Helping Children With Attention Deficit Disorder Through .
Flower Essence Society NewsletterExploring the Art of Flower Essence Therapy Through Science and Spiritreprinted from our Summer 1995 issue 2.00 for non-membersHelping Children with Attention Deficit DisorderThrough Flower Essence Therapyby Patricia Meyer and Andrea ShorPatricia Meyer first made contact with AndreaShor, founder and director of Peninsula EducationalServices, when a 17-year-old student in her program, who began using flower essences recommended by Meyer, made dramatic improvements inhis work. Shor was so impressed with the qualitativechanges which she observed that she decided toseek help for her own healing issues. She had experienced chronic allergies as well as cystitis sincechildhood. A trinity of Yarrow remedies (GoldenYarrow, White Yarrow and Pink Yarrow), as wellas Crab Apple and Self-Heal provided clear relieffrom her symptoms. Subsequent emotional workbrought many deeper insights, including a recognition of early childhood trauma which had made herquite vulnerable and psychically sensitive to her surroundings.She came to realize that these were theunderlying issues which had resulted in herphysical allergies. As this deeper healing workprogressed she made a permanent shift in herown personal wellness, and no longer suffersfrom these allergic symptoms. Shor notes,“This personal healing experience was veryimportant to me. I began to realize thatmany of the learning disordersexhibited in my students probablyhad their basis in early childhoodtrauma. Many of these young childrenalso display extraordinary sensitivityand emotional vulnerability.”Patricia Meyer and Andrea Shorhave since engaged in a highly fruitful,collaborative program benefiting manychildren who have been diagnosedwith Attention Deficit Disorder (ADD)and Attention Deficit Disorder with Hyperactivity(ADHD). To date they have helped 24 children andhave confirmed clear patterns in their work. PatriciaMeyer’s insights are also enhanced by other similarconsultative services with professional associates,and she has worked with approximately 50 clientswho have been evaluated for ADD or ADHD in thelast four years.I began to realize that many of thelearning disorders exhibited in mystudents probably had their basis inearly childhood trauma. Many ofthese young children also displayextraordinary sensitivity and emotional vulnerability.Cases involving these learning disordersnearly always include identifiable trauma,usually stemming from early childhood.Quite frequently such trauma occurs duringbirth, or even before birth. In some casesthis involves neurological impairment such asbrain injury or anoxia. Extreme stressduring the mother’s pregnancy, due tomarital tension, divorce or death, mayalso be a contributing factor. Birth trauma may result from Caesarean sectiondeliveries, induced labor, or adoption.Many other forms of significant early childhood trauma may also play a role in laterlearning disorders. These include abanSelf-Healdonment issues such as an unavailable,Prunella vulgarisabsent or ill parent, family discord
including frequent verbal and physical altercations,divorce, or other family system dysfunction.Successful therapeutic intervention using floweressences involves taking a substantive case historyof each child, and employing other counseling anddiagnostic measures which accurately identify thenature of the emotional trauma which is nearlyalways present in the child. The various learningand behavioral problems are symptoms the childexperiences; however, the essences facilitate anemotional pathway by which the child begins to healand to create a new, healthier identity.As a trained professional who has had ampleopportunity to observe traditional drug treatmentfor ADD and ADHD, alongside flower essence therapy, Andrea Shor comments that, “Traditionaldrugs are geared to treat symptoms. They do notaddress the cause of these problems, the emotionalroots. In fact, I would say that only a small percentage of children diagnosed with learning disordersare actually neurologically handicapped. Most havebeen severely traumatized in some way and developdysfunctional ways of coping with their underlyingemotional feelings.” Shor has noted that completeremediation is difficult for children who are ondrugs. She finds that some children get depressed ifthey are on Ritalin for long periods of time. Othersdevelop allergies, stomach problems, erratic twitches or similar afflictions.On the other hand, Shor finds that floweressences initiate a much different change – theclient may get worse temporarily, producing a kindof aggravation or healing crisis. However, as children work through their emotional traumas, theybecome less oppositional, more able to focus onwhat they are learning, less obsessively selfcentered, and more receptive to educational therapy and social interaction. She theorizes that pharmaceutical drugs affect chemicals in the brain, calledneurotransmitters, which seem to act in the morecerebral part of the brain. While