Whole Child Wellness Scheduled Open House

Whole Child Wellness is very pleased and excited to announce our first OPEN HOUSE, scheduled for Wednesday, January 26th, from 4:00 to 7:00 pm.  Everyone is invited to attend this interactive tour of our facility.  This is a wonderful opportunity to learn about the techniques we use, and even give them a try yourself!  Learn about the root causes of neurobehavioral disorders and what we can do to correct them.  See first-hand, the scope of our comprehensive testing.  Our hope is for everyone to come away with the understanding that a diagnosis of ADHD, Asperger's, autism, or a learning disability is not a life sentence.  There are options and these disorders can be corrected.  Please join us for an evening of information, refreshments and door prizes.  We may even have a few special guests who have completed our program, and started a new chapter in their life, free of the symptoms of their disorder!  We hope to see you there!

HEALING THE BRAIN NATURALLY

Understanding and taking care of ADHD, ADD, behavioural disorders,
learning disorders, developmental delay and autism.

Part 2
Nutrition, Metabolism and Toxicity

By Dr. Lois A. Flemming and Dr. Yannick Pauli


Introduction

In the first part of this article, we have explored the neurological factors that cause learning, behavioral and developmental disorders.

We have discovered that all those disorders were the consequence of a delay in the development of one hemisphere of the brain compared to the other. This problem is called hemisphericity and it leads to a functional disconnection syndrome, or the inability for part of the brain to communicate optimally.

We have also discovered that this hemisphericity was caused by a sedentary lifestyle, spinal and postural distortions, various traumas, as well as numerous psycho-social factors.

We had briefly mentioned that these neurological imbalances could also be the consequence of nutritional deficiencies, metabolic imbalances, as well as other neurotoxic factors.

Whatever the causes, the brain is always involved and it is what transforms the underlying imbalances into the symptoms of those disorders. It is therefore essential to understand that it is far less important to give a name to the symptoms (e.g. “ADHD” or “autism”) than to understand the real underlying causes and imbalances.

In this second part, we would like to invite you to discover the different nutritional, metabolic and toxic factors that also affect the brain of children with neurobehavioral disorders. Before we start, first consider that these factors can also be the result of the brain imbalance, not the cause, so we have a “the chicken or the egg” situation. Regardless of which one started first, a vicious circle has set in that is best addressed by correcting both the “body imbalances” and the “brain imbalances”.

We will look at these different factors by separating them into two categories: antecedents and triggers.

Antecedents are risk factors that begin during conception, prenatal phase and infancy. They predispose the individual to the triggers.

Triggers are physical or metabolic factors that get added to a weakened physiology (due to antecedents) that affect the function of the brain and trigger the symptoms of the various disorders.

The various symptoms the individual will experience are therefore determined by a combination of genetic factors, antecedents, triggers, neurological imbalances and brain hemisphericity.

For example, two children with the same neurological lesion can have completely different symptoms according to the antecedents, triggers and brain hemisphericity that affect them.

Later in this article, we will explore the various diagnostic methods that we can use to test for antecedents and triggers, as well as the natural approaches that we can use to correct these problems.

ANTECEDENTS

Antecedents can be either genetic or acquired (environmental factors). It is important to mention that some environmental factors may affect the fetus right after conception (or even before) and it is therefore sometimes difficult to differentiate them from genetic factors.

Genetic factors

Neurobehavioral disorders have a genetic component. For example, 40% of children with learning disorders have a family member who suffered from the same problems. Although there no single gene that causes these problems, several genes have been linked to a higher risk for developing those disorders. One of the most studied is a gene that encodes for dopamine receptors which can lead to an insensitivity of dopamine receptors to that neurotransmitter or to an increased re-uptake of dopamine.

Environmental neurotoxins

It is a well-known scientific fact that many toxic substances can pass from the mother to the fetus and affect the latter in a negative way. If the mother is exposed to toxins during pregnancy or if she had an accumulation of those toxins in her tissues before getting pregnant, those toxins can affect the proper neurological development of the fetus in-utero and after birth. Heavy metals, solvents, pesticides, tobacco, alcohol, medications and street drugs are among the most frequent and most studied toxins. For example, smoking cigarettes or drinking alcohol during pregnancy has been associated with a doubling to tripling of the risk of having an ADHD child. One study has estimated that 25% of all behavioral disorders can be attributed to the use of tobacco during pregnancy.

