What Is The Birth Flower For The Month Of May Gifted/Exceptional Children – ADD, ADHD or ?

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Gifted/Exceptional Children – ADD, ADHD or ?

The job of raising American children has changed significantly over the decades. From 1946 to 1964, the largest number of children ever was born – who became known as the Baby Boomers.

During the 1950s, children were born into this world in answer to the prayers of a generation of war-torn individuals who sought peace.

The 1960s gave birth to the ‘flower child’ – “Make Love Not War”. Unfortunately, the world was not ready for peace.

The 1970s got lost in disco as a response to the “flower children” that went corporate. Materialism became the focus de jour – everyone wanted everything now – delayed gratification was no longer a virtue. Therefore, both parents went to work to keep up. After-school programs were slow to be implemented. Many children came home after school without their parents present – they were left to fend for themselves or an older sibling, who may not have been able to control the younger sibling. Unintentionally, the job of raising America’s children has fallen to the school system. Crowding in the classroom and creative cutting of programs have become common place. The teachers were strained to the limit to keep it all together.

The answer became a life-changing decision – ADD and ADHD were the cause – medication was the solution. The children were sedated so that the teachers could manage the large number of children in the classroom. Most people have heard or seen guidelines for diagnosing ADD or ADHD.

Recent studies, however, indicate a significant correlation between children diagnosed with ADD or ADHD and those who are gifted/exceptional children.

The National Foundation for Gifted and Creative Children (NFGCC) has listed the following characteristics to help parents and teachers identify gifted/exceptional children.

o Very sensitive and often emotional

o High energy

o Drills easily; they may appear to have a short attention span

o Resists authority if it is not democratically oriented

o Gets frustrated easily

o Learns at an exploratory level, often resisting rote memorization or just sitting and listening

o They cannot sit still unless they are occupied with something that interests them

o He is very compassionate; may fear death or loss of loved ones

o If pressured to adapt – May give up and develop permanently

learning blocks

o Withdraws if pressured to conform

o They may sacrifice their individual creativity in an attempt to ‘fit in’.

In 1982, Nancy Ann Tappe, who classified people’s personalities according to the shade of their aura in her book, Understanding Your Life Through Color, introduced the indigo child phenomenon.

The indigo phenomenon is recognized as one of the most exciting changes in human nature ever documented in society. Indigo characteristics describe an energetic pattern of human behavior that exists in over 95% of children born in the last ten years.

This phenomenon is global and eventually the Indigo characteristics will replace all other colors. As small children, Indigo energy is easily recognized by their unusually large, clear eyes and aura color. Exceptionally bright, precocious children with incredible memories and a strong desire to live instinctively, these children of the next millennium are sensitive, gifted souls with evolved consciousness who have come here to help change the vibrations of our lives and create one earth, one globe and one species. They are our bridge to the future.

Indigo children can be identified by their characteristics and behaviors, which are remarkably similar to the NFGCC definition of gifted/exceptional children.

o They come into the world with a sense of knowledge/understanding (and often verbalize it)

o They feel they “deserve to be here” and are surprised when others don’t understand that frame of reference.

o High energy

o Sensitive and easily express feelings.

o Self-esteem is not a big problem. They often tell their parents “who they are”.

o They have difficulty with absolute authority (authority without explanation or choice).

o They simply won’t do certain things; for example, they have a hard time waiting in line.

o They are frustrated with systems that are ritually oriented and do not require creative thinking.

o They often see better ways of doing things, both at home and at school, which makes them appear as “system breakers” (not conforming to any system).

o They seem antisocial unless they are with their own. If there are no other like-minded people around them, they often turn inward, feeling like no one else understands them. School is often extremely difficult for them socially.

o They rarely respond to “blame” discipline (“Wait until your father comes home and finds out what you did”).

o They are not shy about letting you know what they need.

It has become a social and medical imperative to diagnose children who do not fit the stereotypical characteristics as having ADD or ADHD and medicate them as a means to make them conform. Then we scratch our heads and wonder why so many adults use alcohol or drugs—prescription or illegal—to manage their lives.

It is imperative that society affirms children’s characteristics, rather than misrepresenting their uniqueness or trying to force a child to conform to society’s idea of ​​what is considered acceptable characteristics.

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