!. 2ALA

strengthens s!leen functi n and the i##une syste# ass ciated "ith the intestinal #uc sa 8 nt genetically related t thes!leen9.

S!leen e#br cati n "ith 10alis 4 O 1int#ent 27L7DA,Plu#bu# #et. 4. O 1int#ent 27L7DA ! ssibly in alternati n "ith u!ru# #et. 4. O 1int#ent 27L7DA

A #idday na! "ith a "ar# liver c #!ress 8e.g. yarr " tea9 als has a beneficial acti n n the entire digestive and#etab lic functi nG it is su!! rted by

(e!at d r n 'bl. 27L7DA tbl. after b th lunch and dinner

'he ; le f Sti#ulant 'hera!y

Sti#ulants 8e.g. ;italin9 d n t healTthis #ust be recalled again and again. Sti#ulants #ay be indicated in cases "herein s!ite f all everything atte#!ted the child re#ains unreachable and s cially is lated r un#anageable: in acutesituati ns aggravated by fa#ily, sch l r ther circu#stances. As a su!!ressive and !erha!s substitutive treat#ent,



sti#ulants re!resent a thera!eutic !rinci!le "hich is c #!letely c #!arable t ster id inhalati n f r br nchial asth#a rl ngter# antibi tic thera!y f r cystic fibr sis. Sti#ulants are an e0!ressi n f the ! "er f # dern scientific #edicine:'hey !ut !sych !har#aceutical drugs int the hands f the child ad lescent !sychiatrist that are c #!arable "ith th se fther #edical s!ecialties, thus increasing his r her status. 'his e0erts a seductive ! "er "hile als ! sing the danger fthera!eutic resignati n. 'he thera!eutic g al !articularly f !ediatrics and anthr ! s !hical #edicine is healing:sti#ulati n f the living ca!acity f r self$regulati n, strengthening the f rces f the individual !ers nality and !atiently" rking thr ugh the child&s li#itati ns f b dy and s ul.

'he alternative t sti#ulant thera!y is t #ake an intensive diagn stic and thera!eutic eff rt f r each single child. %tre+uires a differentiated c ##and f healing techni+ues and re#edies, c llab rati n "ith the fa#ily based n #utualtrust and ad ust#ent f the h #e and sch l envir n#ent in acc rdance "ith the child&s needs.

%n severe cases f hy!eractivity, a b arding sch l f r curative educati n #ay #ake a critical difference during !uberty.'he !ath t "ards a !ediatrics dedicated t the individual and t l ngter# healing re+uires the res luti n t abstain, if atall ! ssible, fr # sti#ulant thera!y.

-e rg S ldner, !ediatrician) sef$;etzer$Str 3KD$ 5 M>nchen

Dr. (. Michael Stell#ann, !ediatrician(aslachD$ 34 3 Bad Aibling

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5 Steinhausen ( . Psychische StXrungen bei =indern und )ugendlichen. 3. Aufl. Crban Sch"arzenberg, M>nchen66K, @. Aufl. Crban *ischer,M>nchen 5445. S.6 ff

3 Leitlinien zur Diagn stik und 'hera!ie v n !sychischen StXrungen i# SWuglings$, =indes$ und )ugendalter. DeutscherYrzte Herlag. =Xln 5443. ; J

/els n. 'e0tb k f Pediatrics, Jth editi n, Saunders 5443, !. 4J

@ Sch#idt A, Meusers M, M #sen C. 2 ein 2ille ist, aber kein 2eg Auf#erksa#keitsdefizitsyndr # #it und hne(y!eraktivitWt. Der Merkurstab @K, 5443, 6@, S.

K Steinhausen (. . Psychische StXrungen bei =indern und )ugendlichen. 3. Aufl. Crban Sch"arzenberg, M>nchen66K, @. Aufl. Crban *ischer,M>nchen 5445, S. 6@

J Sch#idt A, Meusers M, M #sen C. 2 ein 2ille ist, aber kein 2eg Auf#erksa#keitsdefizitsyndr # #it und hne(y!eraktivitWt. Der Merkurstab @K, 5443, 6@

M ll -, ; thenberger A. /eur bi l gische -rundlagen. 7in !ath !hysi l gisches 7rklWrungs# dell der AD(D.=inderWrztliche Pra0is 544 , S nderheft Cnauf#erksa# und hy!eraktiv, 6 @

6 =Xhler (.2ar Michel aus LXnneberga auf#erksa#keitsgestXrt Herlag *reies -eistesleben, Stuttgart 5445

4 /euhaus . (y!eraktive )ugendliche und ihre Pr ble#e,Crania$;avensburger, Berlin 5444, S. KK

Leitlinien zur Diagn stik und 'hera!ie v n !sychischen StXrungen i# SWuglings$, =indes$ und )ugendalter. DeutscherYrzte Herlag, =Xln 5443, ; J, S. 3

5 Steinhausen (. . Psychische StXrungen bei =indern und )ugendlichen. 3. Aufl. Crban Sch"arzenberg, M>nchen66K, @.Aufl. Crban *ischer, M>nchen 5445, S. 65

3 Leitlinien zur Diagn stik und 'hera!ie v n !sychischen StXrungen i# SWuglings$, =indes$ und )ugendalter. Deutscher



3@ P hl 2.: Das Auf#erksa#keitsdefizitsyndr # #enschenkundlich betrachtet. Der Merkurstab @@ 54459, 56 56 , S.56Kf.

3K 2 lff 1.: Das hy!erkinetische Syndr #. Der Merkurstab , 6639

3J H gel ( (. 1rgan der %ch$1rganisati n. /atur Mensch Medizin, Bad B ll 66K, S. J

3 Steiner ;. (eil!Wdag gischer =urs. ;ud lf Steiner Herlag, D rnach, . Aufl. 66@, S. KG 7nglish translati n: urative7uryth#y, ;ud lf Steiner Press

36 Steiner ;. (eileuryth#ie. ;ud lf Steiner Herlag, D rnach . Aufl. 6

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C!ledger ) 7,Hredev gd ) D. Lehrbuch der rani Sacralen 'hera!ie. . Aufl. (aug Herlag, (eidelberg 5444, S.K J

5 C!ledger ) 7,Hredev gd ) D. Lehrbuch der rani Sacralen 'hera!ie. . Aufl. (aug Herlag, (eidelberg 5444. S.34 346

3 Deeg et al. 66 .ZZZ Bitte ergWnzen]]]

hrist B. 7nt"icklung der crani cervicalenbergangsregi n. %n: (u#ane#bry l gie.(inrichsen,H.(rsg.9. S!ringer Herlag, Berlin 664, S. 3

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auf#erksa#keitsgestXrt Herlag *reies -eistesleben,Stuttgart 5445, S. 544f

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Steiner ;. -eistes"issenschaft und Medizin. Lectures @. and K, es!. !. 56 . ;ud lf Steiner Herlag, D rnach @. Aufl.6JKG 7nglish translati n: %ntr ducing Anthr ! s !hical Medicine, Anthr ! s !hic Press.

6 Steiner ;. -eistes"issenschaft und Medizin. ;ud lf Steiner Herlag, D rnach @. Aufl. 6JK

Concerning &estless Children

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By: Bertra# v n Uabern, M.D.

e4cer#ted ith 1ind #ermission from the Ne sletter of the Association for 5ealin6 >ducation

'eaching ften #eans dealing "ith restless children. At least ne child in every class takes u! en r# us energy by

c nstant distracti n, irritability and cha tic # ti n. /e"s articles re#ind us that attenti n deficit$hy!eractivity dis rder8AD(D9 has bec #e A#erica&s nu#ber ne childh d !sychiatric dis rder. At least .3 #illi n sch l children in the CStake the !sych sti#ulant ;italin regularly. Such ! !ularity is ast unding c nsidering the list f adverse side$effectsincluding gr "th retardati n, # t r tics r ' urette&s Syndr #e and drug de!endence. 'he #anufacturer states that...sufficient data n safety and efficacy f l ng$ter# use f ;italin in children is n t yet available. %n fact decades fresearch sh " n !r f f l ng$ter# efficacy f this drug.





Where Should We Start1ne "ay f understanding childh d "as taught by ;ud lf Steiner "h utlined three strea#s f influence: 'he s!iritualentelechy f the child, the b dily heritage f the !arents "hich #ust be individualized, and the influences f theenvir n#ent. Steiner left n d ubt ab ut the res! nsibility !arents and educat rs have t !r vide an envir n#ent "hich"ill sha!e and nurture the hel!less trusting child fr # birth n. 2hatever ha!!ens in the !hysical envir n#ent 8duringthe first seven years9 the child "ill i#itate and, by i#itati n, the !hysical rgans are ! ured int their !er#anent sha!e. 57nvir n#ent #eans all !hysical, esthetic and ethical i#!ressi ns a child receivesG # st ! "erfully the i#!ressi ns f

y and l ve. Such l ve, "hich !er#eates the !hysical envir n#ent, truly hatches the f r#s f the !hysical rgans. 5 Alack f l ving "ar#th during this f r#ative !eri d can cause lasting da#age, giving rise t seri us restlessness, t "hich b ys, es!ecially the first$b rn, are # re !r ne than girls. Alth ugh this c nditi n #ay be bvi us by age three, it is# stly diagn sed in the first years f sch l, "hen a c #!rehensive thera!eutic a!!r ach bec #es necessary, asfacilitated thr ugh a sch l care gr u!.

%f nest "ar#th "as #issing in the fa#ily, !arents a!!reciate learning h " t create the right at# s!here f dailyrhyth#s, ch ice f cl thing and !r !er bi dyna#ic rganic nutriti n "ith a #ini#u# f #eat and eggs.

nstituti nal re#edial treat#ent f r restlessness #ainly ai#s at rest ring the har# ny f functi n f kidneys anddigestive tract. 7ven "ith ut sy#!t #s f #anifest illness, the s ul$life f restless children is n t "ell integrated intthese functi ns "hen, f r instance, e# ti nal tensi n and lack f i#!ulse c ntr l c #bine "ith bed "etting r cha ticeating habits, illustrating an unc #f rtable c nnecti n "ith the l "er b dy. * r such children

% like t rec ##end ha# #illa u!r culta 5 82eleda9 4$ @ dr !s t"ice daily in "ater f r three # nths r l nger.