Another acquired antecedent is a chronic exposure to low levels of lead. In the U.S, 20% of children suffer from intoxication to lead. Other heavy metals such as mercury (from amalgam fillings and vaccines), cadmium and aluminum also play a role in neurodevelopmental disorders. In one study, 100% of autistic children tested positive to heavy metal toxins.

Essential fatty acids deficiency

Essential fatty acids (EFAs) are fat molecules that cannot be produced by the body and must therefore be consumed in our diet. Some EFAs, such as the omega-3 DHA, play a crucial role in the development of the fetal brain. Several studies have shown a relationship between omega-6 and omega-3 deficiencies and ADHD and learning disorders. A proper ratio between omega-6 and omega-3 is also crucial for the brain to work optimally. EFAs deficiencies not only affect the brain directly, they also affect it indirectly by increasing the brain sensitivity to some neurotoxins.

Several studies have shown that children who were bottle-fed had twice the risk of developing ADHD compared to children who were breast-fed. This was due to a deficiency of DHA in artificial formulas.

EFAs deficiencies also increase the risk of developing food allergies, which is one of the triggers we will talk about a little later.

“Trans” fatty acids are fats that are altered by heating or hydrogenation (a method that adds hydrogen to oil to make it solid at room temperature). “Trans” fats can be found in mayonnaise, margarine, pastries, fries and other industrial food preparations. They have been found to have a toxic effect on our nervous system and to induce the equivalent of deficiencies in good EFAs.

Vitamins, minerals and amino acids

Essential fatty acids are not the only nutrients which have been shown to be deficient in children with neurobehavioral disorders. Several studies have shown that magnesium, zinc, iron, vitamin B1 and vitamin B6 are also often deficient. In fact, one study found that 95% of children with ADHD were deficient in magnesium.

In the first part of this article, we have explored the important role of neurotransmitters – such as dopamine – in brain function. Neurotransmitters are chemical molecules that are made from amino acids. Amino acids are little building blocks that come from complete protein digestion. Adequate daily consumption of amino acids (by eating sufficient proteins) and proper protein digestion are therefore two critical factors in the production of neuro-transmitters. For example, one study has revealed that children suffering from ADD were deficient in five types of amino acids, two of which are the direct precursors for dopamine and serotonin, two of the most important brain neurotransmitters.

Sugars also play an important role. A diet rich in refined carbohydrates has been associated with poorer cognitive performance in children. And some children are hypersensitive to sugary products.

TRIGGERS

Allergies, food intolerance and gastrointestinal function

Several studies have shown a link between ADHD and “atopic diseases”, such as asthma, eczema, allergies and food allergies. One study has even shown that when ADHD children ate a food they were allergic to, their brain wave pattern was altered. Moreover, food allergies and intolerances are associated with an increase risk of developing ear infections, which is itself a risk factor for ADHD.

Several well-designed scientific studies have shown that hypoallergenic or elimination diets had many benefits for children with ADHD. In fact, it has been shown that up to 75% of ADHD children benefit from elimination diets.

Several mechanisms can explain the short-term and long-term impact of allergies and intolerances on brain functions. Food allergies trigger the release of inflammatory molecules such as histamine and type 2 prostaglandins. These two substances have a negative effect on blood flow to the brain. Some studies have also shown that some neuroactive peptides coming from the diet play a role in the etiology of autism and other neurobehavioral disorders. Those peptides – which have an opioid activity, meaning they work like morphine and are neurotoxic – are found especially in casein, which is the protein of dairy products, as well as in gluten, which is the protein from wheat. This is why a casein-free and gluten-free diet is so powerful to help our children heal naturally.

Food allergies and intolerances also have an indirect effect on our brain by affecting our gut function. Allergenic molecules create gut inflammation which affects our digestion and proper absorption of vital nutrients. Once the gut lining is inflamed, our gut becomes “leaky”. This means that it lets in substances that should have been prevented from entering our gut lining. Undigested particles enter our bloodstream, causing further allergic reactions that end-up weakening our blood-brain barrier. This makes it more likely for toxins to enter our brain. One Canadian study has shown that 74% of children with ADHD had increased gut permeability, aka “leaky gut”.

