Tag Archives: adhd

We’re depressed, allergic, overweight, alone, and demented. What causes what?

Among the wonders of the western world is how many people are allergic to nuts compared to a few decades ago, and to gluten, and to a host of other things that hardly anyone was allergic to 50 years ago. Perhaps it’s a change in perception, but it doesn’t seem that way.

When I was in public school in NY, back in the 1960s, there was a subsidized lunch program serving, every day, peanut butter sandwiches. Peanut butter is nearly totally fat. It was ladled each day, from a giant tub, provided by the USDA, and slathered on USDA bread along with jelly from some other vat. The smell filled the lunch area, and the fats and sugars filled our stomaches. No one seemed bothered by the nuts, and no one showed obvious signs of passing out. And despite the ill diet, we were less obeease than today. Even today, in poor countries, thy still serve massive peanut butter dishes, or bread covered in lard, and these countries show fewer allergy problems, and less obesity in general.

Perhaps it is the lack of exposure to peanuts in the US that caused the allergy (sounds almost plausible), and maybe it’s the dietetic food that causes obesity, and the glut of non-gluten that causes gluten allergies. These connections may be false, but If true, it would suggest we’re in for many more problems.

Moving to depression and dementia. We’re seeing more and more of both, and at earlier ages. In our era, virtually everyone over 80 shows signs of clinical dementia, often Alzheimer’s dementia, but the rates are rising, especially in those 55-70, and it seems most every adult is depressed. I don’t know why, though lots of people on the internet have speculative explanations. There are also cures, and perhaps some work. The research behind at least one of the best hopes for an Alzheimers cure was shown to be falsified, just made up. Not that funding was stopped quite, highlighting another problem that is becoming more common: people in trust positions no longer behave in a trustworthy way. Nor are they punished for lying. Strange to add that an anti-obesity drug, Metformin, seems to actually work at weight loss, and helps against Alzheimers dementia. Then again, from other research, it seems that obesity protects from dementia.

Some of the problem seems to be societal, a lack of friendship and companionship. I could imagine that isolation leads to dementia, depression, and weight gain. Another thought, pushed by RFK Jr., is that new drugs and vaccines are responsible for allergies and ADHD, along with changes in diet. It’s possible. At least some comes from early diagnosis, and a change in the definition of dementia. Perhaps that’s the reason for the significant difference state to state. Yesterday’s curmudgeon is redefined as depressed, and drugged (more in some states than others), and becomes isolated (again more in some communities). The disoriented, lonely patient is then given anti anxiety drugs and classified as a dementia patient. It happens in some cases, but there seems to be a rise in real dementia too: the sort of stumbling and blankness that reflects general brain deterioration. As for ADHD, I’m still not convinced this is a new real disease; it could be that’s how boys always behaved.

Would we be less depressed or demented or less autistic with different vaccinations, or different foods, or with more human interaction? Would people be less isolated if they were less depressed or autistic? RFK’s family now claims that RFK Jr is demented himself for even asking these questions. My guess, totally unsupported is that the rise in allergies, dementia, obesity, and depression are related somehow, but I’m not convinced that RFK Jr. has picked out the right connection. What causes what? Perhaps someone can use statistics, or biology experiments to help untangle this stuff. It seems horribly important to the majority of Americans.

Robert Buxbaum, Sept 10, 2024. There was a. bit of a joke in the last comments: my daughter got a degree in epidemiology, and is employed in part to answer just the sort of questions I’ve posed.

Girls are doing better, Boys are doing far worse.

When I began college in 1972, the majority of engineering students and business students were male. They from the top of their high school classes, and from stable homes mostly; they went on to high paying jobs. Boys also dominated at the bottom of society. They were the majority of the criminals, drug addicts, and high-school dropouts. Many went off to Vietnam. Some, those who were handy, went to trade schools and a reasonable life, productive life. Society did not seem bothered by the destruction of boys in prison, or Vietnam, or by drugs, but there was an outcry that so few women achieved high academic levels. A famous presentation of the problem was called “for every 100 girls.” An updated version appears below showing the status as of October, 2021. A more detailed version appears further down.

From the table above, you can see that women are now the majority of those in college, the majority of those with a bachelors degree or higher, and a majority of those with advanced degrees. Colleges added special tutoring, special grants, and special programs. Each college had a Society of Women Engineers office, and similar programs in law and math. All of these explicitly excluded men or highly discouraged their presence. The curriculum was changed too; made more female-friendly. Dirty, and physical experiments were removed, replaced with group analysis of the social interactions — important aspects of engineers that boys were far-less adept at doing well. Perhaps society and engineering is better off now, but boys (men) are far worse off. This is particularly seem by the following chart, looking at the bottom. Boys/men provide the vast majority of the prison population, of those diagnosed as learning disabled, of those expelled, or overdosed, and among the war dead.

I’ve previously noted that a majority of boys in school are considered disruptive, and that these boys are routinely diagnosed as ADHD and drugged. It is not at all clear that this is a good thing, or that the drugs help anyone but the teacher. I’ve also noted that artwork and attitudes that were considered normal for boys are now considered disturbing and criminal like saying I wish the school was blown up. The cure here, perhaps is worse than the disease. I’m not saying that we should encourage boys to say such things, but that we should acknowledge a difference between an active and a passive wish. And we should find a way to educate boys/men so they don’t end up unemployed, addicted, or dead. Currently boy, particularly those at the bottom are on the scrap-heap of society.

Here is some source material for the above:

Robert Buxbaum, May 28, 2022

Is ADHD a real disorder

When I was in school, ADHD hadn’t been invented. There were kids who didn’t pay attention for a good part of the day, or who couldn’t sit in their seats, but the first activity was called day-dreaming and the second “shpilkas” or “ants in your pants.” These problems were recognized but were considered “normal.” Though we were sometimes disorderly, the cause wasn’t labeled a disorder. It’s now an epidemic.

