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Teaching the Restless: One School's Remarkable No-Ritalin Approach to Helping Children Learn and Succeed, by Chris Mercogliano
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ducator Chris Mercogliano has been working with hyperactive (ADHD) children for many years at the Free School in Albany, New York, and has developed numerous ways to help these students relax, focus, modulate emotional expression, make responsible choices, and forge lasting friendships-all prerequisites for learning. In Teaching the Restless, Mercogliano uses the stories of six boys and three girls to share valuable lessons, offering a way to work with these children without assigning them labels or resorting to the use of stimulant drugs like Ritalin.
- Sales Rank: #1202025 in Books
- Published on: 2004-01-15
- Released on: 2004-01-15
- Original language: English
- Number of items: 1
- Dimensions: 8.50" h x .67" w x 5.51" l, .63 pounds
- Binding: Paperback
- 252 pages
From Publishers Weekly
Mercogliano (Making It Up As We Go Along) has 30 years of experience in a "privately funded, freedom-based inner-city" alternative school for children ages two to 14 in Albany, N.Y. Half of the 50 students have had behavioral problems in their previous schools, for which medications such as Ritalin have been prescribed or recommended. The Free School doesn't use drugs, asserting that every child is unique, and that the school must be run as a true community with the emotional health not the test scores of each child paramount. At the Free School, children choose what they want to learn and where in the school to spend their time. Freedom works: "kids learn faster and more easily when the motivation comes from inside them [and] behave better when they are expected to be responsible for themselves and for each other." This is especially true for children with a history of oppositional behavior. When a child disrupts a class or disrespects another student, anyone in the school community can convene a "Council Meeting" of the entire school to handle the problem. While teachers, parents and professionals work surreptitiously to address more fundamental problems e.g., absent parents, harsh disciplinary styles at home, etc. the school community teaches children that behavior has very real consequences. This laid-back approach to academics, where teachers wait for the right "mental weather" rather than push children to read or do math before they're ready, may be hard for some parents to accept, but Mercogliano makes a strong case against medicating these children into submission.
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
From Booklist
This book takes the controversial stance that medication is not necessarily the proper treatment for children diagnosed with attention deficit/hyperactive disorder (ADHD). The author, an elementary-school teacher, is very clear about his own point of view: "Many of the children in this country labeled with ADHD have nothing wrong with them at all." Most cases of ADHD, Mercogliano notes, are diagnosed in schools, not doctors' offices, and most of those cases, he believes, are misdiagnosed. Taking his own school (the Albany Free School) as an example, Mercogliano focuses on several children who displayed behavior typically diagnosed as ADHD. These informal case studies support his contention that a healthy, supportive, challenging school environment--and plenty of patience--is all it takes to modify the behavior of students with ADHD-like symptoms. For readers who question the ever-increasing prevalence of ADHD diagnoses, the book will come as a validation of their own trepidations. For supporters of biopsychiatric medications like Ritalin, it's sure to be viewed as irresponsible and unfounded. A recommended purchase for libraries attempting to represent both sides of a controversial issue. David Pitt
Copyright © American Library Association. All rights reserved
Review
Chris Mercogliano sees past the . . . deficit-ridden orientation of the ADD/ADHD paradigm and reveals with great humanistic sensibility the passionate worlds of active kids who don't fit into the tight little boxes of most American classrooms. --Thomas Armstrong, Ph.D., author of The Myth of the A.D.D. Child
"The Free School made me consider anew what a good school can look like." --Jill Davidson, Horace
"A sharp critique of schooling, child-rearing practices, and America's increasing rush to medicate away any perceived 'problem' behaviors. In a disarmingly honest narrative . . . Mercogliano raises important questions that should be considered by anyone living with or working with ADHD children." --Marie Eaton, YES! Magazine
"[Mercogliano] makes his case persuasively in a readable, anecdotal recounting of the academic year as observed through nine students. The result is an encouraging success story that demonstrates an alternative to the ever-growing use of drugs for ever-younger children and calls into question the basis for the diagnostic labeling and the use of biopsychiatric pharmaceuticals in the classroom." --Library Journal
Most helpful customer reviews
0 of 1 people found the following review helpful.
Very very insightful book
By NJ Mom
As a mother of a restless 3 year old (i was constantly getting complaints from his school teacher on how restless he is) feeling helpless, I found this book on the internet, read a few pages and decided to buy it. It proved to be one of the best written books I have ever read. The author's experience with children, his love of teaching and children, is evident. He has also quoted a lot of research that has been done with regards to children and their molding based on their environment and early relationships are eye opening. It makes one want to examine one's own relationships. I found myself re reading this book a 2nd time and possibly several more times. I would recommend it to anyone who has a restless child on hand and is worried and looking for some answers..
22 of 27 people found the following review helpful.
Bad Science & Bad Logic with a Touch of Guilt
By Wendy E. Stallings
Teaching the Restless tells about a wonderful school that offers an alternative to traditional education for ADHD kids, or Ritalin kids as the author calls them. The author, Chris Mercogliano, uses anecdotes about how his school is able to rescue individual children from their fate of being labeled ADHD and medicated in order to make them fit into a "normal" school. No matter what the cause of ADHD, I was thrilled to read that medication is not the only answer. The problem with this book is that Mr. Mercogliano doesn't just want to leave it at that. He also wants to tell us what causes (or doesn't cause) ADHD. His stance is that ADHD is not a true biochemical disorder and doesn't exist. Unfortunately, Mr. Mercogliano is neither a doctor nor a scientist and seems to want to ignore a growing body of scientific work that shows a strong genetic component to ADHD, and for many ADHD kids, a definite difference in their brain physiology and function. Instead, he continually emphasizes that each kid he "saves" comes from an unstable background which must have contributed to their restlessness. He trots out studies of dubious statistical significance that show that ADHD-like behaviors can be caused by poor mothering during infancy and beyond. In other words, he wants to go back to the "Refrigerator Mom" theory to explain aberrant behavior in children. Children who aren't breastfed apparently are at risk for being diagnosed with ADHD, as are those who watch a lot of TV. And woe to those moms who go back to work and submit their children to daycare too early. They are dooming their children to ADHD, too. But moms aren't solely to blame. There's plenty of guilt leftover for dads if you read further into the book.
