ADHS/ADS Verständnis

Dr. Ursula Davatz beleuchtet ADHS/ADS nicht als Krankheit im traditionellen Sinne, sondern als einen anderen Neurotyp. Dieser ist genetisch vererbt und kann nicht einfach „wegerzogen“ werden, da das Gehirn von ADHS/ADS-Personen anders gestaltet ist und das Umfeld anders aufnimmt. Es ist ein angeborener Zustand, dessen Diagnosezeitpunkt (z.B. vor oder nach 9 Jahren) für die Vererbbarkeit irrelevant ist, auch wenn die IV willkürliche Grenzen setzt.

Im Folgenden wird ein umfassendes Verständnis von ADHS/ADS basierend auf den Quellen dargelegt:

1. Definition und grundlegende Merkmale:

  • Das „A“ steht für Aufmerksamkeitsstörung, das „H“ für Hyperaktivität.
  • Dr. Davatz korrigiert die medizinische Sichtweise der „Aufmerksamkeitsstörung“ und spricht stattdessen von einer „breiten Aufmerksamkeit“. ADHS/ADS-Kinder nehmen sofort alles in einem Raum wahr und können die Emotionen anderer erkennen.
  • Diese breite Aufmerksamkeit wird zum Problem in langweiligen Situationen, da sich ADHS/ADS-Kinder schnell ablenken lassen und dann zum Beispiel aus dem Fenster schauen oder ihre Nachbarn stören. Sie „scannen“ das Umfeld wie ein Hund, der nach Interessantem schnüffelt.
  • Wenn zu viele interessante Dinge gleichzeitig passieren (z.B. in einer grossen Schulklasse), kann diese breite Aufmerksamkeit zu einem „System Overload“ führen, bei dem das emotionale System überfordert ist und zusammenbricht.

2. Unterschiede zwischen ADHS und ADS:

  • ADHS zeigt sich oft in nach aussen gerichteter Hyperaktivität, die manchmal in „Verrücktsein“ resultiert.
  • ADS ist durch eine nach innen gerichtete Hyperaktivität gekennzeichnet; Betroffene ziehen sich zurück und passen nicht mehr auf. Sie denken sehr viel nach, haben „Kino im Kopf“ und können das Denken oft nicht stoppen, was zu Schlafproblemen führen kann. ADS kann letztendlich im Autismus münden. Dr. Davatz sieht Autismusspektrumsstörung (ASS) als eine extreme Form von ADHS/ADS.

3. Geschlechtsunterschiede in der Manifestation:

  • Mädchen sind sehr beziehungsorientiert und passen sich oft dem Lehrer oder der Lehrerin zuliebe an, manchmal bis zur Selbstunterdrückung. Sie tendieren dazu, sich mehr anzupassen als Jungen, besonders in Konfliktsituationen. Dies führt dazu, dass eine ADHS/ADS-Diagnose bei Frauen oft erst im Alter von 35 bis 45 Jahren gestellt wird, da ihre Symptome weniger auffällig sind. Sie reagieren auf Verletzungen eher mit Flucht, Rückzug oder Anpassung, um Konflikte zu vermeiden. Diese übermässige Anpassung kann später im Leben zu Depressionen und Burnout führen.
  • Jungen fallen häufiger auf, werden aggressiv, wenn sie falsch angepackt werden, etwas von ihnen verlangt wird, was sie nicht wollen, oder wenn sie bei ihrer eigenen Aktivität gestört werden. Sie reagieren auf Verletzungen mit Aggression und Kampf.
  • Statistiken zeigen eine Verschiebung: Früher wurde von fünf Jungen auf ein Mädchen mit ADHS/ADS gesprochen, heute ist das Verhältnis 1,5 Jungen auf ein Mädchen.

4. Lernen und Emotionale Intelligenz:

  • Der Mensch ist das lernfähigste Wesen auf der Erde.
  • Lernen läuft nicht nur kognitiv ab, sondern in erster Linie über das emotionale Gehirn.
  • Ohne Beziehung gibt es keine Erziehung; ein Kind lernt am besten über eine Beziehung.
  • Wissensvermittlung kann heutzutage leicht über das Internet und KI-Tools wie ChatGPT erworben werden.
  • Emotionale Beziehungen und emotionales Lernen können jedoch nicht aus dem Internet bezogen werden; emotionale Intelligenz wird nur in zwischenmenschlichen Beziehungen gefördert. Der Lehrer und die Eltern sind wichtiger denn je, um Kindern emotionale Intelligenz beizubringen und Beziehungen zu pflegen.

