fredag den 3. april 2015

Parenting a fast moving child: Psychomotor Overexcitability

Hah ... I actually have a child with one of those "all over the place" problems ... and indeed it has an "imaginary cause". All this was documented by an outsider ... and my "dumbfoundet reaction" when asked about it too. I will need to dig through a stack of papers to find it all described BUT when I do it definately deserves to be published. I remember the description of me "hopelessly" saying:

That's the way things are. Whatever we do he is all over the place. And yet he was not like that some time later - at least not with me, when his environment aka activities or school complained.

I will link the story to here when I get round to that ... it's a great show of how people react, interpret and blame - not purposefully but because a kid with oe's can be overwhelming for those that did not sort of "grow with the fast movement".

These kids can also have sensory processing stuff going on. They make people anxious, and in turn get anxious from being surrounded by anxious people or being restrained, scolded or frowned upon - all the time. By then the situation melts down.

My son climbed alot! Soo much we went outside, we were outside all the time ... LUCKELY he has not carried on climbing. Only lucky 'cos of my fear that he'd end up as "cliff hanger" yet on the other hand it's also sad to see the psychomotor overecitability restrained since he used that to get rid of stress as well.

A nice balance would be to harnass it ... and not to fear what could be. The only thing that is more problematic than restraining OEs is when these are forced to be in environments that "just don't get it", this in turn leading to restraining of behaviourisms ect.


See, as we had noticed very early on - when he climbed he almost never fell and stopped just in time - except for when water was involved. No matter how, when or where he'd fall in and stay in. And sometimes he did run into somebody or something ... usually "only" when he was stressed out from all the negativity/stress around him. (Or was it he know I'd get pretty upset when he fell, that he just made sure what he did he actually could do?) I might never really know but he mastered climbing and loved it

It's like working imaginary numbers in Math ... everything can be disasterous if it is seen as a problem with an imaginary cause! That "not knowing" causes frustration that turns into fear and anxiety. See, we should be like mathemticians and see how they solved their problems by making up numbers, even imaginary ones, as long as it works with what you have and removes the stress!

Unless a person knows about the "rules" like in maths where imaginary numbers cause the "negativity" even though a squared number should allways be positive until you realise to use certain rules that solves the equation.

Just like that teachers, parents and children need to know about what causes  overexcitabilitues or if they are dealing with sensory processing stuff they need to understand it ... just never ever never blame the teacher, child or parent!
Now you've seen how imaginaries work; it's time to move on to complex stuff. "Complex" stuff have two parts, a "real" part (being any "real" thing that you're used to dealing with) and an "imaginary" part (being any thing with an "imagination" in it). Unless you would like to see a "meltdown", keep adding imaginary things of those can be anxiety or blame ... but think about mathematicians - those guys realised to take it easy, stick with what they knew worked and only at crucial moments decide after consultation to add "new things".

Children with Sensory Processing Disorder often have problems with motor skills and other abilities needed for school success and childhood accomplishments. As a result, they often become socially isolated and suffer from low self-esteem and other social/emotional issues.

These difficulties put children with SPD at high risk for many emotional, social, and educational problems, including the inability to make friends or be a part of a group, poor self-concept, academic failure, and being labeled clumsy, uncooperative, belligerent, disruptive, or "out of control." Anxiety, depression, aggression, or other behavior problems can follow.

Parents may be blamed for their children's behavior by people who are unaware of the child's "hidden handicap."


Psychomotor OE is a heightened excitability of the neuromuscular system. This Psychomotor intensity includes a “capacity for being active and energetic” (Piechowski, 1991, p. 287), love of movement for its own sake, surplus of energy demonstrated by rapid speech, zealous enthusiasm, intense physical activity, and a need for action (Dabrowski & Piechowski, 1977; Piechowski, 1979, 1991). When feeling emotionally tense, individuals strong in Psychomotor OE may talk compulsively, act impulsively, misbehave and act out, display nervous habits, show intense drive (tending towards “workaholism”), compulsively organize, or become quite competitive. They derive great joy from their boundless physical and verbal enthusiasm and activity, but others may find them overwhelming. At home and at school, these children seem never to be still. They may talk constantly. Adults and peers want to tell them to sit down and be quiet! The Psychomotor OE child has the potential of being misdiagnosed as Attention Deficit Hyperactivity Disorder (ADHD).

Write down your observations and in time everybody can see if a child just is made up of imaginary sides like in a math problem with no solution - its just like when a math problems needs solving: If the student does not know the rules - the Professor will shake his head and wonder what that student is doing in his class, asking stupid questions purposefully, unless the professor is a kind hearted one that sees the student needs to learn the rules in order to solve his or her problem.

Very few Professors actually take the student outside at help them figure out the root of the problem. For this the professor also needs to know how the problem came about, of if that the student has no idea about imaginary numbers ... or his lacks in pensum the student can easily be blamed for:

- never paying attention,
- not going to school,
- environmental needs for glasses to see "the negatives"

Whatever the problem there is a rulebook. For parents, teachers and especially the students. No rules can stand without explanation, unless you want to see if you can make so many rules that the result of these can only become negative. Sometimes people just have too many rules ... imagine if we could keep things simple ... self explanatory? Like ... imaginary numbers ... find the imaginary causes for behaviours, remove those to remove the negative result? How nice would that be ... unless the result is more problematic than before.


Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.