Intestinal Flora

Antibiotics are an important cause of leaky gut. Many children with ADHD have received multiple courses of antibiotics to treat ear infections.

The intestinal flora plays a crucial role in the proper maintenance of the gut lining. Moreover, good and friendly bacteria (probiotics), are our first line of defense against invaders. One study has found that 46% of children with ADHD were deficient in Lactobacilli and Bifidobacteria, the two most important friendly bacteria in our intestinal flora. They have also been found to be deficient in IgA, a molecule that helps create a barrier against invaders. A balanced gut flora helps decrease the risk of food intolerances, prevents the overgrowth of bad bacteria, and neutralizes microbial and cancer-producing toxins.

An imbalance in our intestinal flora leads to an overgrowth of bad bacteria. In functional medicine, we call this a “dysbiosis”. The bad bacteria produce numerous toxic substances (such as ethanol and methane) which have been linked to various neurobehavioral disorders.

Dysbiosis is not only characterized by an imbalanced gut flora, but also by the presence of undesirable micro-organisms that can potentially create diseases. One study found that 41% of children with ADHD had parasites, while 31% were affected by an overgrowth of the yeast Candida Albicans. These micro-organisms produce metabolites that are known to affect our brain and immune system.

Food additives and phosphates

The life works of Dr. Benjamin Feingold, a famous American pediatrician and allergist, and of Herta Hafer, a German pharmacist, have shown that many children were not only allergic to or intolerant of foods, but also to food additives and phosphates. For a long time, there has been a lot of controversy about the role of food additives in ADHD, but, in 2007, a study published in the prestigious medical journal Lancet confirmed the link. The work of Dr. Doris Rapp, a medical doctor specializing in environmental medicine has shown that a child may not only be sensitive to what he eats, but also to what he is exposed to, such as perfumes, after-shave, cleaning products, paints or even second-hand smoke.

Physiologically, those sensitivities trigger allergic and inflammatory reactions that affect our brain and immune system, leading to symptoms or the aggravation of symptoms of neurobehavioral disorders.

Immune impairments

Several scientific studies have suggested that our children suffer from subtle immune impairments that can participate in causing the symptoms of ADHD and autism. One study has shown that children with ADHD had abnormal humoral and cellular immune function, while another revealed they had lower levels of complements (molecules related to immune function). One study even found antineural antibodies in their blood and cerebrospinal fluid, suggesting that the immune systems of children with ADHD start attacking the child’s own nervous system.

DIAGNOSTIC

Diagnosing antecedents – Toxicity testing

The first suspicion of toxic exposure is usually revealed in the health history. Maternal exposure to or consumption of medications, drugs, alcohol or cigarettes need to be discussed. We also need to look for potential exposure to environmental toxins such as in paints, solvents, vaccines and amalgam fillings.

Several laboratory tests using hair analysis, saliva, stools, urine or blood can be used to measure levels of heavy metals (aluminum, lead, mercury, cadmium and other toxins). A liver detoxification profile can be ordered to know whether the liver is able to detoxify properly. Some more advanced testing can be used to ascertain whether the individual has a genetic weakness in his or her detoxification pathways.

In some instances, we can also use applied kinesiology muscle testing to individualize the diagnostic process.

Diagnosing antecedents – nutritional status

We start our evaluation of nutritional status with a diet diary. The person writes down everything that is eaten or drunk for 7 to 14 days. We then evaluate the eating habits to determine potential deficiencies and excesses. From there we can add complementary laboratory testing of hair, urine, blood or red blood cell to measure levels of various nutrients such as vitamins, minerals, amino acids and essential fatty acids.

Diagnosing Triggers – gastrointestinal function evaluation

Gastro-intestinal triggers can be divided into several categories:

- increase in gut permeability (leaky gut)
- malabsorption
- digestive deficiency
- hypochlorhydria (reduced production of stomach acid)
- alteration of oral, gastric and intestinal flora
- food allergies and intolerances
- liver detoxification impairments

All those factors can be caused by the use of antibiotics, alcohol consumption, smoking or even the slightest use of anti-inflammatory medications.