5. Herausforderungen im Umfeld und erzieherische Ansätze:

  • ADHS/ADS-Kinder sind für Lehrpersonen eine Herausforderung, da sie bei uninteressantem Stoff schnell abgelenkt sind.
  • Sie können nicht einfach blind folgen, sondern müssen intrinsisch motiviert sein. Wenn ihr Interesse geweckt wird, können sie einen „Hyperfokus“ entwickeln und hochkonzentriert an einer Sache bleiben, was zu wissenschaftlichen oder handwerklichen Leistungen führen kann.
  • Bei der Kommunikation mit ADHS/ADS-Kindern (und Erwachsenen) ist es entscheidend, einen „tiefen Erregungszustand“ (low arousal) zu bewahren. Im hocherregten Zustand ist das Gehirn noch erregter, und es laufen nur Reflexe ab (Kampf, Flucht, Totstellreflex, Necken), keine vernünftigen Verhaltensweisen.
  • Man darf ADHS/ADS-Personen im erregten Zustand nicht belehren oder moralisieren. Zuerst muss man sich selbst und dann das Kind beruhigen lassen. Erst im ruhigen Zustand kann man kognitiv arbeiten und gemeinsam Lösungen erarbeiten.
  • Strafen, Belohnungen und Drohungen funktionieren bei ADHS/ADS-Kindern nicht und können sogar schaden. Reflexverhalten kann nicht durch Strafen verändert werden; es führt höchstens dazu, dass sich das Kind zurückzieht, phobisch oder zwanghaft wird. Beschämung löst Ausweichverhalten aus, keine Lernbereitschaft.
  • Eltern sollten Regeln aufstellen, anstatt Befehle zu geben, da Befehle oft als Übergriff empfunden werden. Diese Regeln können aufgeschrieben und vom Kind internalisiert werden, was zur intrinsischen Motivation beiträgt.
  • Im Konfliktfall sollte man nicht endlos argumentieren, da dies zu einem „System Overload“ beim Kind führt und die Eltern als schwach erscheinen lässt. Stattdessen sollten Eltern klar sagen, was sie wollen und, falls nötig, mit ihrer mentalen Kraft durchsetzen, ohne in einen Machtkampf zu geraten, den man als Erziehungsperson oft verliert. Es ist akzeptabel, als Elternteil auch mal zu „verlieren“, um das Selbstwertgefühl des Kindes zu stärken.
  • Dr. Davatz plädiert für eine „persönlichkeitsgerechte Erziehung“ und einen „bedarfgerechten Umgang mit neurodivergenten Kindern“.

6. Weitere Merkmale und systemische Betrachtung:

  • ADHS/ADS-Personen sind hochsensibel. Diese Sensibilität kann sich in verschiedenen Bereichen zeigen, wie Empfindlichkeit gegenüber Lärm, bestimmten Materialien (z.B. Kunstfasern, Wolle) oder Licht.
  • Sie sind oft erfinderisch, kreativ und spielerisch. Sie können Grenzen überschreiten und sind Entdecker, Forscher und Eroberer.
  • Sie haben einen hohen Gerechtigkeitssinn und reagieren heftig auf Ungerechtigkeit.
  • Risikobereitschaft ist ein weiteres Merkmal, da sie Extremsituationen suchen, um Dopamin und Adrenalin auszuschütten. Man sollte dies nicht unterbinden, sondern dem Kind helfen, seine Grenzen zu spüren und verantwortungsvoll mit Risiken umzugehen.
  • ADHS/ADS-Familien sind konfliktanfälliger und haben eine höhere Scheidungsrate aufgrund ihrer hohen Sensitivität.
  • Am Arbeitsplatz mögen ADHS/ADS-Personen keine Vorgesetzten, die ihnen intellektuell unterlegen sind, was zu Kündigungen führen kann.
  • Dr. Davatz sieht ADHS/ADS als Grundursache vieler psychiatrischer Krankheiten, wie Depressionen und Schizophrenie, da die gleichen Genloci betroffen sind und die Sensibilität ein verbindendes Element ist. Dies ist eine Ansicht, die in der Fachwelt diskutiert wird.
  • Sie kritisiert das derzeitige Schulsystem, das überholt sei und Lehrer überfordere, was zu Burnout führt. Es wird zu viel Geld in die Psychiatrie und zu wenig in die Unterstützung der Schulen investiert. Statt Kinder zu pathologisieren und Medikamente zu verschreiben, sollte das Umfeld lernen, mit diesen Kindern umzugehen.
  • Lehrer brauchen mehr Unterstützung, nicht in Form von psychiatrischen Diagnosen, sondern durch Systemberatung und Familientherapie.
  • Die Persönlichkeitsförderung ist in Zeiten der KI wichtiger denn je, und die Schule sollte sich darauf konzentrieren.
  • Es ist wichtig, Kinder unterschiedlich zu behandeln und differenzierten Unterricht zu ermöglichen, da nicht alle gleich sind.

7. Medikation:

  • Medikamente wie Ritalin, Concerta, Elvanse und Medikinet sind Stressmedikamente, die die Leistungsfähigkeit kurzzeitig erhöhen und zu einer Fokussierung führen.
  • Sie wirken schnell (innerhalb einer Stunde) und es gibt kurz- und langwirksame Präparate.
  • Dr. Davatz ist nicht grundsätzlich gegen Medikamente, aber sie verschreibt sie nur, wenn das Kind und die Eltern es wollen. Sie betont, dass Medikamente die Leistungsfähigkeit erhöhen, aber auch „ausbeuten“ können. Man muss immer abwägen.
  • Medikamente müssen nicht ständig eingenommen werden; Pausen am Wochenende oder in den Ferien sind möglich, und Erwachsene nutzen sie manchmal punktuell für spezifische Aufgaben.
  • Das Ziel sollte sein, dass Kinder und Erwachsene lernen, mit ihrem Neurotyp umzugehen und sich selbst zu steuern, anstatt sich ausschliesslich auf Medikamente zu verlassen.

8. Schlaf und Rituale:

  • ADHS/ADS-Personen können oft nicht schlafen, weil ihr Gehirn die Reize des Tages nicht verarbeiten kann.
  • Regelmässige Rituale zum „Herunterfahren“ vor dem Schlafengehen sind wichtig, sowohl für Kinder als auch für Erwachsene (z.B. kein Telefon vor dem Schlafengehen, Gespräche über den Tag, Tagebuch schreiben).

