Mental Health Parity for All in Michigan

Currently, the Michigan House of Representatives is considering legislation that will ensure that children with autism can access and afford needed services.   The compassion that has been demonstrated by legislators on this issue, gives me hope, particularly in these most uncertain times.  In addition to sparing some of these families from financial ruin, the fact that these families will know that their community supports their efforts, and is invested in their children's success, may be the most important gift of all.   This is why I struggle to understand why, after 17 years of advocacy, Michigan is still one of seven states that has not passed legislation to implement a federal law passed in 2008, to prevent discrimination against people with mental illness, so that insurance coverage for mental health services do not cost more than for physical health, or are more restrictive.  

Raising children with a brain disorder can cost some parents their careers, homes, life savings, and relationships.  These parents are working harder than most, but have little to show for their efforts.  Even when trying to explain to those who don’t understand, it can sound as if the parent is enabling their child or making excuses for children who are willful, "bad," or who just lack discipline. 

Families who have children with a visible disability are shown patience, empathy, and compassion.  Even when these families can afford appropriate treatment, then they can be blamed for resorting to drugging their children because they don’t want to have to deal with them. The anguish and isolation these families experience can be oppressive.  They lose confidence and hope.   Siblings can feel like they’ve been abandoned, and are on their own.  The damage caused by not being able to afford treatment is the message it sends, that in Michigan it's okay to turn our backs on our fellow citizens, and blame them for what we have failed to provide.  To discriminate against people with mental illness tells families and individuals that some people “deserve” to be "written off," and that no amount of faith or love for their children makes any difference.  To continue to ignore their personal sacrifice and relentless, impassioned letters and testimonies, for years, though we know what works, is dehumanizing. 

It can understandably be hard to believe that behavior isn’t necessarily rooted in one’s moral character or upbringing, or believe that medical treatment can somehow magically transform a child into being a more caring, considerate, reasonable, responsible human being --in less than an hour!  I would find it hard to believe, too, if I hadn’t witnessed this miracle, myself, everyday.  Medical treatment can be what finally makes other treatments effective.   With new research and the safe and effective treatment options now available, how much longer must they wait?  Why would we care about some children but not all, just because a child has one diagnosis instead of another?  Without diminishing treatment for autism, or expecting the state to provide any additional funding, please tell Michigan's state elected officials you support equitable coverage for all neuropsychiatric disorders, not just for some.

Download and print the 2011 ADHD Awareness Week Poster - Attention Deficit Disorder Association

Download and print the 2011 ADHD Awareness Week Poster - Attention Deficit Disorder Association

Disabling the Disability Labels - Advocacy for Us: Keeping Hope Alive!

Disabling the Disability Labels - Advocacy for Us: Keeping Hope Alive!:
I just contacted my legislators to ask them to oppose cuts to special education funding, and earlier today I asked them to not cut all funding for the AmeriCorps program and Community Health Center funding for health clinics that serve the uninsured.   I know we all must pitch in, but these are programs that are investments in the community.  AmeriCorps provides volunteers to health clinics that serve people without insurance, so they don't have to wait until a health problem becomes far more costly to treat in an Emergency Room.  Special Education allows many students with disabilities to become tax paying citizens, who other wise wouldn't be, or worse, will end up in the school to prison pipeline.  It seems that no sooner do we think we have accomplished our mission, or gotten a law in place, than we have to start over.  

Why do we do it?  What makes us think that our efforts are going to matter?   Maybe we do it because  it's worth it, even when we can only help just one.   We do it because we wouldn't know how not to.

"Community" is what helps sustain me.  It's seeing "fellow travelers," who haven't given up, who keep resurfacing, stronger for their struggles.

We have learned the goal is not about trying to be "first," "best," "perfect," or like everyone else, but about caring, reaching out, and sharing our stories.  We have learned that when people come together, it's our differences that make the difference!

RESILIENCY AND AD/HD: HOW DO YOU SPELL SUCCESS?