not yet scientifically tested, Shor believes that flower essences benefitan entirely different dimension of the human being,stimulating what is known as the “mid-brain,” oremotional center.page 2ADD and ADHD ChildrenThere are two major diagnoses for learning disorders. Attention Deficit Disorder (ADD) childrenoften fail to pay close attention to tasks requiringgreat detail. They may make careless errors inschool work or other activities requiring sustainedconcentration and attention. They may not listenwhen spoken to, or may have difficulties processingsequential instructions or multi-step mathematicalproblems. Difficulties occur in planning and organizing academic and long-term projects.Procrastination and avoidance of complex activitiesare also seen in this population due to inability tosustain attention which requires mental effort.Frequently, this type of child loses items which arenecessary for tasks at home or in school, orbecomes easily distracted by auditory, visual, orsocial stimuli.The various learning and behavioral problems are symptoms thechild experiences; however, theessences facilitate an emotionalpathway by which the child begins toheal and to create a new, yperactivity (ADHD) child may often be unusuallyrestless. They are unable to stay seated or still forreasonable periods of time. They have chaotic,excessive and random motor activities, with amarked absence of quiet play or sustained attention.Many behavioral features such as inability to delaygratification or to wait for one’s turn, or speaking oracting impulsively can also be observed.The following case study involving male twins ischosen from many similar cases. Nathan and Keith(not their real names) were 14 years old whenbeginning flower essence therapy in November1993. Both were diagnosed with ADHD by theirpsychiatrist. Their very aggressive and violent siblingrivalry resulted in hospitalization, so that their medications could be adjusted. They receivedImipramine, Dexedrine and BuSpar. The mother ofthese twins was very committed to helping with consistent application of flower essences. SteadyFlower Essence Society Newsletter, Summer, 1995
Patricia Meyer, B.F.A. (WitwatersrandUniversity, South Africa), C.H.T., FlowerEssence Society Certified Practitioner, ReikiPractitioner, South-African born artist andwholistic practitioner, has been involved withflower essences for 26 years. She provides private consultations, is a keynote speaker forThe Flower Essence Society and other international and local seminars, and a guest speakerat state colleges, universities and in her community. She regularly holds training classes onFlower Essence Therapy. Patricia writes andpublishes a bi-annual newsletter “The EssentialFlower”. Recently her practice has becomespecialized in helping children with attentionand learning issues.Readers who wish to consult with PatriciaMeyer may call her at 650-348-7697; or fax650-348-8947.improvements have been noted, especially in thatthe boys show a greater sense of well-being andability to tackle schoolwork. They still display somesibling tension, but as individuals they are moremature and cooperative. Andrea has recently testedNathan and found him to be very present, focusedand calm. Their medications have been reducedregularly since beginning flower essence therapy.As of September 1994, they are no longer takingDexedrine.Flower Essence Society Newsletter, Summer, 1995Andrea Shor, M.Ed., has been in thefield of special education for 23 years. She is aprofessional member of the Association ofEducational Therapy, and is the founder anddirector of Peninsula Educational Services, aconsulting and tutorial agency treating childrenand adults with attention, learning and language difficulties. The agency providesdiagnostic/assessment services, educationaltherapy, and consultation and advocacy forparents and clients. She has offered in-serviceteacher training for school districts inCalifornia and Canada, has been a guest lecturer in private and state colleges, a professional speaker for the Association ofEducational Therapy, a writer for the Journalof Educational Therapy, and for the past thirteen years, a consultant for the ParentParticipation Co-op Nursery Association.In taking the case histories of Keith and Nathan,birth trauma was noted. Keith had blocked Nathanfrom coming into the birth canal. As Keith presented, the obstetrician manually forced him back intothe birth canal to free Nathan. An emergency CSection was performed in order to deliver Keithwho was born blue and resuscitated after a coupleof minutes. The father was present for Nathan’sbirth, but not for Keith’s. The mother reported thatthe twins had colic throughout infancy. In earlypage 3