'he ab ve #edicati n is su!! rted by rubbing u!ru# !rae!.4. O 82eleda9 in a circle 8@$ 4 ti#es9 ver each kidneyt"ice a "eek 8the d "n"ard # ti n al"ays cl sest t the s!ine9. 'he rubbing is d ne "ith a !ea$size a# unt f int#ent,sl "ly, "ith the !al# rather than the fingers. %nstead f t" circles, the rubbing can be in a figure$eight # ti n. 1n thethers days a !arent can d a "h le back rub "ith Blackth rn B dy 1il 82ala9. Besides its re#edial effects, the

!rescribed back rub all "s !arent and child t rest re !hysical cl seness and "ar#th in their relati nshi!. 'he !arentsh uld be instructed by a thera!ist h " t !erf r# these rubs. 'his is ust ne e0a#!le f a c nstituti nal thera!y that can be individually e0!anded. 1rganic causes f restlessness can vary, and thera!ies " uld have t vary as "ell.

1ther thera!y can c #e fr # the real#s f c l r, f r# dra"ing, #usic, s!eech, euryth#y, dra#a, and ther artistice0!ressi n. %t begins "here the child is atT"ith # ve#ent, e0cite#ent and activityG then it "ill lead t the c nte#!lativeside. %t #ust ca!ture the i#aginati n in yful "ays, bringing c ntent t the e#!ty # ve#ent energy.

%n re#edial " rk 3 "e !ursue l ng$range g als. 'he +uesti n is, "hat kind f !ers n "ill "e have by age t"enty 1ur !ri rity is hel!ing the child rebuild a shattered c nstituti n and inner rhyth#, and rest ring a sense f heartfelt "ar#thand trust. 'hese are children "ith a ! r t lerance f r the restlessness f ur civilizati n. 'hey bec #e ur teachers "henthey de#and that "e change urselves, acc #!anying the# al ng the r ad t inner !eace.

Dr. &on Zabern and his family mo&ed to the US from 7ermany in '+'. 5e is a consultant to Galdorf schools ith a s#ecial interest in children ith learnin6 difficulties. 5e #ractices as an anthro#oso#hically oriented family #hysicianand #sychiatrist in Gilton, Ne 5am#shire.

otes

9 PhysicianEs Des1 Reference, 66K 8Medical 7c n #ics9

59 ;.Steiner. >ducation of the <hild , Anthr ! s !hic Press

39 See Association 3or A 5ealin6 >ducation Ne sletter , Dece#ber 66@,

Suggested &eading:

Anthro#oso#hically >4tended 5ealth <are ;iterature , c #!iled by B. v n Uabern, Mercury Press.

+ealing Our Children $ith Attentional, 3motional and =earning Challenges



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By: Susan ;. ) hns n, M.D.5 544K

'here is an e!ide#ic in ur s ciety. M re and # re children are being assigned t # re and # re labels. Labels such asAttenti n Deficit Dis rder 8ADD9, Attenti n Deficit (y!eractivity Dis rder 8AD(D9, rece!tive and r e0!ressivelanguage dis rders, learning disabilities that include visual and r audit ry !r cessing dis rders, and the autistic s!ectru#dis rders like Pervasive Devel !#ental Delay 8PDD9, As!ergers Syndr #e and Autis#, t na#e nly a fe". 2hat isha!!ening t ur children 2hat d these labels really #ean

2hile % "as gr "ing u!, #y br ther "as diagn sed at a #a r Cniversity enter in alif rnia as being Autistic "hen he"as 5 5 years ld. (e had fine # t r and gr ss # t r delays, #ade ! r eye c ntact , cried a l t fr # frustrati n, andhe didn?t s!eak " rds. 2hen he finally started t talk ar und age f ur, he "asn?t s frustrated any# re, and he beca#e# re s cial and n l nger fit the definiti n f Autis#. S his diagn sis "as changed t a s!eech and language dis rderes!ecially since his s!eech "as s difficult t understand. (e still beca#e very frustrated "hen trying t c ##unicate.(e had tr uble e0!ressing his ideas and getting thers t understand his s!eech. Because he had a l t f te#!er tantru#sduring th se early years and al"ays see#ed t be in c nstant # ti n, he "as als given the label f Mini#al BrainDysfuncti n 8the " rd used in the 6K4?s f r Attenti n Deficit Dis rder9 and "as !laced n #edicati n.

2hen #y br ther started sch l, he struggled "ith reading and "riting. (e had a brilliant #ind and c uld re#e#beral# st everything that "as said t hi#, but he c uldn?t "rite his ideas d "n n !a!er and he had difficulties "ith s!ellingand hand"riting. B k re! rts and !a!ers "ere hard t "rite, and he "as labeled as being lazy by his teachers all thr ughgrade sch l. %t "asn?t until c llege that a !r fess r realized h " gifted he "as, and h " difficult it "as f r hi# te0!ress his ideas in "riting. (e "as re$evaluated at that sa#e Cniversity enter and n " labeled as having a n n$verballearning disability.

All f these labels affected #y br ther?s self estee#. % think he sa" hi#self as n t being n r#al r s#art en ugh. As hegre" lder he see#ed t lack the c nfidence t f ll " his drea#s and the c urage t risk failure because he felt he hadfailed s #any ti#es. 'heref re, % have never believed in labels. Labels !lace children int b 0es that they can?t esca!efr # very easily. Labels see# s #eaningless t #e since a child like #y br ther c uld # ve fr # ne b 0 t an ther"hile the Ee0!ertsF c uldn?t see# t agree n "hat b 0 t !ut hi# in.

During #y fell "shi! training in behavi ral and devel !#ental !ediatrics, % learned that J4O f children labeled "ithAttenti n Deficit Dis rder " uld als have s #e f r# f audit ry and r visual learning disability but n ne c ulde0!lain "hy. M st f the thera!ies given t these children "ere "hat % called Esit d "n thera!iesF. M ve#ent thera!y,like ccu!ati nal thera!y, "as seen as a "ay t get children fr # the d r f the classr # t their chair. 1nce the child"as seated, % "as taught that the EbrainF c uld be EeducatedF thr ugh s!eech thera!y, !racticing !h nics, r drilling #athc nce!ts. 'hese children "ere ften !laced in s!ecial educati n classes but % never sa" these children get ut f s!ecialeducati n classes, and % "atched "hile they acade#ically fell further behind their !eers, and their self$estee# suffered.

%t "as the birth f #y s n "h really taught #e t l k # re cl sely at "hat "as beneath all f these labels. *irst f all, because #y s n never cre!t n his belly and had a !ersistent Estiff neckF after his c$secti n birth, ther !arents c nvinced

#e t take hi# t a gifted 1ste !athic !hysician f r Bi dyna#ic ranial 'hera!y. /e0t, it "as #y s n?s 2ald rf trained !resch l and kindergarten teachers "h first taught #e ab ut the i#! rtance f # ve#ent in the devel !#ent andhealing f neur l gical !ath"ays. My s n had a gifted =indergarden teacher "h " rked "ith hi# after sch l f r 5h urs, t"ice a "eek f r 5 years d ing l ts f har# ni us, n n$c #!etitive, rhyth#ic ,# ve#ents. %t "as cal#ing t be in her !resence. She lived in the !resent # #ent. 2hen she sliced a!!les f r the children t #ake a!!lesauce, theth ughts f her #ind, feelings in her heart, and the actual # ve#ents f her b dy "ere all aligned "ith the task f slicinga!!les. %n her s!eech and in all f her # ve#ents her #ind, heart and b dy "ere as ne. My s n "ent fr # gras!ing acray n "ith his fist and scribbling at the age f 5 years t finger knitting and "eaving during the ne0t 5 years. (e"ent fr # being unable t catch even large balls easily t uggling tennis balls "ith her acr ss the r #. (is balance,auditi ry !r cessing and s!eech articulati n all dra#atically i#!r ved. (e beca#e a s cial being that c uld relate and !lay i#aginatively "ith his !eers "hile his versensitivity t t uch see# t disa!!ear.

% had t kn " "hat his 2ald rf !resch l and kindergarten teachers kne" ab ut the relati nshi! f # ve#ent t braindevel !#ent. % had already c #!leted years f #edical sch l, 3 years f !ediatric residency and 3 years f afell "shi! training in behavi r and devel !#ental !ediatrics. % had learned h " t identify the vari us !ath"ays flearning "hether audit ry, visual r kinesthetic, but % didn?t learn anything ab ut sens ry integrati n. After "atching #ys n transf r# in his devel !#ent, % c #!leted the 3 year 2ald rf 'eacher 'raining Pr gra#, and then s!ent an ther yearstudying sens ry integrati n "ith %ngun Schneider, a !hysical thera!ist and sens ry integrati n s!ecialist at ;ud lf





Steiner llege. % attended nu#er us " rksh !s by neur !sych l gists like )udith Bluest ne f the (A/DL7 %nstituteand arla (anaf rd, "h " rks "ith Brain -y#. 2hat % have learned fr # all f these e0!eriences is that # ve#entf r#s the neur l gical !ath"ays in the child that are later used f r reading, "riting, s!elling, #athe#atics, f cusing fattenti n, and creative thinking.

'here is a relati nshi! bet"een the devel !#ent f the vestibular syste# 8"hich includes balance and #uscle t ne9 andaudit ry !r cessing 8the ability t understand and f ll " verbal instructi ns9. %f a child, "h se hearing is n r#al, still hasdifficulty "ith audit ry !r cessing 8f ll "ing verbal instructi ns9 then strengthening his r her balance "ill hel!. %f achild has l " #uscle t ne "ith a tendency t dr l and lis! during s!eech, then " rking "ith # ve#ent and s!ecifically balance "ill strengthen that child?s verall #uscle t ne and i#!r ve the articulati n f c ns nants.