When Dr. Sam Goldstein, Ph. D., asked nine year old Michael what makes a good day, Michael said a good day is when bad things don't happen.  He proceeded to list the bad things!  It's as if a good day would be a day spent in bed!   Dr. Goldstein talks about what causes people to become "failure avoidant," to just want to escape.   He has been studying "resiliency," about what makes some individuals more able to function when faced with adversity, than others.   What factors insulate them, that allow them to beat the odds?  

(If you would like to see Dr. Goldstein's presentation, it is on January 4th, at the CHADD Adult Group meeting at Calvin College, in the Meeter Center Lecture Hall off of the library lobby, from 7-9 p.m.  There is no cost or pre-registration required to attend. All are welcome.  Membership to CHADD is encouraged but not required.  www.chaddgr.org)   

 What factors do you believe are most important in promoting or preventing resiliency, and why?   
Genetics/temperament?  Medication?  Beliefs?  Self-Awareness?  Family expectations?  Support?  Therapy?  Insurance coverage?  Early diagnosis?  Verbal skills?  Socio-economic status?  Spiritual faith?  Strengths?  Intelligence?  Social skills?  Education?  Family relationships?  Substance abuse?  Being in a committed relationship?  Stigma due to being treated for a mental disorder?  Peers?  Friendships?  Stable, secure environment?  Understanding of ones disability?   Others' understanding?         "How do you spell success?!"

 

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www.chaddgr.org

September 21, 2010 ~ Problems of Executive Function

September 21st, 2010, Dr. Rochelle Manor, Ph.D., co-founder of B.R.A.I.N.S., (Behavioral Resources and Institute for Neuropsychological Services), will be presenting: "Problems of Executive Function."  

"How can my child spend all evening on his homework, but then forget to turn it in the next day?"  

"Why doesn't my 5th grade son use cursive writing when he writes reports, or tie his shoes?  Is he just lazy?"

   "Why does she make so many careless mistakes?" 

Whether a child has AD/HD, Asperger's Syndrome, or a Learning Disability, even a child with a high IQ  may not do very well in school if they have a processing problem.  

Dr. Manor says we are wrong to assume that our goal should be to just treat symptoms. She says being distractible and fidgety aren't what cause impairment; we must treat the whole person.  She says problems of Executive Function cause impairment and need to be treated, whether someone has AD/HD, Aspergers, or a Learning Disability, though they are often not even identified.

Chris Dendy says that symptoms are just the tip of the iceberg, that you still need to look below the surface.

Does your child:
Forget to turn in finished homework?
'Make careless mistakes?
'Lose track?
'Have difficulty anticipating consequences?
'Writing a report?
'Knowing where to start,
'What to save and throw out?  or with
'Knowing what to study for a test?
Do they know the material, but fail the test?

Executive Function requires being able to coordinate skills, not just demonstrate you can do them on a test or in an isolated situation.

October 18th, Interactive Discussion on Topics That Best Meet the Needs of the Group

November 16th, Tammy Finn, Director of ARC, will discuss "Getting Help for Your Child at School."

CHADD of Grand Rapids: August 3rd, Richard Ten Hoor "Anger, HMMMM..."

CHADD of Grand Rapids: August 3rd, Richard Ten Hoor "Anger, HMMMM...": "PLEASE COMMENT ON OUR BLOG BEFORE OR AFTER THE MEETING - WE NEED YOUR FEEDBACK!August 3rd, Richard Ten Hoor, will facilitate a discussion o..."

Richard facilitated a great discussion, starting with what the dictionary and sages from the past have said about anger, to sharing how anger was expressed in our family of origin. We talked about identifying feelings that may be masked by our anger (such as feeling out of control), what can trigger our instinctive, fight or flight response (such as a belief that nobody cares or that you can never do anything right), whether anger is a good or bad thing, the difference between being assertive and aggressive, and how anger can help you if expressed in the right way, at the right time (after both parties have cooled off enough to be rational), with the right person, in the right amount, for the right reason (such as when someone has treated you unfairly). We talked about how skills such as reflective listening and I-messages can help everyone keep a cool head. We talked about how to control anger instead of letting it control us! I was impressed with how genuine everyone was, and wanting to learn from each others experiences.