childhood, they were not socially responsive, tending instead to be rough and willful. Marital tensionwas present during their early childhood and theparents divorced when the boys were three and ahalf years old. The mother remarried and hadanother son. Both twins had severe behavioralproblems at school, used disrespectful language,and were generally impulsive, aggressive, or violentwith each other. These problems were so severethat the parents had finally resorted to separatingthem.Nathan is the stronger of the two, physically larger, more self-assured and more likely to be theaggressor. His first set of essences included theFive-Flower Formula, Self-Heal, Lotus, Hollyand California Wild Rose. These were repeated forseveral months and then Holly and Lotus werereplaced by Chicory, Chamomile and St. John’sWort. His mother noted an immediate change in histendency to anger, and a favorable improvement in his disposition. He is now in a regular high school and is able to carry out hishomework tasks effectively. His aggressive behavior is much diminished and hehas a more relaxed attitude. In rareinstances when he does become aggressive, he is able to reflect upon his behavior and express regret.girlfriend. His teacher is delighted with him andcomments that “he doesn’t show any signs ofAttention Deficit Disorder.” Recently his medication, a tricylic anti-depressant, was reduced to halfthe dosage.Other Considerations and TherapeuticApproachesIt is recommended that multiple interventions,which include many sets of flower essences, collaboration between the educational therapist and theflower essence practitioner, and a psychological andeducational program designed to correct learningand emotional blocks, be provided for the childidentified with ADD/ADHD. This multidisciplinaryapproach insures that the whole child is treated andthat all aspects of their physical, emotional, academic and psychological life is addressed.The educational therapy program is designedfrom referral questions pertaining to attentionand learning. A learning plan is devised utilizing parent, child and teacher surveys,classroom observation, psycho-educational testing and diagnostic teaching techniques. The educational therapist collaborates with the flower essence practitioner and notes any improvements seenin the child as the result of a new set ofessences. For example, after a maleKeith performs slightly better acadetwelve-year-old was treated withmically, is more sensitive and moreessences, he became less reactivelikely to be the victim in the twins’and more responsive to instructionalinteractions. Although disruptive andstrategies. In another case of a tenaggressive, he was also somewhatyear-old,he became more “grounded”,depressed, anxious, and easily discourand his “free flight of ideas” and self-distractaged. His first flower essence formula consisteding behavior occurred less frequently. As aof Five-Flower Formula, Self-Heal, and Holly. Inresult, his writing skills improved and hethe second set of essences, Holly was replaced bywas able to complete a two-page storyRosemary, Buttercup, Love-Lies-Bleedingwithout interruption. A third student,(Amaranthus), Shooting Star, Whitequite depressed before receiving essences,Chestnut, Mycena (Bloesem Remedieswasreceiving educational therapy for writNederland), River Beauty (Alaskan Floweringandstudy skills. He also received mentalEssence Project), and Fireweed (Alaska). Thishealth counseling one hour a week as he beganset of essences was continued for several months.floweressences. The combination of seeing a therHis mother has observed that Keith is more cenapistandreceiving the essences helped reduce thetered and happier. His typically intense or whiningdepression until it eventually subsided. He becamebehavior has changed. He has movedmore responsive to educational therinto a more advanced group at hisSaint John’s Wortapy and began to assume morespecial school. Recently he has shownHypericum perforatumresponsibility for his school work.many signs of maturation and has apage 4Flower Essence Society Newsletter, Summer, 1995
The educational therapy program is enhancedwhen parents also receive flower essences. Manyconcerned parents inadvertently become intrusiveforces in their child’s life. They may over-protectand over-schedule their children, hoping this strategy may improve school success. Many parents lackeffective parenting skills, or they may themselvessuffer from ADD, ADHD, or related disorders suchas alcoholism. These adverse conditions createstress in the child who counter-reacts by avoidingschool, or acting in other negative and inappropriate ways. Flower essences for the parent, combinedwith psychotherapy, often teaches the parents necessary boundaries and how to balance their interestwith appropriate distance.Flower essences appear to assist inthe release of imprinted patternsrelated to early childhood or birthtrauma in children who are diagnosed with learning disorders.Other influences can also negatively affect theprogress of the child. Nutritional deficiencies or adependence on “junk foods” creates a poor physicalmatrix for the child’s healing. Excessive exposure totelevision, video games, computers, or other chaotic sensory stimulation can overwhelm ADD orADHD children who are already hypersensitive.Despite these challenges, flower essences