Zusammenfassend legt Dr. Davatz den Fokus auf ein ganzheitliches, systemisches und beziehungsorientiertes Verständnis von ADHS/ADS, das die einzigartigen Eigenschaften dieses Neurotyps würdigt und das Umfeld dazu anleitet, sich anzupassen und Unterstützung zu bieten, anstatt Symptome zu pathologisieren oder zu unterdrücken. Sie betont, dass Beziehung und Interaktion der Schlüssel zum erfolgreichen Umgang mit ADHS/ADS sind.

https://adhs.expert/wp-content/uploads/2025/07/Schule_Toess_3.7.2025.m4a.pdf

Professional Development

Professional development, as gleaned from the sources, highlights a journey of continuous learning, interdisciplinary exploration, and practical application, particularly within the field of social psychiatry. It emphasizes the acquisition of diverse skills and knowledge, often through international exposure and direct mentorship.

Key aspects of professional development discussed include:

  • Interdisciplinary Foundation: Dr. Werner Saameli’s own path exemplifies an interdisciplinary approach to professional development. He initially pursued German and English literature at university, driven by an interest in human nature and biographies, believing that „good writers know something about being human“. This broader academic background, combined with teaching English, prepared him for the risk of studying medicine, despite not being primarily interested or gifted in natural sciences. He later returned to university to study Sociology, English Studies, and Political Science, affirming his initial decision to switch to medicine but also confirming the value of a broad horizon. He believes that „good psychiatrists… have other interests than medicine,“ which enables them to „endure and effect change“.
  • Specialized Training and Mentorship:
    • Dr. Saameli was chosen by Professor Dr. med. F. Gnirss in 1975 to advance social psychiatry in Aargau, indicating a recognition of his potential in this emerging field.
    • He explicitly states he „learned and copied a lot from Professor Ambros Uchtenhagen“ at the University Hospital Burghölzli in Zurich, effectively „plagiarizing“ their social psychiatry model. This demonstrates a key aspect of professional development through direct learning from established pioneers.
    • He also felt well-prepared for his role after his time at the University Hospital in Zurich.
  • International Exposure and Theoretical Integration:
    • Dr. Ursula Davatz brought significant international experience to the team, having trained in family therapy with Murray Bowen in the USA. Dr. Saameli saw this as a crucial addition, aligning well with the concepts of social psychiatry.
    • The influence of Maxwell Jones and his „therapeutic community“ concept from Scotland was also pivotal. Dr. Saameli had studied this principle earlier and was eager to see it in practice, inviting Jones to their night clinic and an international congress. This highlights the importance of global exchange of ideas and practical methods in professional development.
  • Practical Skill Acquisition and Implementation:
    • The development of vocational training courses („Berufsförderungskurs“) for long-term patients in office and computer skills, initially copied from Ambros Uchtenhagen, showcases a practical skill-building aspect of their work. This initiative aimed to integrate patients into the „free economy“ and „service industry,“ moving beyond traditional sheltered workshops.
    • The willingness to take on „difficult, unpleasant patients“ like psychopaths, alcoholics, and displaced foreigners, and to integrate psychiatric emergency services within general hospitals, also indicates a continuous development of practical skills in crisis intervention and acute care.
  • Continuous Self-Reflection: Dr. Saameli’s return to university for further studies after his practice suggests a commitment to lifelong learning and self-assessment, confirming his earlier career choices.

In essence, professional development in this context is presented not as a linear progression but as a dynamic process involving foundational education, specialized training, international collaboration, practical application of learned concepts, and a commitment to interdisciplinary thinking to address complex patient needs effectively.

https://adhs.expert/wp-content/uploads/2025/06/davatz_saameli.m4a_29.5.2025.pdf

Occupational Reintegration

Occupational reintegration, within the context of the sources, refers to the active professional and social re-entry of individuals with mental health conditions into the workforce [22:59:23.040, 35]. This approach is a core component of the patient care philosophy advocated by Dr. Werner Saameli and the social psychiatry movement, aiming to serve those often neglected, such as chronically ill or substance-addicted individuals.

Here’s a breakdown of occupational reintegration as discussed in the sources:

  • Philosophical Underpinnings and Goals:
    • The aim was to move beyond simply treating patients to enabling them to find their place in the labor market and society. Dr. Saameli, who wanted to work „bottom-up“ for the „poorest of the poor and neglected,“ saw this as a necessary and attractive part of his work.
    • A key objective was to prevent unnecessary psychiatric hospitalizations and social exclusion by fostering active professional integration and rehabilitation.
    • The philosophy emphasizes that individuals should not face „too long sick leaves and too early invalidization“. Instead, efforts should be made to support reintegration and part-time positions.
    • It opposes the traditional view that individuals with disabilities should only be employed in sheltered workshops.
  • Methods and Initiatives:
    • Vocational Training Programs: Dr. Saameli implemented a „Berufsförderungskurs“ (vocational training course), copied from Professor Ambros Uchtenhagen, to train long-term patients in office work and computer skills. This was seen as essential for them to enter the modern job market, moving away from traditional workshop employment.
    • Integration into the „Free Economy“ and Service Industry: The vision was to integrate patients into the „service industry“ and the „free economy“ rather than confining them to special workshops.
    • Hospital as a Model Employer: A significant step was the psychiatric service at Thun demonstrating to private businesses how to integrate psychologically impaired individuals by creating training positions and even employing former patients in the hospital administration. This showed that psychiatry could „bring about“ concrete results in employment, not just „streicheleinheiten“ (petting).
    • Möbelpfister Project: This project is highlighted as a „pioneer product“ that enabled a „jump into the free economy“ by creating niche jobs within a market-based company. It was not merely supported by state benefits (IV and BSV) or special workshops, but operated within a competitive enterprise.
  • Challenges and Broader Context:
    • Burnout and Systemic Issues: The discussion touches on burnout as a „huge business“ and a „socially acceptable depression“ that can become an „honorable retreat option“. While recognizing the suffering of individuals with burnout, the philosophy critiques prolonged sick leaves and hospitalizations in specialized clinics.
    • Workplace Intervention: A more effective approach suggested is early intervention at the workplace to address conflicts and stress within the system, rather than just treating the isolated individual with medication or individual techniques. This highlights the need for a systemic approach that considers the interaction between the patient and their social environment, including their job.
    • Risk of Over-Medicalization and Invalidization: There is a concern that excessive sick leaves, especially for young people, can lead to „too early invalidization“. Psychiatry needs to invest more in prevention and early detection to avoid unnecessary hospitalizations and prevent social exclusion.
    • Economization of Healthcare: The overarching challenge of healthcare economization can hinder reintegration efforts if inpatient treatment is prioritized due to higher revenue, rather than focusing on the most necessary and effective care for patients.