'here is als a relati nshi! bet"een !r !ri ce!ti n 8the child?s ability t kn " "here his r her b dy is in s!ace9 and thechild?s ability t sit still and E!ay attenti nF. A child "ill have difficulty f cusing his r her attenti n, if the !r !ri ce!tive syste# is n t fully f r#ed r integrated yet. During the first J years f life, the child?s #ind needs t #akea #a! f the l cati n f !ressure rece!t rs "ithin the #uscles, tend ns, and ints f the entire b dy. N u #ight say thatthere is a universal la" that the #ind #ust kn " "here the b dy is at all ti#es. %f the #ind f the child can?t l cate thedifferent !arts f the b dy "hen sitting still, then the child "ill need t actively # ve the #uscles r sit n his r her feetin rder f r the #ind t EfeelF c nnected t the b dy "hile the child is l king at the blackb ard and !aying attenti n tthe teacher. Cnf rtunately, a child "h is c ntinuing t "iggle in his r her chair "hile gazing at the teacher "ill ften beseen as n t !aying attenti n and be labeled as having Attenti n Deficit Dis rder.

%n additi n, this sa#e child "h hasn?t devel !ed a sense f s!acial a"areness and d esn?t feel "here his r her b dy isin s!ace, als lacks an inner sense f # ve#ent "hen l king at abstract f r#s like letters r nu#bers. 'he child?s eyes"ill f ll " the # ve#ent, the lines and curves f the letters and nu#bers, but the f r#s " n?t i#!rint. 'he child "illf rget the sha!es and n t re#e#ber "hich "ay the nu#ber 5 r 3 g es r "hich letter is EbF and "hich is EdF. %n additi nt being labeled as having ADD, these children "ith !r !ri ce!tive difficulties ften get labeled as having visual !r cessing and visual #e# ry ty!es f learning disabilities.

*inally, if a child?s sense f t uch is n t fully integrated, "hich can ha!!en after a ra!id vaginal birth, a c$secti n deliveryr the use f sucti n f rce!s, then the child "ill be hy!ersensitive and s #eti#es even hy! sensitive t tactilesti#ulati n. 'hese are the children "h "ant the labels re# ved fr # the back f their cl thing r "ant their s cksturned inside ut s they d n?t feel the sea#s. 'hey ften d n?t like "earing l ng !ants, l ng sleeves r ackets because

they c nstantly feel the "rinkling f the fabric against their skin "hen they # ve their ar#s r legs. 'heir scal! ishy!ersensitive and they d n?t like their hair brushed r c #bed. 'hey d n?t like their nails being cli!!ed. 'hese are thechildren "h ften "ithdra" fr # a gr u! f !eers and a!!ear shy because they are afraid f being inadvertently t uched by an ther child and that t uch can s #eti#es feel like a hit r sla!. S #eti#es these children a!!ear aggressive, hittingther children in "hat they !erceive as self$defense after being Et uchedF r Ebu#!edF int by an ther child. %t is as ifthis gentle Et uchF r Ebu#!F is #agnified 44 ti#es.

%n general, children "ith any f these sens ry integrati n issues ften "ill have difficulties "ith !eer relati nshi!s. 'heir#inds and eyes are t busy ust trying t hel! the# #aintain balance, figure ut "here they are in s!ace, and av id bu#!ing int ther b ects and ther !e !le. 'hese children are #ulti$tasking, and they d n t have the lu0ury r thefreed # f their #inds and thinking t !ay attenti n t the subtle n n$verbal cues f ther children ar und the#. Sincec ##unicati n is # stly n n$verbal, their !eer relati nshi! suffer.

%n additi n, because these sa#e children "ith ne r # re sens ry integrati n difficulties are al"ays #ulti$tasking, theirnerv us syste# is c nstantly stressed. 'hese children live in their Efight and flightF sy#!athetic nerv us syste# ust tsurvive each day. hildren !red #inately functi ning in this stress nerv us syste# are by definiti n n t in the !resent# #ent. 'hey can?t !ay attenti n r f cus n ust ne sti#ulus at a ti#e because their survival de!ends u! n being ablet !ay attenti n t #any different things in their b dy and in their envir n#ent all at the sa#e ti#e. 'hese are thechildren that are ften labeled as being hy!eractive. 'heir !u!ils are ften dilated, their hands and feet are ften c l, theyare hy!ervigilant and easily distracted, they are hy!ersensitive t s unds, and they have difficulty f cusing their attenti n.'heir # ve#ents are erky and #echanical and their digesti n is c #!r #ised. 'hey als are e0tre#ely sensitive t theeffects f sugar and caffeine and have te#!er tantru#s and #elt d "ns thr ugh ut the day. A #ind that is stressed isfuncti ning in survival # de. %n this survival state, a child can?t access its higher centers f learning, and theref re ne"

!ath"ays and neur l gical c nnecti ns are n t easily f r#ed.Labels like ADD, AD(D, s!eech and language dis rders, learning disabilities, and the autistic s!ectru# dis rders #ayactually re!resent an increasing severity f sens ry integrati n dysfuncti n. A child labeled "ith ADD has a ! rlyintegrated !r !ri ce!tive syste# and this #ay als create visual !r cessing dis rders. A child labeled "ith audit ry !r cessing !r ble#s, es!ecially if they f rget "hat they are su!! sed t d "hen # ving their b dy, #ay have vestibular



difficulties. A child labeled "ith Autis# "ill have severe i#!air#ent f their !r !ri ce!tive, vestibular and tactilesyste#s in additi n t having a "eak #etab lis# and ! tentially, EleakyF intestinal tract..

2hen a child has had a hist ry f fre+uent antibi tic use 8es!ecially in the first 5 years f life9, a diet high in si#!lesugars, r has underg ne l ts f stress, then he r she #ay be #issing # st f the healthy intestinal bacteria. 'he intestine#ay n " be vergr "n by yeast rganis#s "hich cause infla##ati n and l ss f integrity f the intestinal "all. / " !artially digested !r teins fr # vari us f ds, like s y, gluten fr # "heat, and casein fr # #ilk, are abs rbed thr ughthe infla#ed, leaky intestinal "all instead f being eli#inated "ith b "el # ve#ents. 'hese !artially digested !r teinsare n " br ken d "n inside the b dy and their t 0ic by$!r ducts can !ass acr ss the bl d$brain barrier int the centralnerv us syste# affecting s!eech centers and ther sensitive areas f the brain.

S "hat can be d ne t hel! and heal ur children?s nerv us syste#s *irst, % su!! rt rhyth#ic, har# ni us, n n$c #!etitive # ve#ent activities like "alking, hiking, and s"i##ing. % su!! rt # ve#ent thera!ies that strengthen balance, !r !ri ce!ti n, and t uch. 'hese # ve#ent thera!ies that are d ne t hel! integrate the child?s sens ry syste##ust be gentle and sl ". are #ust be taken n t t further activate the sy#!athetic, EstressF, nerv us syste#. %f the# ve#ent thera!ies are d ne t +uickly r t c #!etitively then !ath"ays can?t f r#. 'he child needs t be in therela0ed, !arasy#!athetic nerv us syste# in rder t #ake ne" !ath"ays. 'he child needs t be fully engaged in the# #ent, full f l ve and enthusias# f r "hat he r she is d ing. M ve#ent thera!ies cann t be d ne like a c kb k rfr # a list. 'he thera!ist needs t be !resent t the child?s # ve#ent and fully engaged "ith the child in a l ving "ay sthat child can rela0, # ve, and create neur $!ath"ays. /e0t, it is ti#e t st ! ust #edicating ur children "ithsti#ulants. 'hese sti#ulant #edicati ns #ay da#!en r inhibit !ath"ays c #!eting f r a child?s attenti n, but "e stilld n?t kn " "hat these drugs #ay be d ing t that child?s future ca!acity f r learning.

% als su!! rt an educati nal envir n#ent that teaches ur children ab ut the " rld using all f their senses includingvisi n, hearing, and es!ecially hands$ n learning e0!eriences. 1ur culture and even s #e educati nal instituti ns, "iththeir reliance n televisi n, c #!uters, and vide ga#es f r teaching, are n t devel !ing ur children?s #inds and senses.#!etitive s! rts in the very y ung child versti#ulate and activate the EstressF nerv us syste#. Sugar filled f ds, a

lack f essential #ega 3 fatty acids 8f und in c d liver il, fish, "alnuts, fla0 seed il, algae, dark green leafy vegetablesand breast #ilk9, inade+uate slee!, a sedentary lifestyle 8"here children ride in cars instead f "alking9 are all #aking ithard f r children?s neur l gical !ath"ays t be #yelinated and f r#ed. %n additi n, t 0ins in ur envir n#ent, including#ercury in s #e f ur vaccinati ns, als #ay have affected these sensitive !ath"ays.

%t is ti#e t st ! labeling ur children and !utting the# n #edicati ns that ust alter their neur h r# ne levels. %t is ti#et sl " d "n and f cus n being in the !resent # #ent. %t is ti#e t start !r # ting a healthy lifestyle includingnutriti us f ds, ade+uate slee!, and turning ff televisi ns ,vide s and c #!uters. %t is ti#e t !r vide l ts f healthyrhyth#ic # ve#ent activities f r ur children t d at h #e, in sch l, and ut in nature. %t is ti#e t start healing urchildren.

re!rinted "ith !er#issi n fr #""".ahealing!lacef rchildren.c #

Anthroposophic Medicine>s Ta.e on A%%?A%+%: An Inter(ie$ $ith Adam Blanning, M%

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By: 'racy Stevens intervie"s Ada# Blanning, MDThe child:s body is built, refined and im#ro&ed by e4#erienceOnot by atchin6 e4#eriences, but by doin6 e4#eriences.Hirtual realities do not count.

Refined su6ars and flours are li1e e4#eriencin6 thin6s throu6h atchin6 them on THOthey are Kuic1 and don:t ta1emuch actual initiati&e on your #art, but they are not 6ood #hysical nutrition, %ust li1e &irtual realities are not 6oodde&elo#mental nutrition.

(r. )lanning, first, *lease e+*lain what is anthro*oso*hic edicine.

