Dr. Ursula Davatz emphasizes a holistic and functional view of brain function in the context of psychiatric conditions, including ADHS/ADS, rather than seeing them as fixed diseases. She considers ADHS/ADS, Autism Spectrum Disorder (ASS), and hypersensitivity as facets of a „vulnerable, sensible neurotype“ that is more susceptible to stress and can develop various illnesses as a result. This perspective significantly shapes her approach to child education.

Here’s a comprehensive discussion on child education for children with ADHS/ADS, drawing from the provided sources:

Core Understanding of ADHS/ADS and its Educational Impact

Dr. Davatz views ADHS/ADS as a neurodiversity or an „otherness“ rather than solely a „disability“. She asserts that the brain functions holistically and is interconnected with the body, directing bodily organs. For individuals with ADHS/ADS, the emotional brain (limbic system) is stronger, more reactive, and more sensitive. It functions somewhat like fluid media, where „waves“ of excitement are larger and last longer. This means ADHS/ADS children are more sensitive to stress and require more energy for concentration. Their emotional system remains more strongly connected to the cerebrum (Grosshirn), leading them to process more impressions and become tired.

ADHS/ADS children often have a „broad attention“ where they immediately perceive everything in a room, including emotions. While this can be an advantage for noticing and learning new things, it becomes a „disorder“ in a school setting where focused attention is required.

Challenges in Traditional Education and Common Difficulties

In a traditional school environment, ADHS/ADS children often struggle because they are expected to focus narrowly, which contradicts their natural broad attention. When they are not interested, they may become disruptive, act as a „class clown,“ or disturb classmates, creating a „competition“ with the teacher.

Specific academic areas can be particularly challenging:

  • Mathematics: Requires following every step; missing one step means losing the connection, making it hard for ADHS/ADS children who may miss steps due to attention shifts.
  • Languages (e.g., French): French has many rules, which can be difficult for ADHS/ADS children who are generally worse at learning rules. Dr. Davatz suggests teaching such languages through melody and speaking to get into the „flow“.
  • Dyslexia and Dyscalculia: These learning difficulties are frequently inherited together with ADHS/ADS.

ADHS/ADS children may react to stress or difficulty by becoming aggressive outwardly (more common in boys) or by overthinking and processing internally (more common in girls). This internal processing can lead to psychosomatic illnesses, such as stomach aches in younger children who cannot articulate their feelings.

Key Educational and Therapeutic Approaches

Dr. Davatz’s philosophy for educating children with ADHS/ADS revolves around understanding their unique neurotype and adapting the environment and interactions, rather than directly treating the child for a „disease.“

  1. Avoiding Over-Regulation: Raising ADHS/ADS individuals „too restrictively“ or on a „short leash“ can lead to mental and somatic illnesses. This includes punishing them, which does not work for ADHS/ADS children.
  2. Patience and Validation in High Arousal States: When a child with ADHS/ADS is „over-excited“ (high arousal) or experiencing „System Overload/Overflow,“ reasoning with them is ineffective because the cerebrum loses control and the reptilian brain takes over. Instead, allow them to cool down („let the soup cool down“). Afterward, validate their emotions by asking what hurt or upset them before discussing alternative actions.
  3. 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. This is particularly crucial during the teenage years, where 50% of psychiatric illnesses begin.
  4. Promoting Intrinsic Motivation and „Own Focus“: It is crucial for ADHS/ADS children to find their intrinsic motivation and their own focus. Parents should not take away activities the child enjoys (e.g., football) as a punishment for school performance, as this can further demotivate them. Allowing children to pursue hobbies they love builds self-esteem and provides a positive outlet.
  5. Setting and Enforcing Rules:
    • Rules should be clearly stated upfront to the entire class, not only when they are broken.
    • It is better to have fewer rules (e.g., five rather than twenty).
    • Rules must be communicated personally and with clear conviction („I want it this way in my classroom“) rather than as demands („you must“). ADHS/ADS children are sensitive to direct commands.
    • Allow for some delay in compliance, as ADHS/ADS children often process and comply with a delay.
    • Teachers should maintain a calm and clear demeanor, even if internally emotional, as their state influences the child.
  6. Addressing Academic Difficulties (e.g., Math, Reading):
    • Avoid public shaming for academic struggles or disruptive behavior (like being a „clown“). This damages self-esteem and personality development.
    • Individualized support: One-on-one accompaniment, learning therapy, or working with a coach (e.g., for math) is highly beneficial, as it allows for personalized steps and prevents the child from falling behind.
    • Motivation through challenge: Encourage children by highlighting that overcoming a difficult task (like math) brings greater satisfaction and pride.
  7. Teacher’s Role and School Environment:
    • Teachers need a clear stance and know what they want. Ambivalence creates openings for ADHS/ADS children to exploit.
    • The school should be a protected environment where the child feels safe and can develop self-confidence and self-assurance. This contrasts with the „roughness“ of the outside world.
    • Prioritize the child over bureaucracy: Teachers should use their freedom and not rigidly follow regulations if it benefits the child’s development.
    • Social learning and empathy: Emphasize social behavior and respect, which is more important than intelligence for success. ADHS/ADS children are inherently empathetic and helpful.
    • Problem-solving: Involve ADHS/ADS children in problem-solving, as it taps into their intrinsic motivation and desire to help.
  8. Medication (Methylphenidate): Dr. Davatz acknowledges that Methylphenidate (Ritalin) and similar stimulants can help the brain focus more, potentially improving grades. However, she does not see it as the first solution and warns that early use might suppress creative abilities. She believes that problematic behaviors are often feedback that „something is not quite right“ and prefers to address the environment first.
  9. Addressing Absenteeism/Avoidance: For children who avoid school, it’s crucial to understand the underlying reason (e.g., academic difficulty, social issues, teacher interaction). In some cases, a „paradoxical prescription“ from systemic therapy, such as allowing the child to stay home with tasks and come to school only when intrinsically motivated, might be considered, though it needs careful consideration and communication with parents. Maintaining connection through homework and finding alternative study environments (e.g., library) is important.
  10. Working with Parents, Including Borderline Mothers: When working with parents, especially those with Borderline traits, Dr. Davatz suggests asking about their own childhood and upbringing, and their relationship with their mothers. This helps understand their deficits and provides a basis for empathetic support rather than direct criticism of their parenting, which they are highly sensitive to. The goal is to provide indirect support for the parents so they can better support their children.

Overall, the sources emphasize that effective child education for ADHS/ADS involves a patient, empathetic, and flexible approach that prioritizes the child’s well-being and intrinsic motivation, fostering a supportive environment that allows them to thrive despite their neurodivergence.

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.