https://adhs.expert/wp-content/uploads/2025/06/davatz_saameli.m4a_29.5.2025.pdf

Patient Care Philosophy

The patient care philosophy discussed in the sources emphasizes a community-oriented, holistic, and prevention-focused approach, fundamentally opposing the increasing economization of healthcare.

Key tenets of this philosophy include:

  • Focus on the Neglected and Vulnerable: Dr. Saameli was initially drawn to social psychiatry because of the opportunity to build and expand services for patients who were often „neglected,“ specifically chronically psychotic, substance addicts, and those who are chronically ill. His aim was to work „bottom-up“ to serve the „poorest of the poor and neglected“. This highlights a core philosophy of prioritizing the most challenging and marginalized patient populations.
  • Decentralized and Community-Based Care: A central tenet is that psychiatric care should be decentralized and brought closer to where people live and work, integrating the social environment into treatment. This involved establishing outpatient services (Ambulatorien) and day clinics in various locations across the canton, a vision Dr. Saameli passionately advocated for and a reason he left Königsfelden when it was not initially implemented. The aim is to make care accessible in the patient’s immediate surroundings.
  • Prevention of Hospitalization and Early Intervention: A crucial aspect of this philosophy is to prevent unnecessary psychiatric hospitalizations. This is best achieved through integrated psychiatric emergency services within general hospitals, where psychiatric professionals can quickly intervene at the emergency department. This allows for early clarification and utilization of existing resources to avoid inpatient admission. The goal is to catch patients at an outpatient level rather than sending them to a clinic. There is a strong belief that significant financial savings could be made through earlier intervention in acute cases.
  • Vocational and Social Reintegration: The philosophy strongly advocates for active professional integration (berufliche Eingliederung) and rehabilitation. This includes training long-term patients for office work and computer skills to facilitate their entry into the job market, moving beyond traditional workshop employment to integration into the „service industry“ and the „free economy“. The hospital itself should serve as a model for this, creating training positions and even employing former patients in administration.
  • Systemic Thinking and Workplace Intervention: Patient care should adopt a systemic approach, meaning that the interaction between the patient and their social environment, including the workplace, must be considered, rather than treating the patient in isolation with only medication or individual techniques. For conditions like burnout, early interventions at the workplace to address conflicts and stress are seen as far more effective than prolonged sick leaves or hospitalizations in specialized clinics. The philosophy emphasizes avoiding „too long sick leaves and too early invalidization“ by supporting reintegration and part-time positions.
  • Prioritizing Need Over Profit: A fundamental critique against current trends is the economization of medicine, which has led to institutions needing patients to be profitable, rather than patients solely needing the institution for help and protection. The philosophy vehemently rejects the idea that care should be expanded or focused on generating revenue. Instead, it asserts that resources must be directed towards the „severely ill and disturbed individuals and family systems“ who are most in need, focusing on what is „necessary“ rather than what is „commercially profitable“. The shift to referring to patients as „customers“ is criticized as revealing a „seller“ mentality.
  • Maintaining Connection to Medicine and Broader Perspectives: While acknowledging the value of psychotherapy, Dr. Saameli stresses the importance of psychiatry retaining its connection to medicine and the understanding of disease processes. He also suggests that effective psychiatrists benefit from a „wide horizon“ derived from broader interests beyond medicine, such as literature and humanities, which enables them to „endure and effect change“.
  • Addressing the „Salonfähige Depression“ (Socially Acceptable Depression) of Burnout: While recognizing that burnout reduces the stigma associated with psychological illness, the philosophy cautions against it becoming an „honorable retreat option“. Despite the reduced stigma and the emergence of „luxury clinics“ for burnout, it is crucial to remember that individuals suffering from burnout are „suffering people,“ not merely „consumers,“ and require genuine and effective intervention.

https://adhs.expert/wp-content/uploads/2025/06/davatz_saameli.m4a_29.5.2025.pdf

Healthcare System Challenges

The sources highlight several significant challenges within the healthcare system, particularly concerning the development and current state of social psychiatry in Switzerland. These challenges range from political and institutional resistance to fundamental issues of healthcare economization and shifting societal perceptions of mental illness.

