Knowledge is a tree, not a conclusion, and it has been a tree for all of time. Sometime, however, it verboten in the Bible with a didactic “tale” apparently by oligarchs telling the average religious person to view the tree of knowledge and its information as verboten. This is the beginning of the limits and control of information necessary for oligarchic dominance, as opposed to capital-type control which is more commodity-based --though information is now a commodity as “intellectual property.” (With “intellectual” being a strong word for the slurry capital pumps into the population.)

The most important extension of this type of information control currently exists as academia with its early revival of control as the dialectic and didactic by academy founders Socrates and Plato in ancient Athens, and recently by Hegel to fit current capital. Important is that these instructors specifically used sexual abuse to control, which survived to our time as, for instance, the Aboriginal residence schools openly, and covertly elsewhere.

Causality is a rational reduction of the complexity of life saying that “if something happens in relation to something else, that something else caused the first thing.” As a rational reduction, it is a “dumbing-down” of all the highly sophisticade life-system that affect us. Knowledge is naturally structured both in society and in our minds in tree structures, also called “complex data structures” Personally, I have never been “causal” (I believe) because I have been influenced by aboriginal knowledge organization, and also abstract art and music early on as a child with access to all of New York’s museums and libraries (access has since been restricted to children.)

If I something is unavoidably causal, I say “simple math” --this causes that, w/o making a bid deal about it.

Empiricism is the scientific method (and system) built from causality and is considered the only (measurement) science, even by scientist who should know better. It suffers from being highly-fractured, as it is built from independent causal conclusions that also tend to be ego-vehicles from empiricist scientists. Another widely-misused term is “objective” as a synomym for “cruel” such that normal human thinking, such as the recollection of experiences, is excluded from empiricist conclusions; only empiricist numbers are used, often as an output of highly-purposed statistical systems. Dependance on statistics is such that statistics now often produce hypothesis and theory, that is validated by the same statistical systems. Information from other sources such as experience and observation, no matter how detailed, cannot test well against conclusive information produced specifically to test well by statistical systems. This statistical reality is most true for current control of the mind (both human and animal) in cognitive-behavioral strategies of CBT. Interestingly, in CBT, the dialectic method as the socratic method is also key for (as they say) “thought control.”

Objectivism, such as Ayn Rand’s and (current-capital’s) Adam Smith’s objectivism simply “objectify’s” people to make then inanimate numbers rather than feeling people to allow for capital exploitation. As it happens, capital-supporting empiricism, as info-oligarchic, also leverages this, and fills its capital-supportive role by defining and maintaining it as its own from of exploitation, originally sexual abuse.

Tuesday, January 18, 2011

ADHD and parenting

A study about ADHD and parenting styles reports that "aspects of the family environment and parental limit setting" appear to correlate with the growth of "executive functions in children" (Schroeder, 2009). But while it is recognized that children with ADHD suffer from executive function impairments such as "inhibition, working memory, set shifting, and planning" (Toplak, 2009), the improved parenting did not help them (Schroeder, 2009). Interventions in schools are effective (Fabiano, 2003), so presumably similar strategies could be used by parents too.

The Incredible Years program uses parent training intervention program to help "children with early onset conduct problems" (Incredible Years, 2010). An efficacy study of it reports that it should be considered as "a first-line intervention" that has "lasting positive effect on ADHD symptoms in pre-school children" (Jones, 2007, p. 9). Children retained a significant portion of the program's benefits "18 months after the end of intervention" (p. 9). But the study notes limitations: the children were pre-school (ADHD is not typically diagnosed until elementary school), and there are limitations to parent self-reporting (their biases will affect their reports). The benefits of the program, he persuasively argues, are significant if it can be used in lieu of, or forestalls, stimulant medication. Criticism of intervention programs that avoid medication should be balanced against the liabilities associated with stimulants: expense, possible negative side-effects, resistance to stimulant medication based on ethical issues. Fabiano echos this (Fabiano, 2003).

The program seeks to improve family communication with affective involvement by using less-harsh and consistent discipline (Incredible Years, 2010):
  • using "attention and appreciation" to build "self-esteem"
  • playing with children
  • "ignoring negative behavior" by not making eye contact
  • avoiding criticism and demands
  • developing friendship and empathy skills

Incredible years (2010). Retrieved September 19, 2010 from

Incredible years (2010). Agendas and Checklists for ADHD Protocol Retrieved September 19, 2010 from

Jones, K., Daley, D., Hutchings, J., Bywater, T., & Eames, C. (2007). Efficacy of the Incredible Years Basic parent training programme as an early intervention for children with conduct problems and ADHD.
Child: Care, Health & Development, 33(6), 749-756. doi:10.1111/j.1365-2214.2007.00747.x.

Schroeder, V., & Kelley, M. (2009). Associations Between Family Environment, Parenting Practices, and Executive Functioning of Children with and Without ADHD.
Journal of Child & Family Studies, 18(2), 227-235. doi:10.1007/s10826-008-9223-0.

Toplak, M., Bucciarelli, S., Jain, U., & Tannock, R. (2009). Executive Functions: Performance-Based Measures and the Behavior Rating Inventory of Executive Function (BRIEF) in Adolescents with Attention Deficit/Hyperactivity Disorder (ADHD).
Child Neuropsychology, 15(1), 53-72. doi:10.1080/09297040802070929.

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