Several laboratory tests can help us assess gastro-intestinal function. The first one is gut permeability testing which allows us to know whether the gut lining is performing its filtering function or whether it has become leaky. The second one is called Comprehensive Digestive Stool Analysis. This exam measures your digestion, absorption, gut flora and intestinal immunity status. It also checks for the presence of bad bacteria, yeasts, fungi and parasites.

Diagnosing Triggers – food allergies and intolerances

Your medical doctor has usually only tested you for “medical” allergies. He has only looked at one of the many reactions that your body can have to foods. We need to know if you suffer from hidden, delayed allergic reactions or food intolerances. Applied kinesiology muscle testing and various laboratory tests can be used to unveil hidden food sensitivities. We can also use a diet diary, combined with a food elimination diet. We eliminate “usual suspect” foods for 2-3 weeks, see how you feel and function, and then re-introduce foods one by one to see whether they trigger symptoms.

AN INTEGRATIVE APPROACH TO MANAGEMENT

In order to help you or your child start overcoming neurobehavioral disorders naturally, we will need to work on balancing your brain and your body. Balancing brain hemisphericity is crucial to the process and is the key to get the amazing results that we get, even when other approaches have failed.

Our unique approach allows us to manage behavioral, learning and developmental disorders in an organized, structured, step-by-step manner.

Nutritional, metabolic and neurotoxic balancing interventions complement our brain-balancing protocol. We will first help you create a healthy diet for your child and your family. Then we will work with natural intervention to balance all metabolic glitches in your body and brain. Our protocol can be summarized in our Brain Wellness pyramid.

The Brain Wellness Pyramid
The Brain Wellness Pyramid gives us a clear, organized, step-by-step path to help you overcome neurobehavioral disorders naturally.


Nutrition and Healthy Diet

Our nutritional protocol will give you the opportunity to create a healthy diet for the whole family and to take care of the various deficiencies that your child may be suffering from. We focus specifically on enhancing brain function and protecting against neurotoxicity. Our nutritional program addresses the issues of essential fatty acids; elimination of “trans” fats; consumption of antioxidant-rich foods, as well as of nutrients which boost energy production and enhance the supply of important vitamins, minerals and amino acids; elimination of junk foods; and balancing of blood sugar.

Healing the Gut

Our approach to healing the gut is based on a unique “gastro-intestinal rehabilitation” protocol created by medical doctors from the Functional Medicine Institute in Gig Harbor. This program is known as the “4-R Program”.

First “R” – Remove

The first step is consists of eliminating the undesirable bacteria and parasites that plague your gut. We can eliminate them by using natural herbs and herbal remedies that have antimicrobial properties, such as specific spices (garlic, oregano, or clove) or other herbs such as Artemisia annua (wormwood), Hydrastis Canadensis (goldenseal) or grapefruit seed extracts.

This step also includes the elimination of all foods and substances that can potentially cause allergies, intolerances or sensitivities. We use a combination of the following diets:

- Elimination or hypoallergenic diet

- Feingold diet (food additives and salicylates elimination)

- Phosphate-free diet (Herta Hafer)

- Casein-free, gluten-free diet

- Acylamides reduction diet


Second “R” – Replace

In this second step, we will be balancing the factors that affect proper digestion and gastro-intestinal absorption. Partial or incomplete digestion of proteins is an important source of food allergies. If needed, we will supplement your diet with digestive enzymes and other supplements designed to boost digestive juices production.

Third “R” – Reinoculate

In this step, we will work on rebalancing your normal intestinal flora. We use high-potency probiotics supplements that contain Lactobacilli, Bifidobacteria and other species of good bacteria to help repopulate your deficient gut flora.

In some cases, we will also be using natural substances called probiotics. They help feed the good bacteria and support their growth and development. Fructo-oligosaccharides and inulin are two of the most well-known probiotics.

Fourth “R” – Repair

This last and final step is designed to help restore the gut lining and gut mucosal integrity. We will be using several natural substances that have been shown to heal a leaky gut, such as the amino acid L-glutamine (which is also the most important source of energy for cells of the gut lining), vitamins C, B5, E and A, as well as essential fatty acids such as omega-3s. By repairing the gut lining, you will be able to absorb optimally again important vitamins and minerals.