Here are the key healthcare system challenges discussed:

  • Resistance to Social Psychiatry and Decentralization:
    • Political Opposition: Social psychiatry faced political backlash, with the Vice Director of the Königsfelden clinic derisively labeling it „SPD“ (Social Democratic Party of Germany) to associate it with radical political views. There was also resistance due to its association with „antipsychiatry“. The then-Health Director, Rainer Huber, initially insisted that all care remain centralized in Königsfelden due citing its „traditional and cultural importance,“ opposing the decentralization of services.
    • Internal Clinic Resistance: Within the Königsfelden clinic, the success and attractiveness of the social psychiatry department led to envy and jealousy from other colleagues and long-standing nursing staff, who felt the social psychiatry team was working „against the clinic“.
    • Opposition from Private Practitioners: Free-practicing doctors, particularly in Aargau and later in Thun, viewed the state-provided ambulatory psychiatric services as competition. A private psychiatrist in Thun, Alfred Stucki, was a vehement opponent, denouncing the new services as „state medicine“.
    • Fear of Increased Patient Numbers: A concern existed that expanding decentralized psychiatric services would lead to an increase in the number of patients being identified and treated, potentially overwhelming the system.
    • Integration Challenges in General Hospitals: When psychiatric services were introduced in general hospitals (e.g., Thun), hospitals were initially reluctant due to lack of space and general resistance, requiring new construction. Resistance also came from other departments, such as internists who felt they had exclusive claim to psychosomatic care. Overcoming this often required financial pressure from higher authorities.
  • Economization of Healthcare:
    • Profit-Driven Care: A major critique is the economization of psychiatry and medicine in general. Hospitals tend to prioritize inpatient treatment because it generates more revenue than outpatient care due to current health insurance tariffs. This leads to a situation where the institution now needs patients to be profitable, rather than patients solely needing the institution for help and protection.
    • Market Principles Increasing Costs: Dr. Saameli argues that the introduction of market principles into healthcare has increased costs, rather than reducing them through competition. He contends that competition often leads to „market expansion“ and the provision of more services because „the market wants to grow“.
    • Patient as „Customer“: The shift to referring to patients as „customers“ is criticized as revealing a „seller“ mentality.
    • Misdirection of Resources: There’s a concern that resources are directed where the most money can be made, rather than to the „severely ill and disturbed individuals and family systems“ who are most in need. The focus should be on what is necessary, not what is „commercially profitable“.
  • Staffing and Professional Standing:
    • Low Standing of Psychiatry: Psychiatry has historically had a lower standing within medicine compared to technical disciplines, which translates to lower financial compensation. This can contribute to a lack of Swiss psychiatrists, necessitating recruitment from abroad.
    • Burnout Among Staff: Healthcare professionals, including psychiatrists, are increasingly reluctant to work long hours or perform frequent emergency duties (Pikettdienst).
  • Burnout as a Societal and Medical Challenge:
    • „Huge Business“: Burnout has become a „huge business“ with specialized clinics emerging to treat it.
    • „Socially Acceptable Depression“: Burnout is often described as the „only psychological illness that one likes“ or a „salonfähige Depression“ (socially acceptable depression) because it carries less social stigma, allowing individuals to retreat from work without a perceived „blemish“. This normalization, while reducing stigma, can make it an „honorable retreat option“.
    • Ineffective Interventions: The current approach to burnout often involves prolonged sick leaves or hospitalizations in specialized clinics, rather than early intervention at the workplace to address conflicts and stress within the system.
    • Risk of Early Invalidization: There’s a risk of too long sick leaves and too early invalidization instead of efforts towards reintegration and support for part-time positions.
  • Systemic Approach and Prevention:
    • Centralization of Power: Despite the establishment of decentralized ambulatory services, the leadership and power often remain centralized within the main clinic, indicating a „step backward“ from truly community-focused social psychiatry.
    • Need for Integrated Emergency Services: There is a strong advocacy for psychiatric emergency services to be integrated with somatic (general) hospitals. This approach, proven in Thun, can prevent unnecessary psychiatric hospitalizations by allowing early intervention and assessment at the general hospital’s emergency department.
    • Focus on Prevention and Early Detection: Psychiatry needs to invest much more in prevention and early detection to avoid unnecessary hospitalizations and prevent social exclusion.
    • Addressing Systemic Issues: There is a need for a more systemic approach that examines the interaction between the patient and their social environment, including the workplace, rather than just treating the isolated individual.

https://adhs.expert/wp-content/uploads/2025/06/davatz_saameli.m4a_29.5.2025.pdf

Social Psychiatry History

The history of social psychiatry discussed in the sources primarily revolves around the experiences and insights of Dr. Werner Saameli and Dr. Ursula Davatz in Switzerland, particularly in the Cantons of Aargau and Bern.

Early Development and Dr. Werner Saameli’s Beginnings

  • Appointment and Vision (1975-1976): Dr. Werner Saameli was chosen by Prof. Dr. med. F. Gnirss in 1975 and began his work in the Canton of Aargau in 1976. Gnirss intended for Saameli to advance social psychiatry. Saameli was particularly interested in the opportunity to build and expand services for patients who were often neglected, such as those with chronic psychoses, addiction, and other chronic illnesses. He aimed to work from a „bottom-up“ approach rather than „top-down,“ focusing on the „poorest of the poor and neglected“.
  • Preparation and Influences: Saameli felt well-prepared for this task. He had prior experience working with chronically ill patients during his practicum in Rheinau, where he also attempted a scientific paper. Before his position in Aargau, he worked with adolescents and alcoholics in Winterthur.
  • Concept of „Sozialpsychiatrie“: The term „Sozialpsychiatrie“ (social psychiatry) as a planning concept was already present in the directives for hospital and health planning in Aargau in 1971. A predecessor, Mr. Dubach, had also used this term.
  • Key Inspirations:
    • University Hospital Burghölzli, Zurich: Saameli learned and „copied“ a great deal from Professor Ambros Uchtenhagen’s social psychiatric service at the University Hospital Burghölzli in Zurich, which was experiencing a significant „spirit of new beginnings“ (Aufbruchsstimmung) post-1968.
    • Professor Raymond Battegay, Basel: Battegay also wrote books on social psychiatry.
    • Therapeutic Community: Saameli was deeply influenced by the principle of the therapeutic community, having read about it as early as 1965-1966. He was inspired by Maxwell Jones, a pioneer in this field from Scotland, who visited Königsfelden twice. Jones’s „milieu therapy“ was central to his approach. This approach allowed them to effectively implement principles of social learning and therapeutic community in the night clinic.
  • Dr. Ursula Davatz’s Contribution: Dr. Ursula Davatz joined Saameli on April 1, 1980. Saameli expected her to continue their positive working relationship from their time as assistants in Lausanne and to bring her experience with therapeutic communities and her knowledge of family therapy, which she had learned and practiced in the USA under Murray Bowen. Davatz also highlighted that family therapy fit very well into the concept of social psychiatry and felt it brought a theoretical component from America. Her local origin from Aargau was seen as an additional advantage by Saameli, who valued the integration of language and cultural background when working with mentally ill patients.