Anthr ! s !hic #edicine is a h listic and hu#an$centered a!!r ach t #edicine. %t is !racticed by !hysicians "h haved ne a c nventi nal #edical training, but e0!and c nventi nal scientific vie"s by inc r! rating an understanding f thela"s f the living rganis#, and the e# ti nal and s!iritual as!ects f the hu#an being. %nstead f trying t define illnessint !articular categ ries and t standardize treat#ent f r a given disease, anthr ! s !hic #edicine strives t rec gnizethe uni+ue as!ects f an individual !ers n?s c nstituti n and bi gra!hical !ath.

http://www.ahealingplaceforchildren.com/


http://www.ahealingplaceforchildren.com/




-hat kind of health issues do ou treat/

A br ad range f acute and chr nic illnesses, in b th children and adults. My training is in fa#ily #edicine, "hich %taught f r several years at the Cniversity f l rad and /e" N rk Medical llege. But n " #y !ractice is f cused nareas "here there are h les in traditi nal #edical treat#ents. % see a l t f children "ith devel !#ental, learning, r behavi ral c ncernsG children and adults "ith digestive !r ble#s and allergiesG !e !le struggling "ith de!ressi n, fear,an0ietyG and !e !le stuck in chr nic illnesses. 'he c ## n thread is the sense that a !r cess is ut f balance. 'hati#balance #ay r #ay n t #anifest in sy#!t #s r abn r#alities that can be #easured n bl d tests r ther diagn sticstudies. S #eti#es a !ers n?s illness si#!ly cann t be e0!lained "ith bl d tests r 0$ rays, r it nly #eets f ur ut ffive f the standard criteria f any illness. 'hen a !ers n #ay n t actually #eet the definiti n f an illness, but he r she isclearly n t "ell. 'his is "here an understanding f !r cess is very hel!ful.

0ow does anthro*oso*hic edicine view the su 2ect of A(( A(0(/

'he first ste! is t gain s #e freed # fr # the definiti n f ADD AD(D, because % d n t find it t be thera!euticallyuseful. %t is a descri!ti n f the !r ble#atic behavi r, but it d es n t necessarily guide y u in any healthy directi ns f rs lving the !r ble#. Let #e get # re s!ecificTa very i#! rtant ! larity in Eattenti n deficitF behavi rs is the difference bet"een inattenti n 8n t n ticing "hat the teacher is saying because y u are abs rbed in y ur "n th ughts, r areuna"are f y ur envir n#ent9 and distracti n 8n t n ticing "hat the teacher is saying because y u are abs rbed in "haty ur neighb r is d ing and y u are t a"are f y ur i##ediate envir n#ent9. B th can result in the sa#e kind flearning issuesTn t taking in "hat the teacher is sayingTbut the t" different behavi rs are ha!!ening f r c #!letelydifferent reas ns.

1ne child, "h # % "ill call Einattentive,F #ay be having tr uble c nnecting "ith his r her envir n#ent, and is !r bablysl " t "akeT ften called drea#y. 'his child is generally # re cl sed ff fr # the " rld, still 8"ith ut # ve#ent9 inhis b dy, "ith # re activity ha!!ening in his head than in his li#bs. 'his kind f child usually d es n t have thehy!eractivity c #! nent 8ADD9.

A sec nd child, "h # "e c uld call Einattentive,F i##ediately verfl "s int his envir n#ent. 'his child is in #any"ays at the #ercy f the envir n#ent and is t "akeful, and t tally abs rbed by the neighb r?s eraser, and h " their"n sh e fits, and a #illi n ther things that are g ing n. 'his child usually "akes +uickly and is al"ays e0!l ring the

envir n#ent "ith his li#bsTEhy!eractivity.F 1f c urse b th ! larities are seen in b th b ys and girls. 0ow do ou work with this *ro le /

As a starting ! int, % generally d n t !rescribe sti#ulants like ;italin. Sti#ulants can be hel!ful f r getting a child # ref cused, but they d n t hel! teach the child h " t be # re f cused. %n fact, "hen the #edicati n is st !!ed, the sa#e !r ble#s are usually still !resent, but n " the child 8 r y ung adult9 is ust lder. Sti#ulants are a te#! rary #easure, but they d n t lead t a lasting i#!r ve#ent.

'he a!!r ach that % use is ne f l king at the behavi rs r i#!ressi ns that ha!!en ust bef re a child l ses interest rc ntact "ith the f cused activity. All f us have inclinati nsTt be drea#y, t al"ays be !laying "ith s #ething in urhands, t be str ngly influenced by l " bl d sugar, r t regularly # ve ar und. 'h se sa#e inclinati ns are als

reflected in h " "e slee!Td "e "ake +uickly r sl "ly is it easy r difficult t release fr # the i#!ressi ns f theday "hen falling aslee! %t is als i#! rtant t bserve h " "e eat and h " "e digestT"e c ## nly " rk "ith urf d diet in the sa#e "ay that "e " rk "ith the Esens ry dietF f the " rld ar und us. %f these !atterns are true, then theyare c nsistent and ! int t "ards a s!ecific thera!y. %t can be sur!rising that "hen s #e ne c #es t see #e f r a behavi ral r learning !r ble#, % ask #any +uesti ns ab ut health hist ry, digesti n, slee!, habits, illness !atterns andrelatively less ab ut the behavi r. 2hen s #e ne is c #ing "ith a digestive !r ble# % ask a l t ab ut h " that !ers nn tices and interacts "ith the " rld ar und the#, and less ab ut the actual digestive issue. 'he g al is really t gain ah listic understanding f each !ers n?s situati n and Ec nstituti n.F

% very regularly use natural r h #e !athic #edicines f r a Ec nstituti nalF treat#ent, ne that balances these str nginclinati ns. 1n ccasi n % als refer t different kinds f # ve#ent thera!ists r s!ecial educat rs. 'he " rk "ith thec nstituti nal re#edies is d ne ver several # nths t a year, but there are ften very g d changes, "ith the eventualg al being that the child needs n #edicine r treat#ent at all. 2 rking n a c nstituti nal level can als be hel!ful "hen" rking "ith i#balances r challenges n #ulti!le levels, such as slee!, behavi r, and illness !atterns.

-h does A(( A(0( see to e so uch on the rise/

2e have s #eh " g tten int thinking that a gr "ing child is a s#all$ sized adult "h si#!ly needs t gr " larger and



then have a bulk f kn "ledge$c ntent ! ured in. But a child?s life is actually #uch # re dyna#ic than that. % d n?t thinkthat any child is b rn "ith !erfect integrati n f their th ughts, senses and "ill i#!ulses. 'hese !r cesses are al"aysdis inted, and they have t be integrated. 'his integrati n ha!!ens thr ugh " rkTthe " rk f !hysical activity, fi#itati n, f s cial interacti n. Ski!!ing ver this integrative !r cess by stressing early intellectual activity andc #!uters is da#aging, and it is certainly asking f r !r ble#s d "n the r ad. 'he child?s b dy is built, refined andi#!r ved by e0!erienceTn t by "atching e0!eriences, but by d ing e0!eriences. Hirtual realities d n t c unt. 1n #anylevels "e are r bbing children f th se !! rtunities. 'hen in grade sch l, "e suddenly e0!ect children t be "ell$integrated in their b dies, and in their senses and get u!set "hen they still "ant t # ve r "iggle. Many f the behavi rsidentified as ADD AD(D are atte#!ts by the child t better integrate r rient the#selves in their senses and in theirli#bs. 2e " uld n t label a t ddler AD(D, because all t ddlers are by definiti n AD(D. %n #any circu#stances theEattenti n deficitF child is trying t c #!lete his r her integrative !r cess at an lder age because it has n t beenc #!leted earlier n.

4f schools were etter at ad2usting to the student than re5uiring the student to fit into the school6s fra e work, therewould *ro a l e a lot less A(( A(0( diagnoses. Can ou co ent on that/ 0ow can schools do a etter 2o ofhel*ing kids succeed 2ust as the are/

ertainly sch ls that a!!reciate the i#! rtance f this early integrati n !r cess are # re !r !erly #atching the child?s"n devel !#ent. 'he 2ald rf sch ls d this beautifully. Csing sti#ulant #edicati ns r si#!ly trying t s+uelch these

behavi rs d es f c urse #ake it easier t functi n in the classr #, but it d es n t ans"er the +uesti n f "hat is thechild trying t achieve "ith these behavi rs. %t is rare that a child is acting ut ust t be belligerentTusually it is ane0!ressi n f s #e h le that has n t been " rked thr ugh in the child?s devel !#ent.

0ow can *arents hel* with issues of attention, i *ulse control, and ehavior/

-ive y ur child !! rtunities t d e0!eriences, n t "atch e0!eriences. 'hat is the great danger "ith s #uch #ediaavailable t childrenT# vies, 'H, internetT"hich are indeed all virtual realities. 'hey #ay see# entertaining f r thesenses, but they are really de!riving a child f #uch$needed !! rtunities f r this devel !#ental integrati n. Als feedthe# a diet that d es n t c ntain highly !r cessed f ds. ;efined sugars and fl urs are like e0!eriencing things thr ugh"atching the# n 'HTthey are +uick and d n?t take #uch actual initiative n y ur !art, but they are n t g d !hysicalnutriti n, ust like virtual realities are n t g d devel !#ental nutriti n.

(o nutrition, the arts, nature, and ove ent *la an role in the i *rove ent of these conditions/Nes, e0actly, y u are getting the idea. 'he # re a child can be given real e0!eriences 8running, cli#bing, singing,i#itating, digging, !lanting, che"ing9 the greater the gift y u are giving the# f r healthy devel !#ent. 2hat is strange isthat a child "ill naturally d all f these things, and children have d ne the# f r #illennia bef re "e as a s ciety startedintr ducing s #any abstracti ns and re!lace#ents. N u can?t ust ski! ver childh dTit is a !r cess that has t bed ne. %f "e are !atient, and all " s#all children t be s#all children and c #!lete their integrative devel !#ental tasks,then "e "ill see fe"er f these behavi ral and educati nal challenges d "n the r ad.

'racy Stevens bl gs ab ut her life as a h #esch ling # # at """.abettereducati n.bl gs! t.c #. * r # reinf r#ati n n anthr ! s !hic #edicine and Dr. Ada# Blanning, visit """.dcathera!ies. rg.

The &eason for Childhood %iseases

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By: Phili! %nca , M.D.