Healing the immune system

Several strategies will help us balance and heal your immune system. For example:

- Diminishing the allergenic load – ie reducing food allergies and intolerances, which we have already done in step 1 of healing the gut.


- Optimizing nutrition to your needs by improving diet and ensuring proper supply of antioxidants such as essential fatty acids, vitamins A,E, and D, magnesium, zinc and selenium.

- If needed, using specific natural immuno-stimulant substances such as certain japans mushrooms or Echinacea.

A regular, moderate physical activity will also go a long way to help you or your child balance immune function.

Detoxifying the brain and body

The first step to proper detoxification is ensuring that you stop being exposed to what causes the toxicity in the first place. It is therefore fundamental to find the sources of exposure and eliminate them. In some cases, amalgam fillings will need to be removed.

The second step is to support the natural detoxification of the body by ensuring proper function of your intestines, your kidneys and, especially, your liver. We can do that by using specific nutritional and supplement formulation.

In some cases, we can also use heat (therapeutic sauna) and foot bath detoxification.

For severe cases, we may need to consider doing some chelation, which is the use of artificial substances to “pull” the toxins out of your body. This approach is a bit more risky, and in case you require it, we will refer you to a medical doctor specializing in chelation therapy.

Natural nootropic substances

Nootropics are natural substances that can improve cognitive function. We only use those in rare cases where the rest of the protocol has not yet brought all the results that we would like to see. For example, one small study done in Canada on children with ADHD showed that a combination of Ginseng and Gingko biloba extracts help decrease symptoms in 80% of children without any side-effects.

Several studies have shown that Ginseng and its active substance, ginsenoid, had beneficial effect on immune function, anti-inflammatory properties, improved resistance to stress, and help normalize sleep cycle. Ginseng extract has also been shown to improve learning and memory, as well as (in animal studies) boost the production of dopamine in the brain.

Gingko biloba has a powerful antioxidant effect on the brain, protects the DNA of mitochondria (which are small “energy plants” in the cells), has a neuroprotective effect and improves cognitive functions.

Other natural nootropics may also be recommended such as some Chinese and Ayurvedic herbs.


Dr. Lois Flemming has been in practice in New Bern for 20 years. She has advanced edu-cation and training in functional neurology, nutrition, functional medicine and chiropractic pediatrics and has studied under Dr. Yannick Pauli, the prominent Swiss physician and researcher who developed the Unritalin Solution program.
In her clinic Flemming Chiropractic Wellness Center, she runs Whole Child Wellness, a holistic brain-based balancing program based on the Unritalin Solution program for neurobehavioral disorders such as ADHD and learning disabilities. Over 600 children with these disorders have been helped through the Unritalin Solution program.


Flemming Chiropractic Wellness Center
3601 Trent Road Village Square
New Bern NC 28562
www.drflemming.com
www.wholechildwellness.info
252 638-6062

*All references available upon request.

WHOLE CHILD WELLNESS

OVERCOMING ADHD EFFECTIVELY AND NATURALLY

Dr. Lois Flemming

WHAT IS "WHOLE CHILD WELLNESS"?

"Whole Child Wellness" is a holistic program that evaluates and balances the many neurological and metabolic imbalances that either cause, participate with, or worsen what are called neurobehavioral spectrum disorders.

WHO CAN BENEFIT FROM “WHOLE CHILD WELLNESS”?

“Whole Child Wellness” is specifically designed to help individuals and children suffering from attention deficit, hyperactivity, learning disorders, dyslexia, behavioral disorders, developmental delay and autism spectrum disorders.

The program is also open to anyone who is interested in improving concentration, attention, memory, cognitive functions, as well as various functions involved in sports performance such as timing and coordination.

HOW DOES “WHOLE CHILD WELLNESS” WORK?

We start by doing a very comprehensive evaluation composed of neurobehavioral questionnaires, in-depth health history, holistic clinical exam and various objective tests of brain function. We then combine the best of natural approaches in a structured, guided, step-by-step proprietary system that gets effective results without the use of drugs. Our program includes but is not limited to chiropractic care, healthy lifestyle counseling, nutritional interventions, brain-balancing exercises and life coaching.

The program is individualized to the need of the person and regular evaluations are performed to ensure we get the progress that you deserve.

HOW LONG DOES “WHOLE CHILD WELLNESS” LAST?