Challenges and Resistance to Social Psychiatry

Social psychiatry faced significant resistance, both politically and within the medical and psychiatric communities:

  • Political Opposition in Aargau:
    • The Vice Director of the Königsfelden clinic derisively referred to the social psychiatric service as „SPD“ (Social Democratic Party of Germany), attempting to label it as politically radical and link it to the „red corner“.
    • The association of social psychiatry with the „antipsychiatry“ label, stemming from progressive students who had studied in Berlin, also created resistance.
    • The then-Health Director, Rainer Huber, initially opposed the decentralization of services, insisting that all care should remain in Königsfelden due to its traditional and cultural importance. He preferred a „treatment chain“ concept for drug addicts.
  • Internal Clinic Resistance:
    • The success and attractiveness of the social psychiatry department in Königsfelden led to envy and jealousy from other colleagues and long-standing nursing staff within the clinic, who felt the social psychiatry team was working against the main clinic.
  • Opposition from Private Practitioners: Free-practicing doctors, particularly in Aargau, viewed the state-provided ambulatory psychiatric services as competition.
  • Fear of Increased Patient Numbers: There was a concern that expanding decentralized psychiatric services would lead to an increase in the number of patients being identified and treated, potentially overwhelming the system.

Expansion to Thun and Overcoming Obstacles

When Dr. Saameli moved to Thun, similar and new challenges arose:

  • Professional Support: In Thun, Saameli was strongly supported professionally by Professors Luc Ciompi and Edgar Heim in Bern, who advocated for decentralized psychiatric institutions integrated into general hospitals, moving beyond solely inpatient care.
  • „Eclatant“ Opposition in Bern: The Bernese Medical Association and its president vehemently opposed the establishment of these decentralized „support points,“ even publishing their stance in a newspaper.
  • Private Psychiatrist Opposition (Alfred Stucki): A private psychiatrist in Thun, Alfred Stucki, was a strong opponent, denouncing the new services as „state medicine“. However, he later became a good colleague, acknowledging the quality of Saameli’s work.
  • Hospital Internal Resistance: The Thun hospital itself was initially reluctant to integrate psychiatric services due to lack of space and general resistance, requiring a new building. This resistance was overcome through financial pressure from Heinz Locher of the Health Directorate, who threatened to cut funding for the new hospital building if the psychiatric service was not implemented as mandated by the Grand Council.
  • Inter-Departmental Conflicts: The internist department had difficulties, as they felt they had exclusive claim to psychosomatic care.
  • Gaining Acceptance: The psychiatric service eventually gained acceptance by handling difficult and unpleasant patients (e.g., psychopaths, alcoholics, stranded foreigners) and providing regular emergency services at the general hospital. This significantly lightened the load for other departments and earned them support from nursing staff.

Innovations and Successes in Vocational Integration

  • Berufsförderungskurs (Vocational Training Course): Saameli implemented a vocational training course in Thun, a concept he adapted from Ambros Uchtenhagen. This course trained long-term patients in office work and computer skills, preparing them for the open labor market, rather than just traditional workshops. This initiative also helped train hospital staff. Patients who successfully completed the course were even hired in hospital administration, demonstrating that psychiatry could effectively integrate long-term patients into the workforce and changing perceptions of psychiatric care.
  • „Möbelpfisterprojekt“: Saameli also launched the „Möbelpfisterprojekt,“ a vocational integration program that facilitated patients‘ entry directly into the free economy, not just state-supported workshops. This was considered a pioneering effort, supported by social worker Edi Simost. This emphasized a shift from simply employing disabled individuals in workshops to bringing them into the service industry.

Current State and Critiques of Modern Psychiatry

At the 30-year anniversary of outpatient psychiatry in Aargau, Saameli observed several developments:

  • Increased Complexity and Staff: The system has become significantly more complex and dense, with much more staff (around 120 people compared to 12 when he started) and more parallel parts of the Königsfelden clinic.
  • Decentralized Ambulatory Services: His earlier wish for decentralized ambulatories and day clinics in various locations (Aarau, Baden, Wohlen, Rheinfelden) has been realized.
  • Concerns about Centralization of Power: Despite the decentralized services, the head of the ambulatory services is still based in Königsfelden and reports to Professor Marc Walter, the overall head of adult psychiatry. Saameli views this as a „step backward“ because it signifies that power and leadership remain centralized within the institution, rather than being focused on the social environment where patients live and work. He believes that social psychiatry should be practiced with the social environment as the primary focus, not from the institution.
  • Economization of Healthcare: Saameli expresses strong criticism about the economization of psychiatry and medicine in general.
    • He notes that hospitals tend to prioritize inpatient treatment because it generates more revenue than outpatient care, driven by current health insurance tariffs. He advocates for changes in tariffs or a shift in concept to prioritize the role of the environment in treatment.
    • He argues that the introduction of market principles into healthcare has increased costs, rather than reducing them through competition, as competition often leads to market expansion and more services. He states that the relationship has inverted: the institution now needs patients to be profitable, whereas previously, patients needed the institution for help and protection.
    • He also states that those who refer to patients as „customers“ are revealing themselves as „sellers“.
  • Crisis Intervention: He advocates for psychiatric emergency services to be integrated with somatic (general) hospitals. This approach, proven in Thun, can prevent unnecessary psychiatric hospitalizations by allowing psychiatric professionals to intervene early at the general hospital’s emergency department.
  • Burnout and Stigma:
    • Saameli observes that burnout has become a „huge business“ with specialized clinics, and it is almost the „only psychological illness that one likes“ due to its socially acceptable nature. He labels it a „salonfähige Depression“ (socially acceptable depression).
    • He argues for early intervention at the workplace in cases of conflict or stress, rather than prolonged sick leaves or hospitalizations, as this would be a more sensible approach to managing burnout.
    • While the stigma of mental illness has decreased, leading to less shame in seeking help, there is a potential risk that it becomes an „honorable retreat option“ from work.
  • Future Direction: Saameli believes psychiatry must maintain its connection to medicine and focus on prevention and early detection to avoid unnecessary hospitalizations. The goal should be to invest in preventing exclusion from society. He emphasizes the need to treat severely ill and disturbed individuals and family systems, focusing on what is necessary rather than what is commercially profitable. Resources should be directed where they are most needed, not where the most money can be made. He concludes that good psychiatrists have interests beyond just medicine, which enables them to sustain and make an impact in their challenging profession.

https://adhs.expert/wp-content/uploads/2025/06/davatz_saameli.m4a_29.5.2025.pdf

Therapeutic approaches for ADHD, ADD

Dr. Ursula Davatz advocates for a unique and comprehensive approach to supporting individuals with neurodiversity, particularly ADHS/ADS, emphasizing a shift from a traditional medical model of „disease“ to a neurodiversity perspective. She asserts that conditions like ADHS/ADS and Autism Spectrum Disorder (ASS), including hypersensitivity, are not fixed diseases but rather functional diagnoses of the brain that can change over time.

Here’s a breakdown of the therapeutic approaches discussed:

1. Coaching the Environment, Not the Child/Individual: The cornerstone of Dr. Davatz’s approach is to coach the adults in the child’s environment, such as parents and teachers, rather than directly treating the child or teenager.

  • Rationale: Adults are most consistently present in the child’s life, and it’s often the environment that needs correction, not the neurodivergent individual. This approach aims to prevent psychiatric and somatic illnesses that can arise from overly restrictive upbringing.
  • Key Strategies for Adults:
    • Clear and Personal Boundaries: Teachers and parents must have a clear stance and communicate rules based on their own conviction („I want it this way in my classroom“) rather than using „you must“ commands. These rules should be „gold-backed“ with their emotional attitude.
    • Patience and Delayed Compliance: Recognize that ADHS/ADS children often comply with a delay; rushing them („immediately!“) is ineffective.
    • Managing „High Arousal“ States: When a child is over-excited or overwhelmed (System Overload/Overflow), reasoning is futile. The priority is to let them cool down before discussing the situation. Adults must remain calmer than the child, expressing their own strong emotions „into the air“ rather than at the child.
    • Validation of Emotions: After a child has calmed down, it’s crucial to ask what upset them, what they felt was wrong, and validate their emotions („Okay, I understand“) before discussing alternative actions for the future. This focuses on understanding the underlying reason for behavior rather than immediate correction.
    • No Punishment or External Rewards: Dr. Davatz states that punishment does not work for ADHS/ADS children. Similarly, she discourages external rewards like money for good grades or „smilies,“ emphasizing that the true reward lies in a good relationship with the child and the inherent joy of learning.
    • Reinterpreting Behaviors: Behaviors like „teasing“ or „clowning“ should be reinterpreted not as malicious acts but as social exploration or approach behaviors, often used by ADHS/ADS individuals when uncertain about a situation.
    • Fostering Intrinsic Motivation: It’s vital for neurodivergent individuals to find their intrinsic motivation and „own focus“. Parents should not remove activities a child enjoys (e.g., football) as punishment for school performance, as this demotivates them further.
    • Supportive Educational Environment: The school should provide a protected environment where the child feels safe and can develop self-confidence and self-assurance. Public shaming for academic struggles or disruptive behavior is strongly condemned as it harms self-esteem and personality development. Instead, social learning and cooperation are prioritized over mere intelligence.
    • Personalized Rules and Problem-Solving: Rules should be stated clearly at the outset for the whole class, but also enforced personally. When problems arise between children, the focus should be on solving the problem together, involving the ADHS/ADS child in the solution, as they are often empathetic and helpful.

2. Specific Interventions for Learning Difficulties: For academic challenges like dyslexia or dyscalculia (which often co-occur with ADHS/ADS):

  • Individualized Support: Dr. Davatz advocates for one-on-one accompaniment and suggests utilizing learning therapists or tutors. She emphasizes that in subjects like mathematics, missing even one step can lead to a complete disconnect, making individual guidance essential.
  • Motivational Approach: Encourage children by highlighting the „double pride“ gained from mastering something they found difficult.
  • Adapting Teaching Methods: For languages like French, which are rich in rules, ADHS/ADS children might struggle. It’s suggested they learn through melody and speaking to engage their strengths.