Acute infla##ati ns like c lds, the flu and fevers see# t be an inesca!able !art f life: every ne e0!eriences the#.2hy d "e get the# Many f us have n ticed 8if n t, then ur s! uses have n ticed]9 that "e ften c #e d "n "ith ac ld r flu "hen "e are verly stressed r de!leted. 2e e0!lain this by assu#ing that stress l "ers ur resistance t theviruses and bacteria that, "e believe, like t attack us and #ake us sick. M st f the ti#e "e !eacefully c e0ist "ith these#icr bes "hich every"here share ur envir n#ent, and if "e get sick it&s ften because "e&ve all "ed urselves t getut f balance. 'his a!!lies t children t , but nly !artially.

%n children, studies have sh "n that res!irat ry infecti ns increase in fre+uency fr # birth until a !eak by age K f ll "ed by a shar! decline after age J, irres!ective f treat#ent. %n ther " rds, it see#s t be a n r#al feature f childh d te0!erience a variety f acute infla##ati ns, es!ecially res!irat ry, in the first seven years f life.





Pri r t the advent f 54th century i#!r ve#ents in sanitati n and living standards, children had a high death rate in theirfirst seven years fr # these acute infla##ati ns: #easles, scarlet fever, di!htheria, "h !ing c ugh and the c ## nunna#ed !neu# nias and diarrheas. 'hese have been the greatest threats t children thr ugh ut hist ry, and still are indevel !ing c untries. %n all # dern nati ns, children&s deaths fr # such acute infla##ati ns have been stee!ly decliningever since 644, and ver 64O f the decline ccurred bef re the advent f antibi tics and vaccinati ns. P li is ani#! rtant e0ce!ti n t this !attern. )ust bef re 644, "hen all the ther fa#iliar life$threatening children&s illnesses "ere beginning t decline, the ne"c #er P li #ade its first a!!earance in #edical hist ry and c ntinued t gr " ini#! rtance until its abru!t decline "ith the advent f the Salk and Sabin P li vaccines in the 6@4&s.

%n the CS t day "hat used t be the c ## n danger us infecti ns f childh d nly acc unt f r ab ut ne !ercent fchildren&s deaths. %n c ntrast, JO f deaths in A#erican children ages $ 6 are fr # cancer, JO are fr # suicide and ash cking O are fr # h #icide.

Since 6K4 there has been a shar! increase in b th the fre+uency and the severity f asth#a in #any devel !ed nati ns. %nthe C.S., asth#a acc unts f r ne !ercent f children&s deathsTe+ual t infecti nsT and is a leading cause f childh ddisability.

A gr "ing b dy f #edical research su!! rts the c ## n$sense idea that children "h e0!erience fre+uent infecti nsand infla##ati ns in early childh d "ill strengthen their i##une syste#s and "ill be less !r ne t allergies and asth#athan children "h rarely e0!erience such infecti ns. 'his idea is called the hygiene hy! thesis. ;esearch has revealed a

list f fact rs "hich c rrelate "ith a decreased risk f asth#a and allergies, including the av idance f vaccinati ns andantibi tics and the blessings f gr "ing u! in a large fa#ily and having far# ani#als.

%f the hygiene hy! thesis !r ves t be c rrect, it "ill have a rev luti nary i#!act n #edical !ractice. 2e "ill realizethat, "hen children e0!erience their c lds and fevers, they are challenging their i##une syste#s and devel !ing an innerstrength "hich "ill be theirs t dra" n thr ugh ut life.

*act rs c rrelating "ith l "er risk f allergies and asth#a

Z (aving lder siblingsZ 7ntering daycare by K # nths ldZ ;eacting ! sitive t a '. B. skin testZ (aving had the #easlesZ / t having had the DP' r MM; vaccinati nsZ (aving had little r n antibi tics, es!ecially bef re the age f t" .Z 7ating fer#ented f ds c ntaining live lact bacilliZ -r "ing u! "ith fre+uent e0! sure t far# ani#alsZ / t "ashing #uch

As "ith all challenges in childh d, ur b as !arents and health care " rkers "ill be t strengthen the child t #eet itschallenges by n t t re# ving the challenges alt gether. %n any case, it&s n t ! ssible in the l ng run t eli#inatechallenges, but nly t re!lace s #e kinds f challenges "ith ther kinds.

'he blessing f # dern #edicine is that it has the t ls and techni+ues t ease suffering and save lives "hen "e r urchildren are in danger f being ver"hel#ed by illness.

/evertheless, th"arting r su!!ressing illness d es n t aut #atically create health, th ugh it d es grant us r ur childrenthe res!ite t return t health thanks t ur b dy&s natural tendency t heal and t rest re balance. (ealth and healing are# stly ab ut devel !ing ur inner ca!acities t ada!t t change as "e # ve thr ugh life&s urney.

' truly f ster the verall health and inner strength f ur children, "e need t g bey nd the sh rt$sighted vie" fillnesses as h stile aggress rs and f children as hel!less victi#s. hildren are individuals. 7ach child gets ill in his r her"n individual "ay, and each illness a child gets has a #eaningful !art t !lay a# ng the challenges bel nging t thatchild&s life. )ust like everything else in nature, individual illnesses e0ist "ithin a larger c nte0t f a balanced syste#.'here is an ec l gy f hu#an illness. %f "e atte#!t t eli#inate a single ele#ent f an ec l gical syste#, "e disturb the balance f the "h le in "ays "hich can lead t unf reseen c nse+uences.

' these unf reseen c nse+uences bel ng the dra#atic increases in asth#a, allergies, diabetes, and autis# ccurring inchildren t day. 'hese result, in !art, fr # # dern #edicine&s failure t a!!reciate "here the balance lies in health andillness, and fr # its failure t gras! that "hen y u !ush d "n n ne side f the balance, the ther side g es u!] 1ur



!resent eff rt t eradicate acute infecti us diseases in children thr ugh increasing nu#bers f vaccines has already l ngversh t the healthy balance ! int, and is n " hel!ing t create in devel !ed nati ns # re chr nic disease and disabilityin children than ever bef re.

' i#!r ve !ublic health, ! licy needs t shift its f cus fr # eradicating !articular diseases t i#!r ving the s cialc nditi ns "hich breed disease, and !hysicians need t learn h " t hel! ur individual !atients t #aintain balance in b dy, s ul and s!irit thr ugh ut their lives. %f "e !hysicians learn that, and if "e a!!ly it t urselves as "ell, then theverall health f ur s ciety cann t hel! but i#!r ve.

Dr. ncao directs the Steiner 5olistic Medicine <enter in Den&er, <I.

Cleansing and %eto@ification: The &ole of Mercury

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By: ; bert Uieve, M.D.

'he funda#ental !rinci!le behind det 0ificati n is t rest re y ur innate ca!acity f self$regulati n n all levels, t hel!y ur rganis# "ake u! and re#e#ber h " t react in rder t hel! itself and t re$establish healthy b undaries n alllevels.

At this ti#e f year, #any f us begin t f cus n bec #ing # re healthy. 2e #ay begin t e0ercise # re and i#!r veur diet. 'his is a g d start.

1ur ca!acity t think clearly and bec #e fully individualized hu#an beings is being threatened t day fr # #anydirecti ns. ' 0ins fr # #any c nte#! rary s urces accu#ulate in ur b dies t such a level that basic life !r cesses bec #e # re difficult t #aintain. 'his can lead t !re#ature degenerati n and death. Many # dern illnesses areactually the b dy&s atte#!t at det 0ificati n and healing.

Det 0ificati n is increasingly acce!ted as a necessary ingredient t healthy living. 2hy is det 0ificati n s i#! rtant

M dern s cial and ec n #ic !ractices that are acce!ted as n r#al c nsistently vi late ur b undaries. 'his ccurs n#any levels such as da#aged intestinal #ucus #e#branes due t ! r f ds early in life, veruse f antibi tics, da#agednerves fr # #ercury in thi#er s l !resent in infant vaccines and da#aged !syches fr # abuse t na#e a fe".

Cnf rtunately, det 0ificati n is t ften either a vague h listic buzz" rd "e d n t understand, r it is li#ited t !hysical habits like d ing ene#as and saunas. 'he !r cess f det 0ificati n inv lves an ng ing c ##it#ent n alllevels: !hysical, energetic, e# ti nal, #ental, and s!iritual. M st f us are fa#iliar "ith det 0ifying !hysically. * re0a#!le, "e #ay i#!r ve b "el functi n, take herbs and re#edies t hel! the liver, d infrared saunas, r have ur#ercury a#alga# fillings re# ved. 'he !r cess f det 0ificati n sh uld als inv lve eff rts n energetic levels, "here"e !r tect urselves fr # cell !h ne fre+uencies, # ve ur beds s "e are n t slee!ing near active electrical utlets, ruse #agnets thera!eutically. 7# ti nally, "e #ay f cus n healing st red anger, resent#ent r grief. Mentally, "e canf cus n cleansing urselves f illusi ns and rigid ver$intellectual thinking.

And s!iritually, "e #ight bserve ur lack f faith and strive t i#!r ve ur dee! kn "ingness, r "hat Paul called anunshakable inner certainty. 7ach f these levels f det 0ificati n i#!acts and interacts "ith the thers. And effectiveeff rts in the # re subtle areas "ill enhance !hysical det 0ificati n.

Mercury deto@ification often plays an important role in healing0Mercury is the sec nd # st c ## n t 0ic #etal in the hu#an b dy 8lead is first9. Mercury began t be used in dental#aterial in the late 44&s, "hen a # re #aterialistic " rldvie" "as taking h ld f #edicine and dentistry.

Mercury kills nerve cells. 'he nu#ber ne s urce f #ercury is va! rs fr # #ercury silver fillings. 'he sec nd # sti#! rtant s urce is c nta#inated fish. 1ther s urces, like #ercury accu#ulati n fr # #ulti!le vaccinati ns, es!eciallyaffects children, and is a #a r c ntributing cause f autis#. %nfants d n t !r duce bile, "hich is necessary t e0crete theheavy #etals that they are e0! sed t in vaccinati ns. A vide called 5o Mercury <auses 2rain Neuron De6eneration is available at """.ia #t. rg .