The length of the program varies depending on your needs or the needs of your child. We work intensively for three months and do our first re-evaluation. The progress over the first three months will determine whether we need to do another 3- month cycle or whether we can start reducing the frequency of visits.

During the first three months, we will see you twice a week. Each session lasts about 50-60 minutes. You will also be given brain-balancing exercises to do at home, as well as a lot of advice on dietary changes and healthy living.

WHAT BENEFITS CAN I EXPECT FROM “WHOLE CHILD WELLNESS”?

Since “Whole Child Wellness” is based on the health status of the individual, results will vary from one person to the next. The benefits that someone with autism gets will be different than the benefits obtained by someone with ADD or dyslexia. Our first consultation will give us a better idea of where you are and the benefits you can expect from our program.
That being said, here are some of the most common benefits:

-Improvement, and, in some cases, recovery from specific problem
-Reduction in hyperactivity and impulsivity
-Reduction of distractibility and improvement in attention and concentration
-Reduction of aggressive behavior and improvement in overall behavior and conduct
-Improvement in timing, coordination, balance and motor control.
-Improved motivation, self-esteem and socialization
-Improvement in medically unexplained physical and emotional symptoms


WHO WILL BE TAKING CARE OF ME?

“Whole Child Wellness” is performed by Dr. Lois Flemming

Dr. Flemming has received special training in the natural management of children with neurobehavioral disorders. She has trained under the direct supervision of Dr. Yanick Pauli, a Swiss doctor and one of the foremost experts in the field of natural management of ADHD and other neurobehavioral disorders. The principals upon which “Whole Child Wellness” is based have been used by hundreds of health care professionals around the world to successfully treat thousands of patients to date.

HOW CAN I GET MORE INFORMATION?

Dr. Flemming can be reached at:

Flemming Chiropractic Wellness Center
3601 Trent Rd. Suite 3
New Bern, NC 28562-2219
(252) 638-6062www.drflemming.com

Overcoming ADHD Naturally

Better grades. Better behavior. Better attention.

Naturally.

Is ADHD robbing your child and your life? ADHD is not just about hyperactivity and inattention. It affects all members of the family and all dimensions of the life of your child. There are millions of families like yours in the world. Until today, you either watched the situation get worse or were forced to put your child on powerful psycotropic drugs full of side-effects. There are other options. Join ADHD Wellness Graduate, Dr. Lois Flemming for an incredible workshop where she introduces a proven, effective, natural approach to overcome ADHD. Based on years of scientific research and used by hundreds of specialists around the globe to successfully treat thouseands of children, Dr. Flemming will show you how this step-by-step, structured, individualized approach addresses not just the symptoms of what is plagueing your child, but the real causes of the problem.

Free ADHD Workshop

You will learn:

• How the ADHD brain works

• Little known exams that will show what is really at the root of your child's problem behavior

• The natural approach to overcoming ADHD

Sign up now and bring a guest. Workshop is free and open to the public. Seating is LIMITED. Call 252-638-6062 to reserve your spot.

HEALING THE BRAIN NATURALLY

Understanding and taking care of ADHD, ADD, behavioral disorders, learning disorders, developmental delay and autism.

Part 1
Hemisphericity and Functional Disconnection Syndrome

By Dr. Lois A Flemming and Dr. Yannick Pauli


Introduction
As parents, we all want the best for our children. From the time they are born, we hope to see them grow and develop properly, flourish, build their personality, benefit from vibrant health, succeed in their social and romantic relationships, academic endeavors or career paths. We aspire to see them express the best of who they are and to see them prepare to enter the world of adulthood so that they, in turn, can also become fulfilled parents.

For many children, they grow and the circle of life is completed without too many challenges or incidents. But for others, the dream soon becomes a nightmare.

According to epidemiological research, between 5-20% of our children suffer from one or more neurobehavioral disorders such as attention deficit (ADD), hyperactivity (ADHD), learning disorders, behavioral disorders, developmental delay disorders, obsessive-compulsive disorder, Tourette’s syndrome (tics), Asperger’s syndrome or even autism. And this percentage is on the rise.