3. Addressing Avoidance and Absenteeism: When a child avoids school or is frequently absent:

  • Investigate the Root Cause: Go home and try to understand why the child is avoiding school. Is it a social issue, academic difficulty, or fear of disappointing the teacher?.
  • Paradoxical Prescription: For severe resistance, especially with teenagers, a „paradoxical prescription“ from systemic therapy can be considered: instead of forcing attendance, tell the child to stay home and provide tasks, allowing them to return to school when they are ready, fostering intrinsic motivation.
  • Maintaining Connection: Even if the child stays home, maintain contact and require them to complete and submit assignments, perhaps even from a public place like a library or café.

4. Stance on Medication (Methylphenidate): While Dr. Davatz is a physician and prescribes medication, her approach is cautious:

  • Not a First Resort: She does not prescribe Methylphenidate (a stimulant) as the primary or first solution.
  • Mechanism: She explains that stimulants increase stress in the brain, which helps with focus.
  • Potential Downsides: She notes that early use of Ritalin can suppress creative abilities. Concentrating with ADHS/ADS requires more energy than for a „normotype“.
  • Weighing Benefits: While it may improve grades, she emphasizes that social and creative learning are also crucial. The decision to medicate rests with the parents. Medication might offer relief from social stress in some cases.

5. Family Therapy and Intergenerational Patterns: Dr. Davatz, as a family therapist, stresses the importance of understanding family dynamics, especially for individuals with Borderline personality disorder (which she sees as stemming from ADHS/ADS women raised too restrictively).

  • Exploring Family History: She asks about the parents‘ and even grandparents‘ upbringing, their school experiences, and their own parents‘ methods and values. This helps understand current interaction patterns and provide support.
  • Breaking Cycles: Understanding how one was raised is key to breaking intergenerational patterns in parenting.
  • Empowering Parents: The goal is to support the parents, not confront them about their „wrong“ behaviors.

6. Rejecting „Pathologizing“ Labels: Dr. Davatz actively challenges the medical system’s tendency to create numerous diagnoses or label neurodivergent conditions as „diseases“ or „disabilities“.

  • „Neurodiversity“ over „Disability“: She strongly prefers the term „neurodiversity,“ viewing these traits as different ways of functioning with both „handicaps“ and „pluses“ (e.g., creativity, enhanced perception).
  • Against Excessive Diagnostics: She finds extensive diagnostic clarification unnecessary and costly, as „it always comes back to the same brain“.
  • Challenging PDA (Pathological Demand Avoidance): She rejects working by the PDA principle, stating it would foster pathology. Instead, one should use their „healthy sensitivity“ and build a relationship with the child.

In essence, Dr. Davatz’s therapeutic approach is profoundly humanistic and systemic, prioritizing understanding, strong relationships, intrinsic motivation, and adapting the environment to suit the neurodivergent individual rather than forcing the individual to conform to an unsuitable environment.

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

ADHD/ADD Neurodiversity Perspective

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

Education of a child with ADHD/ADD

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

ADHD/ADD Brain

Dr. Ursula Davatz views psychiatric conditions not as fixed diseases like a liver cirrhosis or a heart attack, but rather as functional diagnoses of the brain. This means the brain’s functioning can change, and there isn’t a clear boundary between one „disease“ and another. She emphasizes that the brain always functions holistically and is interconnected with the body, also directing bodily organs.

Dr. Davatz utilizes Paul D. MacLean’s „Triune Brain“ model to explain brain function. This model divides the brain into three main parts:

  • The emotional brain (limbic system): Represented by the thumb in her hand model, this part is stronger, more reactive, and more sensitive in individuals with ADHS/ADS. It functions somewhat like fluid media (air and water), where movements or „waves“ of excitement can be larger and last longer.
  • The cerebrum (Grosshirn): Represented by the fingers, this is where signals from the emotional brain are ideally processed cognitively and stored as memories without emotions. In ADHS/ADS children, the emotional system remains more strongly connected to the cerebrum, meaning they have to process more impressions, which can make them tired.
  • The reptilian brain (primitive brain): Represented by the wrist, this ancient part of the brain controls vegetative nerve centers such as heart rhythm, breathing, sleep-wake cycles, and motor skills, including the cerebellum.

In individuals with ADHS/ADS, when the emotional brain (limbic system) becomes overloaded, it sends signals both up to the cerebrum and down to the reptilian brain.

  • System Overload / System Overflow: If the emotional brain is under too much stress, it can lead to „System Overload“ and subsequently „System Overflow“. When „System Overflow“ occurs, it can result in thought disturbances. Alternatively, signals can go to the reptilian brain, triggering primitive reflexes like running around, screaming, or the „fight, flight, freeze, or teasing“ responses.
  • Impact of Stress: Due to their highly excitable and reactive emotional systems, individuals with ADHS/ADS are more sensitive to stress. When stressed, their emotional brain creates a larger and longer-lasting „wave“ of excitement.

This heightened excitability means that ADHS/ADS brains require more energy for concentration compared to neurotypical brains. While the brain typically matures by age 25, in individuals with ADHS/ADS, this process may take a bit longer, allowing them to remain „childish“ and creative. However, this sensitivity also means they are more susceptible to illness if raised too restrictively. Over-regulation or attempts to educate them when they are in a state of „high arousal“ (over-excited) are ineffective because the cerebrum loses control, and the reptilian brain takes over with its reflexes. Instead, it’s crucial to allow them to calm down before engaging in rational discussion and to validate their emotions.

Dr. Davatz highlights that the reactions seen in ADHS/ADS individuals are essentially feedback that something is not quite right. This understanding of brain function is central to her approach, which focuses on coaching the environment and caregivers to interact more skillfully with neurodivergent individuals rather than primarily treating the child or teenager directly. She also emphasizes that viewing ADHS/ADS as a „neurodiversity“ or „otherness“ rather than solely a „disability“ acknowledges its potential strengths, such as creativity.

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