There were always plenty of kids, me included, who were day-dreamers. Mostly these were boys who would get bored after a while and would start to look around the room, or doodle, or gaze into space thinking of this or that. Perhaps I’d do some writing or math in the margin of a notebook while listening with one ear; perhaps I’d work on my handwriting, or I’d read something in another textbook. This was not called a disorder or even an attention deficit (AD), but rather day-dreaming, wool-gathering, napping, or just not paying attention. Sometimes teachers got annoyed, other times not. They went on teaching, but sometimes tossed chalk or erasers at us to get us to wake up. Kids like me took enough notes to do OK on tests and homework, though I was never at the top of the class in elementary or middle school. The report cards tended to say things like “he could do better if he really concentrated.”  It’s something that could apply to everyone.

Then there were the boys who would now be labeled HD, or “hyperactive disordered.” These were always boys: those who didn’t sit well in their chairs, or fidgeted, or were motor mouths and got up and walked about, or got into fights, or went to the bathroom; these were the class clowns, and the trouble makers — not me except for the fidgeting. Girls would fidget or talk too, and they’d pass notes to each other, but they didn’t get into fights, and they weren’t as disruptive. They tended to have great handwriting, and took lots of notes in class: every single word from the board, plus quite a bit more.

There are different measures of education, if you measure a fish's intelligence by the ability to climb a tree it will spend its life thinking it's stupid.

There are different measures of education, if you measure a fish’s skill level by the ability to climb a tree you’ll conclude the fish is ADD or worse.

Elementary and middle schools had activities to work out the excess energy that caused hyper-activity. We had dancing, shop, fire drills, art, some music, and sports. None of these helped all that much, but they did some good. I think the fire drills helped the most because we all went outside even in the winter, and eventually we calmed down without drugs. Sometimes a kid didn’t calm down, got worse, and did real damage; these kids were not called hyperactive disordered, but “bad kids” or “juvenile delinquents.” Nowadays, schools have far less art and music, and no shop or dancing. There are a lot more hyperactive kids, and the claim nowadays is that these hyperactive kids, violent or not, are disordered, ADHD, and should be given drugs. With drugs, the daydreamers take better notes, the nappers wake up, and the hyperactive kids calm down. Today about 30% of high-school seniors are given either a version of amphetamine, e.g. Adderall, or of Methylphenidate (Ritalin, etc.) The violent ones, the juvenile delinquents, are given stronger versions of the same drugs, e.g. methamphetamine, the drug at the heart of “breaking bad.”

Giving drugs to the kids seems to help the teacher a lot more than it helps the kids. According to a famous joke, giving the Ritalin to the teacher would be the best solution. When the kids are given drugs the disorderly boys (it’s usually given to boys) begin to act more like “goodie goodies”. They sit better and pay attention more; they take better notes and don’t interrupt, but I’m not sure they are learning more, or that the class is, or that they are socializing any better than before. The “goodie-goodies” in elementary school (mostly girls) did great in the early grades, but their good habits seemed to hold them back later. They worked too hard to please and tended to not notice, or pretended to not notice, when the teacher said nonsense. When it came time for independent or creative endeavors, their diligent acceptance of authority stood in the way of excellence.Venn diagram of ADHD

The hyperactive and daydreamers were more used to thinking for themselves, a prerequisite of leadership. The AD ones had gotten used to half-ignoring the teacher, and the HD ones were more openly opinionated and oppositional: obstreperous, in a word. Those bright enough to get by got more out of their education, perhaps because it was more theirs. To the extent that education was supposed to make you a leader and a thinker, the goodie-goodie behavior was a distraction and a disorder. This might be expected if education is supposed to be the lighting of a fire, not the filling of a pit. If everyone thinks the same, it’s a sign that few are thinking.

Map  of ADHD variation with location for US kids ages 6-18, Scrips Research.

Map of ADHD variation with location for US kids ages 6-18, Scrips Research. Boys are 2-3 times more often diagnosed as ADHD; diagnosis and medication increase with grade, peaking currently in early college.

This is not to say that there is no such disorder as ADHD, or no benefit from the drugs. My sense, though, is that the label is given too widely, and that the drugs are given too freely. Today drugs are pushed on virtually any kid who’s distracted, napping or hyperactive — to all the members of the big circles in the Venn diagram above, plus to athletes and others who feign ADD to get these, otherwise illegal, performance enhancing drugs. Currently, about 10% of US kids between 6 and 18 are diagnosed ADHD and given drugs, see figure. The numbers higher for boys than girls, higher in the US than abroad, and higher as the kids progress through school. It’s estimated that about 25% of US, 12th grade boys are given amphetamine or Ritalin and its homologs. My sense is that only a small fraction of these deserve drugs, only those with severe social problems, the violent or narcoleptic: those in the smaller circles of the Venn diagram. The test should not be that the kid’s behavior improves on them. Everyone’s attention improves when taking speed. ADHD appears more as an epidemic of overworked, undertrained, underfunded teachers, and a lack of outlets, not of disordered kids, or of real learning, and real learning is never pretty or easy (on all involved).

Robert Buxbaum, April 18, 2014. In general, I think people would be happier if they’d do more artmusicdance and shop, and if they’d embrace their inner weirdo. It would also help if doctors and teachers would use words rather than initials to describe people. It’s far better to be told you’re hyperactive, or that you’re not paying attention, then to be called ADD, HD, or ADHD. There’s far more room for gradation and improvement. I’m not an expert, just an observant observer.