Mercury binds t all f ur cells and changes their c nfigurati n, s that the b dy d es n t think it has ever seen it bef re.1ur i##une cells then attack these s $called f reign cells. 'his leads t aut i##une diseases.


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%n ther " rds, thr ugh the t 0ic effects f #ercury, "e l se the rganic ca!acity t distinguish bet"een self and n t$self.'his "eakens us at all levels.

/ t every ne has the sa#e susce!tibility t #ercury t 0icity. 'here are bl d tests that can deter#ine the genetic fact rs"hich affect ur susce!tibility. %n additi n, h " str ng "e are in ther "ays "ill als affect the degree t "hich "e aresusce!tible t #ercury t 0icity. ( "ever, !e !le "ith sy#!t #s r illnesses inv lving the nerv us syste# r i##unesyste#, "hich acc unts f r #illi ns f !e !le, ught t address the issue f #ercury t 0icity.

2hen y u decide t have y ur #ercury a#alga# fillings re!laced, " rk "ith a dentist "h is trained in h " t d thisc rrectly, s that y u d n t bec #e # re t 0ic "hen the #ercury is re# ved. Again, check the "eb site f""".ia #t. rg.

Many !e !le d n t "ant t kn " ab ut #ercury. 'here are several reas ns f r this: the c st and disc #f rt f re!lacing#ercury fillings "ith #uch less t 0ic fillings and the fact that #any dentists tell their !atients that #ercury is n t t 0ic.

1ur ral cavities are very i#! rtant s urces f chr nic infecti ns and disease that ccur thr ugh ut the b dy. 2hen "ehave # re than ne #etal, like #ercury fillings and g ld cr "ns, an electrical current is generated that "ill diss lve#ercury. 'his c #binati n f #etals generates a battery$like effect "ith an electric current that is hundreds t th usandsf ti#es larger than the healthy brain electricity.

'he !r cess f #ercury det 0ificati n is c #!le0, and ften re+uires a "ell$th ught$ ut !r gra#, and n t unc ## nly, !ractiti ner guidance. Many !e !le have the i#age that "e ust take s #e re#edies and the #ercury c #es ut. 'hereality is that the #ercury is # bilized fr # inside the cells t utside the cells 8this is called the e0tracellular #atri09,then int the bl d, and fr # there t the rgans f eli#inati n, and is then e0creted. 'here are su!! rtive nutrients f reach level. (ere are nly s #e e0a#!les. 'his is by n #eans near a c #!lete list f nutrients.

Z - d #inerals: 7nable #ercury det 0 t ccur.

Z -lutathi ne, Li! ic acid: M bilize #ercury fr # nerv us syste#.

Z helating agents: M ve #ercury fr # tissues int bl d.

Z Bile salts, helid niu#, ircu#in: 7nhance #ercury e0creti n fr # bile.

Z hl rella: Binds #ercury in intestines, f r e0creti n.

Z Seleniu#: Pr tects nerves until #ercury is re# ved.

Z -arlic, Pr tein: Pr tect during #ercury det 0ificati n.

A chelating agent is given by a !hysician. %t binds the #ercury and carries it t rgans f eli#inati n.

7ven "hen the a!!r !riate agent is used f r a given !atient, #ercury #ay n t be released in significant a# unts. ertain bi che#ical, structural, e# ti nal, electr #agnetic and !sych l gical s!iritual !r ble#s "ill l ck u! the #ercury intthe tissues. 'here are genetic #arkers that indicate "h is # re susce!tible t #ercury t 0icity. %n additi n, ! rly#!hatic functi n 8"hich affects #any !e !le t day9, dental cclusive !r ble#s, dysfuncti nal liver functi n, andintestinal !r ble#s can all decrease ur ca!acity t det 0ify ur #ercury.

%n the !r cess f #ercury det 0ificati n, "hich #ay take # nths t years, hidden infecti ns and e# ti nal issues #aysurface. At each level, these re+uire ur attenti n.

Al"ays re#e#ber that #ercury r any ther t 0in r infecti n d es n t e0ist se!arate fr # ur cells, tissues, lifestyles,and s!irituality. ' effectively det 0ify, s that the #ercury is n t ust dis!laced fr # ne area f the b dy t an ther,re+uires skill, !ersistence and c #!rehensive thinking. 2e need t be able t c #bine linear thinking "hen re+uired, as

in # nit ring the !hases f #ercury det 0ificati n, "ith a healthy rhyth# t life.%n c nclusi n, #ercury t 0icity is an i#! rtant fact r in #any c nte#! rary illnesses and i#balances. %t needs t beaddressed in a c #!rehensive #anner under the su!ervisi n f a +ualified !ractiti ner.





Case II - Sara2hen Sara is t" , her father leaves. At three, her 34$year$ ld # ther is killed in a h rrific accident. (er #aternal grand$ !arents raise Sara until she is a teenager, "hen b th grand!arents die "ithin a fe" "eeks f each ther. 'he state "ants t !lace Sara in f ster care. Sara bec #es a runa"ay, living a t ugh life in dubi us !laces. As Sara a!!r aches her 56thyear, she e#br ils herself in a very bad scene.

She c uld get herself and friends killed. 7ven if the utc #e is n t fatal, her entire future is ! tentially under#ined.

1n cl ser c nsiderati n fr # an utside !ers!ective, it #ight see# easy t understand h " Sara steered herself inttr uble. But f r her, the situati n and her see#ing death$"ish # tives are enshr uded in una"areness. Sara d es n t seethe #ake$ r$break bi gra!hic #ilest ne l #ing, but she is 8!arad 0ically9 dee!ly searching f r #eaning. (er search ist rtur usly c nv luted h "ever.

1r, as seen in si#ilar cases, an ther Sara #ight have little inclinati n t search f r any c nte0t f r her life. She #ight bein"ardly nu#b 8and ut"ardly nu#bed by drugs r alc h l9. *re+uently, de!ressi n is inv lved, "hich #ay be re!ressed by drugs $ !rescribed r n t.

B th instances are like thresh ld$cr ssing e0!eriences 8albeit s #e"hat !erverse in nature9. %f the !ass$fail nature g esunrec gnized, the sense f life&s c urse "eakens, e0acerbating the situati n.

2hat is the #essage here 2e c ## nly refer t it as a "ake u! call.As a first ste! in treat#ent, Sara&s su!! rters c uld guide her c nte#!lati n t "ard a # re h !e$filled c nte0t.;es!ecting her freed # "hile assisting her in #aking changes she can acce!t, the i#!r ved c nte0t sh uld be easy tidentify and #ust " rk f r her.

2hen this level f bi gra!hic #essage is br ught t an individual&s attenti n, an incredible a"areness fre+uently !ensu!, leading t a reevaluati n f life, t a ne" assess#ent f the need t h n r this earthly life $ "ith all its ! tential f rgr "th that a !re#ature death " uld steal a"ay.

Summary7# ti nal, s!iritual, and habitual i#balances can !enetrate farther int the !hysical b dy. An i#balance, if left un$res lved, #ay cause functi nal !r ble#s, #anifest as !hysical sy#!t #s, r even bec #e !hysical disease. %n !arallel, anunres lved i#balance can be reflected in re!eated bi gra!hic #essages $ and i#balances #ay attract si#ilar life events.%n ther " rds, the #essage 8and destiny9 re!eats until the individual gets the #essage.

'he anthr ! s !hic d ct r evaluates the !atient&s bi gra!hy, c #!aring the life$event #essages t the ideal "h le hu#an being. Like taking the !ulse f the heart, the d ct r reads the !ulse f life events, relaying the underlying influences backt the !atient f r each t act u! n freely in healing. By inter!reting the #essages c rrectly, the !hysician strives !r f undly t assist !atients in their "n eff rts t learn, balance, heal, and live "ell.

'hr ugh the use f dial gue and c unseling, "ith ut drugs $ even "ith ut natural re#edies $ the !hysician is able tintervene thr ugh a"areness and !artici!ati n. 'his assists !atients in taking active charge f life, reduces the attracti n

f accidents re+uiring #edical services, and #ay !revent disabilities.

An anthr ! s !hic #edical d ct r can als su!! rt a !atient using h listic re#edies fr # the disci!lines f natur !athy,h #e !athy, nutriti n, and thera!eutic euryth#y "hich " rks dee!ly "ith the rhyth#s f life.

8/ te that this is n t intended t diagn se r treat. %f y u have a #edical c nditi n, !lease c nsult "ith y ur health care !r fessi nal.9

DR. A. PAUTZ, M.D. is board certified in internal medicine, board certified in holistic medicine, and a trainedeurythmist. She is also a DAN! Defeat Autism No " doctor. She s#eciali$es in anthro#oso#hic and holistic treatmenta##roaches in con%unction ith con&entional medicine. The #ractice can be reached at '()" *)+ - /- in 0ac1son&ille

2each, 3lorida. 'hera!eutic S!eech

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By: M lly *a"cett

'hera!eutic s!eech is ne f the classic anthr ! s !hic artistic thera!ies. -r "n ut f the initial ideas f ;ud lf Steinerit has been devel !ed further by thera!ists, #ainly in 7ur !e. %t is ca!able f addressing a "ide range f dis rders.

S!eech c nveys far # re than ust i#!arting inf r#ati n. %n s!eech the "h le hu#an being c #es t e0!ressi n. )ust as"ith "riting r !ainting, ur s ul leaves its i#!rint n ur activity. 2hen "e listen t s #e ne s!eak "e can tell n t nly"h they are and "here they c #e fr #, but als "hat their feelings are and h " they are feeling !hysically. 'he s!eakerreveals his r her "n s ul, feelings and the state f their b dily c nditi n, "hether tired r energetic. 7ven ! sture andstate f alertness affect "hat is heard. %t "as Steiner&s insight that s!eech c uld d # re than si#!ly reveal these as!ectsf the hu#an being. 2hen c nsci usly f r#ed, s!eech can " rk back u! n the s!eaker, har# nizing and c rrectingi#balances underlying illness.