can makedramatic improvements, but when these environmental and cultural factors are also addressed,recovery may be quicker and deeper.integrity. Other indicated essences may includeCalifornia Wild Rose for willingness to engage inlife experience and to feel at home on Earth, andRosemary for physical warmth and mind-bodyawareness. These flowers stimulate the incarnationor embodiment process. The Cauliflower(Perelandra) essence may also be used to facilitate“rebirthing”. One child, who was born in Australia,needed the Emergency Formula (Australian BushFlower Essences) as well as the Five-FlowerFormula. An embodiment formula may be neededfor several months, and it, or parts of it, may berepeated through different levels of the healing, or“whole-making” process.Within six weeks, many parents notice changesin their children. One parent stated, “He used to befurious for the whole day if I stopped him doingsomething — now he cuts off after half an hour.”Another parent recalled, “I thought it was my imagination at first, that it was too soon. But there werea couple of situations that occurred where he wouldnormally go quite crazy. and he calmed downmuch sooner, it surprised me. He seems less reactive.” A mother of a nine-year-old boy said, “He isdoing good, has an increased appetite after being apoor eater, is filling out, as if going through agrowth spurt. He seems much happier in himself,The Role of the Flower EssencesFlower essences appear to assist in the release ofimprinted patterns related to early childhood orbirth trauma in children who are diagnosed withlearning disorders. Many such children have a disturbed or delayed incarnation process and do notfully inhabit their bodies. The flower essences facilitate embodiment and a quality of being present. Anoutstanding introductory remedy for this process isFive-Flower Formula, providing an importantmatrix of serenity, calm, stability, balance and harmony. Self-Heal encourages a healthy, vital senseof Self and assists in physical healing and bodilyFlower Essence Society Newsletter, Summer, 1995Love-Lies-BleedingAmaranthus caudatuspage 5
more independent and less clinging tome.” Her son related to the mother, “Ihave faith in myself.” The children alsoappear to release anxiety, becomingmore relaxed and surprisingly moreaffectionate.It seems that with the help of floweressences, children acquire more options.Instead of acting from a self-limitingrange of automatic reactions, they beginto discern new possibilities. At times, iftheir stress level becomes overwhelming,they might still regress to earlier, existingtendencies. However, with coaching andcare, they can embrace new, moreviable patterns. Whereas previously thechild simply reacted, the child is nowopen to new behavioral and emotionalchoices; they want to change.After the initial stabilization phase, otheressences are selected according to particular symptoms in each case. A child that demands a lot ofattention may require Chicory or Mariposa Lily tobe able to experience unconditional love. Many children with learning disabilities suffer from environmental and food allergies. People with allergic reactions do not feel safe in their environments.Vulnerability indicates a need for protection, and theYarrow essences, White, Pink, Yellow, or GoldenYarrow, may be useful here, to strengthen andrestore the aura which surrounds and protects us.Vulnerability can be emotional or physical; the playground can be a rough and scary place. Criticism,sarcasm, goading and teasing can feel like knifewounds to a child with few defenses. Environmentalpressure to fit in and achieve academically maynegatively affect self-esteem. Many children needLarch for confidence in themselves and Buttercupfor self-worth and self-acceptance. The essencePine, too, plays an enormous role in any dysfunctional family where the child internalizes self-blameand guilt. Unexpressed anger may underlie depression, and many children are angry because ofunending, frustrating, and painful situations theycannot resolve. Lacking new information on choices, their only available alternative is to exist in aworld of fight or flight.page 6ManzanitaArcostaphylos viscidaBecause of the difficulties dealing with their children, many parents permit their children to eat junkfoods just to avoid upsets. Poor nutrition, includingrefined sugars and artificial food additives, can causetiredness and depression, and consequently aggravate the problem. Improving nutrition is important,and to facilitate this Manzanita can be a beneficialessence. It is directly indicated for eating disorders,and encourages embodiment by integrating the spiritual Self with the physical world.The ADD/ADHD child is usually not the onlyfamily member needing help. In most cases the parents require support and new awareness. For example, Penstemon, for perseverance and for seeingthe silver linings on clouds, may be perfect. Siblingbehavior is invariably affected by the situation andfamily counseling can become an opportunity forbenefiting everybody.Patricia Meyer and Andrea Shor are pleased todiscover the efficacious role of flower essence therapy in helping children with learning disorders, andlook forward to further research in this importantarea. They are presently collaborating on an indepth article, “A Multidisciplinary Approach toAttention Deficit Disorder (ADD) / withHyperactivity (ADHD), and Benefits of UsingFlower Essences.”Flower Essence Society Newsletter, Summer, 1995