These statistics don’t take into account all the children that do not formally meet diagnostic criteria for a neurobehavioral disorder, but who are not functioning at their greatest potential. It doesn’t account either for all those who are not really sick to the point of being hospitalized but whose health is far from ideal: allergies, asthma, skin problems, recurring ear infections, abdominal pains, growing pains, sleep problems, back pain, headaches or migraines and many other symptoms that are usually medically unexplained and therefore are not taken properly into account by the pediatrician or family doctor.

The parents of those children are looking for real answers and solutions. Some will choose the conventional medical system, following the advice of family physicians or pediatricians. Unfortunately, those practitioners are often poorly trained in the field of neurodevelopmental disorders and have few options to offer beyond prescribing powerful psychotropic medications such as Ritalin. Others will, alone or in combination with drug treatment, choose to follow some form of behavioral therapy with a psychologist or child psychiatrist.

Other parents, either more critical or poorly convinced by drug treatments, or who have not found the desired results, turn to alternative and complementary approaches. Many options are then available such as kinesiology and “Brain Gym”; dietary approaches and diet without food additives, phosphates or Feingold diet; auditory training and Tomatis Method, music therapy, colortherapy, magnet therapy, massage therapy or even Neurofeedback or chiropractic care.

Although all of these approaches – conventional or alternatives – claim their share of success stories or even miraculous cures, many are limited by their “one-size-fits-all” perspective which only addresses one small piece of the puzzle of the complex picture that those disorders represent.

In this two part article, we will help you discover an integrated and holistic approach to the natural management of neurobehavioral disorders that is heavily founded in breakthrough discoveries made in the neurosciences and in the field of functional medicine.

Kevin, a 21st century boy
When Kevin was born, his parents’ dream was realized beyond their greatest expectations. The happiness was so great that the epidural, the long labor that required drug treatment, and the difficulty that the ObGyn had in pulling Kevin out of his mother’s womb (although one of the assistants pushed hard on his mother’s belly) were soon long forgotten. As a baby, despite some irritability, colicky cries and sleeping problems, Kevin was developing fine. His torticollis (Kevin always had his head turned to the right side) had seemingly disappeared without complication. At least, that’s what the pediatrician had said. The first months were pure delight, although his mother did suffer an episode of post-partum blues. The family doctor had said this was “normal” and a few months of antidepressant had helped her feel better.

Kevin was your average child. He received all his vaccines without any apparent side-effects. He developed within the norm except he never crawled on all fours at all but had walked quite prematurely. The pediatrician had comforted the mother saying that “this did not matter, some children just preferred to walk first rather than crawl”.

From the pediatrician’s point of view Kevin was healthy. He only suffered two or three colds per year, and had some bronchitis here and there. He had some tougher times around 5 years of age when he had 6 ear infections which were all successfully treated with antibiotics. He did often seem a bit clumsy, bumping into things often and falling easily, but Kevin had a strong personality. He frequently threw temper tantrums and tended to stay by himself (at least, that’s what the lady in charge of day-care said, for both parents worked).

We meet Kevin again in elementary school, during physical education class. He is playing dodge ball, picking up the ball which was on the ground near him. Other children run by him, scoffing him, knowing they won’t be hit. They know perfectly well that Kevin “isn’t that good at catching and throwing” and that there is no risk of getting hit. Kevin knows it also. In team sports he is always the last one to be picked to be on a team. Kevin clumsily throws the ball at a classmate who catches it and throws it back at Kevin hitting and eliminating him.

In class, Kevin isn’t comfortable either. He has difficulties. The teacher is always calling on him about his bad behavior and poor handwriting skills. Since he cannot impress others with any kind of special talent, Kevin acts out to attract attention. He often interrupts the class or bothers his classmates, which inevitably leads to the teacher making comments. His behaviour affects the whole class which does not progress as fast as it could.

During recess, Kevin often has problems socializing. Others do not spontaneously include him in their games. He has a problem relating to others because he has a hard time understanding social cues: he take jokes seriously and constantly thinks others are pulling his leg or making fun of him. Therefore, he prefers to be alone or gets involved in a fight just to attract some attention. His poor behaviour does not just effect his class. At home, his constant tantrums and oppositional behaviour is creating a lot of tension in the family. His mom and dad do not have any time for themselves any more because they always need to police him. His little sister suffers because it seems that “it is always about Kevin”. Kevin often talks back to his parents. He does one stupid thing after another, never becoming aware of the consequences of his actions. Moreover, he has poor self-esteem and is often alone. He only really connects with younger children, but does not really have any close friends. At night, during homework, the battle begins and it takes hours to get it done. Despite all the effort invested by his parents and his teacher, Kevin is failing and he might have to repeat a grade. What is more frustrating is that everyone recognizes that Kevin is a bright boy. He just does not seem to understand how to effectively use his intelligence.