%n artistic s!eech, breath, rhyth# and the +ualities f s und are t ls used t e0!ress the c ntent f a ! e#, st ry rdra#a. %n thera!eutic s!eech these sa#e ele#ents bec #e the #eans t diagn se and treat the !atient. 'he thera!ist "illl k at five #ain areas: breath, v ice, articulati n, fluency and ! sture. 'he first ele#ent is the breath. %s it shall " rdee! %s there a healthy relati n bet"een the in$ and ut breath %n c nsidering the v ice, "e l k at "hether it tendst "ards h arseness. %s it !itched t high r t l " f r the individual %s it t far back in the thr at, is it !inched, r t!en 'hen, f c urse, articulati n f the s!eech s unds !lays int the e+uati n. %s s!eech #u#bled ' cli!!ed Arethere !articular s unds that the !ers n has difficulty !r ducing clearly ( " are the !&s and k&s, f r e0a#!le Are they

"ell$articulated r d es the !ers n glide ver the# %n the area f fluency "e l k at the fl " f s!eech. D es s!eechfl " easily r is it t rushed r ch !!y, r are there t #any !auses and u#?s *inally, ! sture is taken intc nsiderati n. %s it u!right r sl uched Are there a variety f gestures and are they rela0ed r tense 2hat ab ut the gait,is it energetic r hesitant All f the ab ve as!ects are l ked at by the thera!ist in #aking a diagn sis.

;eferring back t the #edical diagn sis #ade by the d ct r, the thera!ist then ch ses a!!r !riate e0ercises and #eth dsf r the individual. %n additi n t the s!ecific e0ercises, ! etry, dra#a and st ry telling "ill als !lay a #a r !art in thethera!y. A ty!ical sessi n lasts 34 #inutes and includes " rk "ith the s!ecific e0ercises. A ! e# r dra#a dial g usuallyf ll "s. Many !e !le "h are ne" t this ty!e f thera!y find they have # re energy, strength and c urage after thesessi n and feel &# re like the#selves&. An added benefit f thera!y is the disc very f, r the rea"akening t , the y fs!eaking a ! e# ut l ud.

nditi ns 'hat an Be Addressed By 'hera!eutic S!eech:

7ar, n se and thr at diseases, e.g. sinusitis.

Diseases that g al ng "ith breathing dis rders such as asth#a, hy!erventilati n, fears and !anic dis rders.

(eart and circulat ry dis rders.

*uncti nal dis rders such as c litis, #igraine, hr nic *atigue Syndr #e.

Psych l gical and !hysical diseases "eakening the self f the !ers n c ncerned, such as rheu#atic diseases,

de!ressi n, shyness, abuse and addicti ns.

Dis rders f the thyr id gland.

%r n deficiency "hich cann t be balanced sufficiently by #edical treat#ent.

As an acc #!anying thera!y f r cancer and A%DS !atients t hel! the# hel! the#selves feel # re energetic andcreative.

Language and s!eech !r ble#s including lis!ing, h arseness, stuttering, a!hasia, devel !#ental delays and Autis#.

Learning !r ble#s, fear f sch l and behavi ral difficulties. Molly 3a cett is a s#eech #atholo6ist and has a di#loma in anthro#oso#hical s#eech thera#y from Dornach,S it$erland. She is currently in #ri&ate #ractice in <hica6o, ; and can be reached at= - --) /( . 3or moreinformation call The S#eech Association, at -) */* -**+ S#eechartQ>arthlin1.com





A Pediatrician&s %nsight n Autis#

A Pediatrician&s %nsight n Autis#

=I=I O+: Please give us a sh rt intr ducti n t y ur !ractice.

%r0 Allen: % have been a !ediatrician f r 5 years, and % a# b ard certified in anthr ! s !hic #edicine, h listic #edicine,and traditi nal !ediatrics. %n 544 , #y "ife and % set u! an anthr ! s !hic healing center near *air 1aks, alif rnia, 'heenter f r Living (ealth. 2e " rk "ith Susan ) hns n, MD, and 2illia# Bent , PhD, as "ell as euryth#y, crani sacral,art, and e0tra less n thera!ists.

=I=I O+: D y u see an increasing nu#ber f autistic children in y ur !ractice

%r0 Allen: Nes, % have seen a significant increase in the nu#ber f children "ith autis# in #y !ractice and in the " rld atlarge since the late 664s.

=I=I O+: uld y u !lease utline the basic characteristics f autis#, r the s!ectru# that is currently described "iththis " rd. ( " has it changed ver the last fe" years

%r0 Allen: Autis# s!ectru# dis rders 8ASD9 are characterized by:

. S cial$interacti n difficulties such as: failure t res! nd t their na#es, reduced interest in !e !le, and delayed babbling. By t ddlerh d, #any children "ith autis# have difficulty !laying s cial ga#es, d n?t i#itate the acti ns fthers, and !refer t !lay al ne. 'hey #ay fail t seek c #f rt r t res! nd t !arents& dis!lays f anger r affecti n inty!ical "ays.

5. ##unicati n challenges. N ung children "ith autis# tend t be delayed in babbling and s!eaking and learning tuse gestures, and e0hibit an inability t understand b dy language, t ne f v ice, and e0!ressi ns that aren?t #eant t betaken literally. * r e0a#!le, even an adult "ith autis# #ight inter!ret as sarcastic, E1h, that&s ust great]F as #eaning itreally is great.

3. A tendency t engage in re!etitive behavi rs. ## n re!etitive behavi rs include hand fla!!ing, r cking, u#!ingand t"irling, arranging and rearranging b ects, and re!eating s unds, " rds, r !hrases. S #eti#es the re!etitive behavi r is self$sti#ulating, such as "iggling fingers in fr nt f the eyes.

( "ever, sy#!t #s and their severity vary "idely acr ss these three c re areas. 'aken t gether, they #ay result inrelatively #ild challenges f r s #e ne n the high$ functi ning end f the autis# s!ectru#. * r thers, sy#!t #s #ay be# re severe, as "hen re!etitive behavi rs and lack f s! ken language interfere "ith everyday life.

(ist rically, acc rding t the A#erican Psych l gical Ass ciati n, the ter# autis# "as first c ined by S"iss !sychiatrist,Paul 7ugen Bleuler in 64 . (e used it t describe a schiz !hrenic !atient "h had "ithdra"n int his "n " rld. 'her t f the " rd autis# is fr # the -reek aut s "hich #eans self. #bine that "ith the -reek suffi0 is# s "hich#eans Eacti n r state f being,F and y u get an riginal r t #eaning that r ughly translates t a state f being abs rbed by ne&s self r "ithdra"n "ithin neself. 'his #akes sense t day because !e !le "ith autis# ften see# t be l st inthe#selves.

'he !i neers in research int autis# "ere (ans As!erger and Le =anner, "h " rked se!arately in the 6 4s. 'heA#erican child !sychiatrist, Le =anner, studied children "h had features f difficulties in s cial interacti ns, difficultyin ada!ting t changes in r utines, g d #e# ry, sensitivity t sti#uli 8es!ecially s und9, resistance and allergies t f d,g d intellectual ! tential, ech lalia r !r !ensity t re!eat " rds f the s!eaker, and difficulties in s! ntane us activity.'hese "ere children "h "ere severely affected. (ans As!erger studied a different gr u! f children. (is children alsrese#bled th se =anner studied but they differed in ne i#! rtant res!ect: the children he studied did n t have ech laliaas a linguistic !r ble#. ;ather, they s! ke like gr "nu!s. (e als #enti ned that #any f the children "ere clu#sy anddifferent fr # n r#al children in ter#s f fine # t r skills. 'hese "ere very able children.

%n additi n, beginning ar und the 6 4s, !arents f autistic children began receiving bla#e f r their child&s autis#, !articularly the # thers, "h "ere called refrigerat r # thers.F 'he "h le idea behind the refrigerat r # ther c nce!t"as that children bec #e autistic because f the # ther?s frigidity. 'he # thers "ere su!! sedly c ld t their childand didn&t interact r !lay "ith the# and didn&t cuddle the#. 1f c urse, "e n " kn " that this is a ridicul us the ry andthe !r duct f d ct rs being t +uick t u#! t a c nclusi n.



Studies indicate that early intensive behavi ral interventi n i#!r ves learning, c ##unicati n and s cial skills in y ungchildren "ith autis#. 2hile the utc #es f early interventi n vary, all children benefit. ;esearchers have devel !ed anu#ber f effective early interventi n # dels that " rk best if the interventi n f cuses n the c re areas affected byautis# 8s cial skills, language and c ##unicati n, i#itati n, !lay skills, daily living, and # t r skills9G if it !r vides thechild "ith !! rtunities t interact "ith ty!ically devel !ing !eersG and if the !r gra# actively engages !arents in theinterventi n, b th in decisi n #aking and the delivery f treat#ent.

Parents and thera!ists als re! rt success "ith ther c ## nly used behavi ral thera!ies, including #usic thera!y, fl rti#e, !iv tal res! nse thera!y, and verbal behavi r thera!y. Anthr ! s !hic treat#ents that have been f und t be beneficial include anthr ! s !hic re#edies, euryth#y, rhyth#ical #assage, art thera!y, and s!eech thera!y. ;ud lfSteiner said, in7ducati n f r S!ecial /eeds,8 9 that "henever "e give treat#ent t a handica!!ed child, "e areintervening in kar#a, and that this " rk f the g ds "e #ust undertake as a benefit t us all.

'he basic less ns "e learn fr # ur 2ald rf kindergarten teachersTthe benefits f ade+uate "ar#th, slee!, decreased#edia and versti#ulati n and g d nutriti nT are instru#ental in hel!ing all children, es!ecially th se "ith autis#.

-r "ing evidence suggests that a s#all #in rity f !ers ns "ith autis# !r gress t the ! int "here they n l nger #eetthe criteria f r a diagn sis f autis# s!ectru# dis rder 8ASD9. Hari us the ries e0ist as t "hy this ha!!ens. 'heyinclude the ! ssibility f an initial #isdiagn sis, the ! ssibility that s #e children #ature ut f certain f r#s f autis#and the ! ssibility that successful treat#ent can, in s #e instances, !r duce utc #es that n l nger #eet the criteria f r

an autis# diagn sis. % believe that "hen a child has an interru!ti n in their incarnati n !r cess, they #ay revealsy#!t #s that rese#ble ASD. %f "e can #eet the# and su!! rt the# anthr ! s !hically, "e can intervene in their kar#aand hel! the# t heal.

