Dr. Ursula Davatz advocates for a neurodiversity perspective when discussing conditions like ADHS/ADS, Autism Spectrum Disorder (ASS), and hypersensitivity. She emphasizes that these are not fixed diseases but rather functional diagnoses of the brain, which can change over time.

Here’s a deeper look into the neurodiversity perspective based on the sources:

  • ADHS/ADS as a Neurotype, Not a Disease: Dr. Davatz explicitly states that ADHS/ADS is „no disease“ but rather a „vulnerable, sensible neurotype“. She categorizes ASS (Autism Spectrum Disorder) and hypersensitivity under ADHS, viewing them as different facets of the same underlying neurotype rather than creating new, separate illnesses. She highlights that the brain functions holistically and is interconnected with the body, directing its organs. Every brain functions differently; there is no „normotype“.
  • Vulnerability and Sensitivity to Stress: A key aspect of this neurotype is a stronger, more reactive, and sensitive emotional brain (limbic system). This means individuals with ADHS/ADS are more susceptible to stress and require more energy for concentration. When exposed to stress, their emotional brain experiences a larger and longer-lasting „wave“ of excitement, potentially leading to a „System Overload“ or „Overflow“ where the cerebrum loses control and primitive reflexes (fight, flight, freeze, teasing) take over.
  • „Broad Attention“ vs. „Focused Attention“: Children with ADHS/ADS naturally possess a „broad attention,“ immediately perceiving everything in a room, including emotions. While this can be advantageous for noticing and learning new things, it becomes a „disorder“ in traditional school settings that demand focused attention.
  • Reinterpreting Behaviors: From a neurodiversity perspective, certain behaviors, like „teasing“ or „clowning“ in class, are not necessarily malicious or simply disruptive. Teasing, for example, is described as a social exploration behavior or an approach behavior, particularly used by ADHS/ADS individuals and young animals when they are unsure of a situation. Dr. Davatz suggests reinterpreting such actions, understanding them as an attempt to explore or connect rather than a deliberate act of badness.
  • „Plus“ and „Minus“ Aspects: Dr. Davatz views every predisposition as having both a „handicap“ and a „plus“. The creativity of ADHS/ADS individuals is highlighted as a positive side. Their sensitivity also brings advantages in noticing, perceiving, and learning new things. Notable figures like Elon Musk (Autist), Richard Branson (flew out of all schools), and Mozart (ADHS/ADSler) are cited as examples of highly successful neurodivergent individuals, emphasizing their giftedness rather than disability.
  • Implications for Education and Raising Children: This perspective fundamentally shifts the approach to intervention:
    • Avoiding Over-Regulation: Raising ADHS/ADS individuals „too restrictively“ or on a „short leash“ can lead to mental and somatic illnesses. Punishment does not work.
    • Coaching the Environment, Not Just the Child: Dr. Davatz strongly advocates for coaching the adults in the child’s environment (parents, teachers) on how to interact more skillfully with neurodivergent children, rather than primarily treating the child or teenager directly. The goal is to correct the environment, not the child.
    • Fostering Intrinsic Motivation and „Own Focus“: It is crucial for ADHS/ADS children to find their intrinsic motivation and their own focus. Parents should not remove activities the child enjoys (e.g., football) as punishment for school performance, as this can be demotivating.
    • Empathy and Validation: When a child with ADHS/ADS is in a „high arousal“ state (over-excited), reasoning is ineffective. Instead, allow them to cool down, then validate their emotions before discussing alternative actions. This focuses on understanding the underlying reason for their behavior.
    • Personalized Rules and Boundaries: Rules should be clearly stated upfront, communicated personally with conviction (e.g., „I want it this way in my classroom“ instead of „you must“). There should be fewer rules, and teachers should maintain a calm demeanor. Patience is key, as ADHS/ADS children often comply with a delay.
    • Rejecting Harmful Practices: Public shaming for academic struggles or disruptive behavior is strongly condemned as it damages self-esteem and personality development. Using terms like „disability“ or „handicap“ is seen as an outdated medical definition; „neurodiversity“ is the preferred and more empowering term.
    • School as a Protected Environment: The school should provide a protected environment where the child feels safe and can develop self-confidence and self-assurance, rather than being a place that immediately exposes them to the „roughness“ of the outside world. Social learning and cooperation are prioritized over mere intelligence.

In essence, the neurodiversity perspective, as articulated by Dr. Davatz, encourages a shift from viewing ADHS/ADS as a deficit to be fixed, towards understanding it as a unique way of processing the world that requires a supportive and adaptable environment for individuals to thrive and develop their inherent strengths.

https://adhs.expert/wp-content/uploads/2025/06/ADHS-Schule-fuer-Maedchen-28.5.2025.m4a.pdf

Veröffentlicht von udavatz

From a systemic point of view, parental changes in behavior are far more effective and efficient than any therapeutic attempt at controlling the schizophrenic symptoms of the family member. The hidden mission of schizophrenia, which is to reveal the dysfunction of the family system as well as the impaired parental relationship, is closely examined in this book. Understanding schizophrenia from this broader, interrelated perspective means dealing with the disease in a way that no longer perceives it as a hopeless, incurable diagnosis, but rather as a manifestation of intergenerational entanglements encrypted in family systems. This unorthodox perception of the much-feared illness offers a better understanding within the family system and a new way of regarding those “crazy individuals”. Using individual real-life clinical examples instead of analyzing statistically collected impersonal data with a theoretical search key – a method which neglects all biographical socio-interactive factors – it can be demonstrated how family systems research allows us to decode the development of this long-term illness and makes it easier to grasp its complexity. The frequent question as to whether schizophrenia is ever curable must be answered affirmatively; it is indeed curable if the persons concerned have trust in family systems therapy, and the parents are willing to learn.