I read this book because I have a son who struggles mightily to cope with the environment of a traditional school (not the academics - he's way ahead in reading and math). I would love to have access to a school like the Free School (which is not free) and I'd desperately like to educate my son without the use of Ritalin. But I wonder how Mr. Mercogliano would explain the ADHD behavior of a kid like my son. My "Ritalin" child refutes every theory proposed by the author as to what causes ADHD. My son comes from an intact, peaceful family; he suffered no trauma as an infant and was breastfed (for a year) and nurtured by a stay-at-home mom. He has always been well-cared for by two affectionate, present parents. We are neither overly controlling nor negligent pushovers. He has never watched more than a tiny amount of TV. From the time he could walk, we spent almost every day out somewhere, engaging in active play, getting exercise and experiencing the world of nature and culture. We have a second child raised in the exact same environment that shows no signs of ADHD or any other brain difference. My son was clearly restless from birth and his symptoms are clearly not a product of his upbringing. Mr. Mercogliano completely ignores any mention of children like my son, who don't fit his theories and for whom ADHD is mostly certainly a biochemical, genetic-based condition.
Mr. Mercogliano's last chapter, "Conclusion", is especially weak. Although his book was published in 2003, he sites findings from a 1998 NIH conference to back up his views. Essentially, he was not even using the most recent scientific data available at the time the book was published. Now it is 2010. In terms of brain research 1998 was eons ago. I would not trust any book on the subject unless it was written in the last few years. Mr. Mercogliano is proud to make his bias clear, but why does Mr. Mercogliano even stray into this territory to begin with? As a reader, if I were looking for information about the root causes of ADHD, I would much prefer a book that uses up-to-date scientific studies and does a more thorough job of researching the issue of whether ADHD is a valid medical diagnosis. If you want a well-balanced treatment of that subject, go find a better book. It should not have been included in this book. Mr. Mercogliano seems to think that stating his bias outright makes him more convincing. I think it better to get an unbiased overview and form my own opinion.
In any case, the label "ADHD", like Autism Spectrum Disorder, is sometimes used as shorthand for a collection of behaviors and symptoms. Mr. Mercogliano speaks the truth in saying that for many children who exhibit behaviors on the list, the cause may very well be the instability of their lives. But it is ludicrous to apply that to all children who exhibit these behaviors. ADHD, like depression, is not a disease in the sense of having one agent that causes it. Like depression, for some people the cause may be life events, whereas for others, the cause may be biochemical in nature. And like depression, some may respond to alternative therapies while others benefit solely from medication. And yes, for some, medication may not be appropriate at all. Most psychiatrists and neurologists will also tell you that a child who does not truly have ADHD (in the biochemical sense) will become worse, not better, when put on Ritalin. In a way, Mr. Mercogliano is correct in rejecting the ADHD label applied to the children he describes in his book, mainly because all of the children he describes are most likely emotionally disturbed, not ADHD, kids.
Whether ADHD is a biomedical condition or not is really irrelevant to the question of how we educate these children. All children deserve an education tailored to their individual needs, if only the resources were available for that. Sadly, the Free School is actually an exclusive school with a waiting list. It also reserves the right to expel students that it cannot handle. In chapter eight, we learn that one young subject, Damian, continues to be out of control to the point where the author wonders, "Do we continue trying to rein him in, or do we send him back to the kind of regulated, highly supervised environment from whence he came?" In other words, if your child's behavior is too challenging, the Free School has the right to give up on him and boot him out. Unfortunately, public schools do not. Mr. Mercogliano fails to address what happens to children who do not respond to the Free School's methods, or, for that matter, children who clearly cannot control their impulses no matter what the teaching methods.
In any case, ADHD is about brain immaturity. No matter what the reasons are for ADHD, Teaching the Restless is right on the money about not forcing children to learn academics before they are mature enough to handle it. Children who learn differently should have choices beyond the traditional school model. Mr. Mercogliano should have stuck to that theme.
1 of 1 people found the following review helpful.
Caring, Articulate Insights For Nurturing Children
By Jed Shlackman
This book is a caring, compassionate examination of what's amiss in our educational and medical systems' approach to non-conforming children. Mercogliano offers his extensive experience and insights to explain how children can grow into motivated learners when they are given a non-threatening, non-repressive, and caring environment. Having worked several years as a mental health clinician I have seen how accurate this author's insights are and how disempowering and counterproductive the expedient, coercive approaches to challenging children are. When a physician says a child needs psychotropic medication that person is basically acknowledging that they are ignorant about how to truly help and they wish to repress the symptoms to appear that they are able to offer a solution or to conform with what all the other misguided "professionals" have been indoctrinated into doing. When you rely on unnatural behavior modification systems and disruptive synthetic chemicals to control a child's attention and behavior you are likely to impair that child's natural self-expression, intrinsic motivation, and internal regulation of biochemistry. It's wonderful to see a knowledgeable teacher offering insights into how to help children in a caring supportive way and to shun the demonstrably erroneous beliefs that some children "need" drugs that artificially manipulate chemistry in fundamentally the same ways as illicit drugs that children would get in trouble for using.
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