=I=I O+: ( " can an anthr ! s !hic #edical utl k hel! us t understand autis#

%r0 Allen: Autis# can be l ked at as an aty!ical incarnati n !r cess. 'his s!ecific Eabn r#alityF reveals itself in the !attern f sy#!t #s "e call autis#. Net, ne sh uld ask, "hat is the !ur! se f autis# %n anthr ! s !hy, Steiner saidthat "e !re!are f r ur u!c #ing incarnati n in the ti#e bet"een death and rebirth. 'he inter"eaving f the c s# s, theindividual s ul, and ur s!ecific kar#a c #e t gether as "e #ake !lans f r "hat "e "ant t " rk n in ur u!c #ingincarnati n.

%s the !ur! se f autis# ne f altruis#, t serve as a sacrificial #irr r 8see bel "9 r as a s!ringb ard f r the individuals ul t f r# a future earthly life, as Steiner indicated in his b k, 7ducati n f r S!ecial /eeds

'he essence f autis# is a dishar# ny f the eg functi n. 'he eg d es n t engage the l "er rganizati n 8#etab lis#9sufficiently fr # the !eri!hery in"ard. 'his is reflected int the c nsci usness ! le, as the centering f the eg in theu!!er rganizati n is als deficient. 'he disturbed relati nshi! f the eg results in a "eakened etheric strea# fr # thel "er rganizati n, "hich is t little f r a healthy relati nshi! t the s ul f rces. 'hus, thinking, feeling, and "illingcann t be br ught t gether. 5 %n a #ild case, this #ight #anifest as a bright child "ith autis# "h is hy!er$f cused nne t !ic but has difficulties "ith thers, can?t read s cial cues, can?t feel l ve, has delayed s!eech, and re!eatedlyengages in hand$fla!!ing. A child #ay c #e int this life "ith autis#, r autis# #ay devel! fr # a vaccine r ther !hysical in ury, either t the brain r t the gut. %f the in ury is in the brain, then it causes a reflected in ury in the gut, r if

the riginal in ury is in the gut, then the reflected dysfuncti n ccurs in the brain.=I=I O+: 2hat are the s cial s!iritual i#!licati ns arising fr # the fact that s #any children are being diagn sed "ithautis#

%r0 Allen: Acc rding t educat r 7ugene Sch"artz, if "e l k at illnesses as #irr rs f r the age, "e see in ur current#irr r, indifference, s cial is lati n, ti#idity, and lack f e#!athy. %n autis# "e find individuals "h share theseEinbreathingF characteristics, and serve as sacrificial #irr rs t reflect ur ti#e. 3

1urs is a ti#e f #aterialis#. 'his e0cessive #aterialis# distracts us fr # ur s!iritual devel !#ent. Pe !le "ith autis#are handica!!ed in a "ay that !revents their s!iritual devel !#ent. 'his is a sign f ur ti#es. 'he !ur! se f autis# ist balance ut this e0cessive #aterialis#. 'hus autis# can be seen as b th the result f, and the re#edy f r, e0cessive#aterialis#. 2e are suffering fr # the inability t devel ! s!iritually and dee!ly c nnect "ith ur fell " hu#an beings.Autis# reveals this t us, and gives us the !! rtunity t ste! a"ay fr # urselves and ur i##ersi n in the #aterialistic" rld, and f cus n hel!ing ur children "ith autis# and the " rld at large. 2e have t be sensitive, caring, and l vingen ugh t !en urselves t the gifts that these individuals bring t the " rld. 2ith healthy e#!athy and t lerance, "ecan su!! rt the# and learn the #eaning and balance f their incarnati n. %n the !r cess, "e learn t strive f r healthys cial c nnecti n and c ntinue devel !ing ur ! tential as s!iritual hu#an beings.



=I=I O+: an y u e0!lain "hat ;ud lf Steiner and =arl = enig, MD, said ab ut "hat these individuals bring t theirincarnati n

%r0 Allen: Pe !le "h are handica!!ed bring in kar#ic blessings and kar#ic " rk f r !arents, siblings, caregiversT any ne and every ne "h has a relati nshi! "ith the# in any "ay. 'his is a real hrist healing i#!ulse t learn s cialc nnecti n, and h " t care f r ur fell " hu#an beings. 7ach handica! brings a s!ecific less n f r the individual, !arents, fa#ily and c ##unity.

;ud lf Steiner nce said that "hen "e see a child "ith an Eabn r#alityF and "e i##ediately "ant t Efi0F the#, tryingt get rid f the Eabn r#ality,F "e in fact are b th n t learning the less n they bring, and #ight ust be driving ut afrag#ent f genius. % believe this is true, as #y "n s n, =ieran, "hich #eans Ebea# f light,F ca#e int this " rld asan angel Ta "ake$u! call t !ut #e and #y fa#ily back n ur s!iritual !ath "hen "e "ere l st in the sea f#aterialis#.

(e "as b rn "ith cerebral !alsy and later devel !ed seizures. nventi nal #edicati ns failed, s =ieran led #e n ah listic urney, including #y intr ducti n t anthr ! s !hy, as % searched f r things t heal #y s n. 2hat % disc veredin the !r cess is that they hel!ed t heal #e.

=ieran?s +uality f life i#!r ved, and he re#ained "ith us l ng en ugh t c #!lete ur life less ns. 'hen, t" "eeksafter his seventh birthday, he devel !ed !neu# nia and une0!ectedly !assed. 'his "as the hardest less n f r #e as a

father, as a !ediatrician, and as a hu#an being, t learn. Net, % "as grateful f r his teachings and f r the a"areness f hisgift even during his lifeti#e. %t "as b th the # st difficult and the # st gratifying e0!erience f #y life.

=ieran "as a bea# f light, an angel n this earth, "h dee!ly t uched every ne "h "as e0! sed t hi#. % believe thatchildren "ith autis#, like #y s n, are here t be ur teachers.

=I=I O+: 2hat ha!!ens t the !arents % understand that div rce rates are very high in fa#ilies "ith children "ithautis#. Are there res urces t su!! rt the fa#ilies

%r0 Allen: Parents f children "ith autis# are generally e0hausted, is lated and frustrated. 'he !hysical, e# ti nal andfinancial burdens are en r# us, and friends and fa#ily shy a"ay. ( "ever, the re! rted 4 !ercent div rce rate f !arents "ith autistic children is err ne us. ;ecent studies have f und that K !ercent f children "ith an autis# s!ectru#dis rder have t" #arried bi l gical r ad !tive !arents, "hile K@ !ercent f children "h d n t have an autis#s!ectru# dis rder had t" !arents. An ther study revealed a 5 !ercent chance f div rce bet"een autistic !arents fautistic children versus a !ercent chance f div rce bet"een !arents f n n$autistic kids. 2hichever study y u believeis # re c rrect, they are b th #uch l "er than 4 !ercent.

'here are #any res urces available t fa#ilies f autistic children and adults. 'hese range fr # adv cates t financial,diagn stic, b ks, diets, caregivers, su!! rt gr u!s, s cial !r gra#s, educati n, !arental su!! rt, bl gs, and att rneys,etc. S #e f these can be accessed thr ugh the ;es urce -uide by Autis# S!eaks 8see bel "9, that ffers res urcesavailable s!ecific t ne?s state and zi! c de. """.autis#s!eaks. rg fa#ily$services res urce$guide

=I=I O+: 2hat ha!!ens "hen autistic children gr " u! t be adults

%r0 Allen: %t all de!ends n their level f functi n and h " "ell "e&ve been able t hel! the# t integrate "ith the " rld.A l t has t d "ith early interventi n, understanding individuals "ith their s!ecific gifts and challenges, and then !utting en ugh su!! rt in !lace s that these individuals are able t reach utside f the#selves, t lerate theirsurr undings and be able t interact "ith the#.

'hings generally i#!r ve as children "ith autis# get lder, yet nearly seven years after high sch l, 3@ !ercent f autisticy ung adults still had n !aid e#!l y#ent r educati n bey nd high sch l. 'he statistics are dra#atic: "ithin a decader s , # re than @44,444 children diagn sed "ith autis# "ill enter adulth d.

S #e f the# "ill have the less severe variants like As!erger?s syndr #e r Ehigh$functi ning autis#F and #ay be ablet live # re inde!endent and fulfilling lives. But even this subgr u! "ill re+uire s #e su!! rt, and the needs f th se"ith l "er$functi ning varieties f autis# "ill be !r f und and c nstant as s #e "ill f rever live in a su!! rtedenvir n#ent, "hether at h #e r in a gr u! h #e, and "ill never h ld a b.

http://www.autismspeaks.org/family-services/resource-guide

http://www.autismspeaks.org/family-services/resource-guide



'here #ay be thers "h lead n t nly n r#al, but incredible lives, having s #uch t ffer the " rld in the "ay fcreativity and kn "ledge, as they share their gifts and !assi ns, #aking the " rld a better !lace f r all f us. 2e usthave t be E !enF t the#, and t give the# the !! rtunity "ith ut ur traditi nal Eli#itingF b undaries.

=I=I O+: 2hat research is ha!!ening that "ill let us !r ect int the future

%r0 Allen: ;esearch is revealing that the risk f autis# increases linearly "ith B1'( the age f the father A/D the agef the # ther at c nce!ti n. %ncreased risk als ha!!ens "ith l " f lic acid levels, fever and flu during !regnancy, etc.'here are b th genetic and envir n#ental fact rs currently being investigated. %n additi n, there is significant research being d ne n the gut$brain c nnecti n 8"hich is su!! rted by Steiner?s vie" f the interacti n r reflecti n bet"een theu!!er and l "er f rces9.

An autis# tsuna#i is n the "ay. 2ith the nu#bers f children diagn sed "ith autis# skyr cketing, "e "ill s n havever half a #illi n y ung adults r lder in the Cnited States "ith autis#. 'his is a gl bal "ake$u! call]

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