Diagnostic Drawing by a Child with ADDby Patricia MeyerThis picture was drawnby a twelve-year-old boywho had been diagnosedwithAttentionDeficitDisorder. It portrays, perhaps better than words, thesense of disassociation, orsplitting of the Self, thataffects many children withlearning disorders.Thischild was somewhat responsive if he received undividedattention. However, heexhibited severe behavioralproblems otherwise. Theseincluded such actions asintentionally wetting thefloor, stealing from his parents or peer group, anddestructive habits such as breaking things. He alsoshowed a macabre attraction to horror and deathsince four years of age. This boy’s birth was nottraumatic, although he was put in full-time child-careafter only one month of age, which may have precipitated some abandonment issues. At five years ofage, he was in a car accident, hit by a drunk driver.Although physically unharmed, he showed signs ofsleep disturbance following this incident. There wasmuch marital strife during his early childhood, andby 5 years of age his parents were divorced. Therehas been continued antagonism between the mother and father, with the father showing signs of alcoholism.The drawing was done during the first therapeutic session when he was asked to express how hewas feeling. The figure in front suggests a “masked”persona, who is larger and perhaps more macho.His hand signal denotes “everything’s cool.” Behindthis being is a boy who appears as though he is crying for help. His facial expression denotes pain andtrauma. As a whole, the picture suggests a lack ofembodiment and integration.Major remedies for this young boy have includedFive-Flower Formula, to treat extreme stress andprovide balance, and Goldenrod to provide aFlower Essence Society Newsletter, Summer, 1995healthy individuation pattern. Auxiliary remedieshave included Sunflower to help bring a positivemasculine archetype and to cope with the emotionssurrounding his absent father, Chicory to addresshis extreme neediness, Rosemary and Dogwood toprovide warmth and embodiment, and Yerba Santaand Chamomile to bring calm and emotionalacceptance.Immediately after taking the remedies the boyreported a feeling of inner happiness. However, asignificant incident occurred soon after, when hestole several gold coins from his father. This incidentsuggested a strong metaphoric quality, as he wasstruggling to find his own inner solar, or masculineradiance. With the essences of Goldenrod andSunflower he was able to address the emotionalwounding he felt from his father, and to find his owninner light and confidence. Some other negativeincidents also ensued at school, but with these gradually came more reflective consciousness. Therehave been steady improvements to date, along withfurther cycles of flower essences. His mother hasnoted real behavior changes, although he is stillworking on many intense feelings common to allboys entering puberty. To date, he has receivedflower essence therapy for one year.page 7
Flower Essence Therapy with ADD Children:Building a Bridge to the Soulby Emily Whiteside Olson, LCSWately. He often disturbed other children and displayed various forms of explosive and unpredictablebehavior. In taking his case history, I noted that hewas born via an emergency Caesarean and that hehad colic for the first six weeks of life.Emily Whiteside Olson, LCSW, with her son GabrielI have worked in the field of psychotherapy as aLicensed Clinical Social worker for nearly 30 years.I specialize in work with young children, employingJungian Sandplay Therapy and other holistic methods of healing. I have been using flower essences inmy practice since 1982, when I was certifiedthrough the Flower Essence Society training program. I use flower essences for about three-quartersof my clients and find them to be a key element inthe healing process. They truly form a bridge to thatpart of the human being which we could call thesoul, the numinous or light-endowed Self which isreally at the core of all creativity and true healing.It is extremely important to me to know thatflower essence therapy offers another viable andefficacious way of helping children diagnosed withAttention Deficit Disorder, a way which does notdepend on traditional drug therapy. The followingtwo cases demonstrate very positive results:Case One: Serious concerns were first voiced bya seven-year-old boy’s first grade teacher. Sheobserved him to be restless, constantly fidgeting,inattentive, excitable, impulsive, of short attentionspan, with demands that needed to be met immedi-page 8The flower essences of Mariposa Lily, FiveFlower Formula, Clematis, Shasta Daisy,California Wild Rose, and Terra(BloesemRemedies Nederland) were chosen to address hisoriginal birth trauma and to help him “anchor” hiscore identity or Self. Mariposa Lily was chosen forhis original birth trauma, which was perhaps compounded by the birth of a sibling only 20 monthslater who underwent heart surgery. These eventsleft his mother depressed and exhausted and not asavailable for her older child. Clematis was chosento facilitate a more focused and embodied presence,Shasta Daisy to provide integration by helping theemotional feelings to interweave positively with thecore identity. The final two remedies encouraged astronger incarnation process: California Wild Roseto help this child to find true heart forces for his lifeon Earth, and Terra to assist his ability to be in present time, with his spiritual self fully present onEarth.It is extremely important to me toknow that flower essence therapyoffers another viable and efficaciousway of helping children diagnosedwith Attention Deficit Disorder, away which does not depend on traditional drug therapy.Within one month, dramatic results wereobserved. The child responded by “settling down” inclass. The teacher observed that he responded better to the transitions of the daily classroom schedule, no longer demanding to be first and more ableto consider others. She expressed appreciation forhis sweetness and newly emerging, trusting attitude.Flower Essence Society Newsletter, Summer, 1995
His parents described him as being more secure,less fearful, showing more interest in artistic activities, and being more inclusive and responsive to hisyounger brother. In my work with children, I sharewith them that there is a “wise part” that lives within their hearts and that this part can be called uponwhenever needed.His little brother once asked himthe question, “If we all love eachother, does it mean we are all stucktogether?” He went deep inside andreflected that, “No, we are not allstuck together. All of our Love meetstogether everywhere but our feet arefirm upon the earth.”This little boy has discovered a deep connectionto his wise Self and lets it guide him more frequently. For instance, in the past he had many problemson the playground, but recently he said, “Now, I canask my Wise Part to help me figure it out. I am sohappy to have found my wise friend inside myheart.” His little brother once asked him the question, “If we all love each other, does it mean we areall stuck together?” He went deep inside and reflected that, “No, we are not all stuck together. All of ourLove meets together everywhere but our feet arefirm upon the earth.” It is quite apparent to me thatthis little boy is moving through a very importantdevelopmental stage, coming more into an incarnation process on Earth and into his body.natural mother; Mimulus for many fears which shedisplayed, often masked as restlessness or hyperactivity; Chicory for ways in which she manipulated toreceive love through negative attention-gettingbehavior; Holly for her anger and for helping her tocome to a feeling of inclusion in her family andsocial groups; Impatiens for her irritable and oftenintolerant behavior; and Five-Flower Formula tohelp promote general stability and calm. Sheresponded immediately to these essences andremarked that she much preferred “the fairy drops”to her drug therapy because they made her feel“happy rather than sleepy.” Her parents reportedthat after one month she was more agreeable andhappy. She tolerated greater stress and dailyresponsibilities. Her sleep became more normalafter years of night terrors. Most importantly, herschool work remained consistent with her performance level, even though she had discontinuedRitalin.This same formula of flower essences was continued for another month. Then, during the thirdmonth I retained the Mariposa Lily, Five-FlowerFormula and Holly, and I added Clematis to facilitate more focus and presence, Terra to help clearCase two involves a young girl, age six, whowas diagnosed with Attention Deficit Disorder inkindergarten. In taking her case history I notedthat she had been adopted at birth. Throughouther childhood there had been many problems withfearfulness, impulsivity, restlessness, distractibility,poor sleep patterns, hyperactivity, eating problems,and coping with mistakes by blaming others. Shehad been on Ritalin drug therapy for one full yearbefore starting flower essence therapy. After threeweeks she was weaned entirely off this drug.The essences I selected for her includedMariposa Lily for her status as an adopted child,including core trauma of abandonment from herFlower Essence Society Newsletter, Summer, 1995ClematisClem
children who have been diagnosed with Attention Deficit Disorder (ADD) and Attention Deficit Disorder with Hyperactivity (ADHD). To date they have helped 24 children and have confirmed clear patterns in their work. Patricia Meyer’s insights are also enhanced by other si
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