The last time his mom went to the doctor to refill her antidepressant prescription; she shared her concerns with the doctor. He told her that it looked like Kevin had ADHD and suggested they try a therapeutic trial of Ritalin to see if that would help. Although mom was reluctant at first, she knew things were out of control and that she would burn-out if nothing was done, so she ended up trusting the doctor. Since he has been taking his daily pill, Kevin is calmer and behaves better. In fact, even the teacher commented on how much better he is following instructions. It seems things between mom and dad are getting better also.

Kevin is only one example among many of the growing number of children of both sexes who are suffering from and being diagnosed with such disorders as hyperactivity (ADHD), attention deficit (ADD), behavioural problems and learning disabilities. All of these children are like Kevin to some degree. Kevin could just as well have been suffering from dyslexia, obsessive-compulsive disorder, or even autism.

All those disorders have devastating consequences on the lives of those they affect and their immediate family. If those disorders are not properly managed, the child is at risk of failing school (or at the very least of not fulfilling his academic potential), of injuring himself or of developing low self-esteem and socialization problems. Later on, during adolescent years, he is at greater risk of suffering from other issues such as depression, substance abuse, causing road accidents or even of violating the law.

So what is causing all those disorders?
To get a proper answer, we first need to review a few basic facts about how the brain works. Over the last few decades a growing number of scientific studies have shown that those disorders – as diverse as they may seem – all share the same common neurological origin. They are not distinct disorders or diseases but rather are a part of a spectrum of disorders.

A little bit of neurophysiology…

Our central nervous system (which includes our brain) is made of billions of cells called neurons. A neuron is made of a cell body and an axon. The body of the cell contains a nucleus and various other organelles which produce the energy necessary for the neuron to function optimally. The surface of the cell body is covered with hair-like structures called dendrites. Dendrites act as a line of communication between the cell body of one neuron and the axon of another. A single neuron can be connected to hundreds and even thousands of other neurons.

The axon is a long tube-like “pipeline” which extends from the cell body and ends up at a synapse. The synapse is the communication point between an axon and another neuron. This interface between two neurons is done through a small space, called the synaptic or interneuronal space.

When a nerve impulse reaches the end of the axon of a neuron, it triggers biochemical reactions which lead to the release of small chemical substances into the interneuronal space. These substances, called neurotransmitters, cross the space and attach themselves to receptors on the second neuron’s surface. If those neurotransmitters are in high enough quantity, they trigger a new impulse on the second neuron. Once their work is done, the neurotransmitters are released from the receptors and recaptured by the first neuron to be recycled. This phenomenon is called neurotransmitter re-uptake.

A little bit of neuroanatomy…

Starting with the oldest structures, our central nervous system (CNS) is broken down into several elements:

The spinal cord is the communication highway between the brain and the rest of the body; it has many relay stations and is the seat of all reflex activities (such as automatically taking your hand off a hot stove).

The brain stem contains the lung and heart control centers, the cranial nerves, and some areas that control the state of alertness of the individual.

On the back of the brainstem, we find the cerebellum. It is involved in the coordination and timing of movements. Recent studies have shown that it also plays an essential role in coordinating visceral functions, emotions and attention.

Above the brain stem, we find the diencephalon which is made up of the thalamus – the relay center for all the sensory information (except the sense of smell) that is going up to the cortex – and the hypothalamus – which is the control center for hormones and glands.


Finally, we find the telencephalon which is made of two cerebral hemispheres and the basal ganglia.

The cerebral hemispheres are made of four lobes (frontal, parietal, temporal and occipital) and the limbic system, which is the seat of emotions.

The basal ganglia are a series of nuclei or centers involved in movement control.



In our exploration of the brain’s anatomy as it relates to learning and behavioral disorders such as ADHD, two areas are particularly of interest. They are:

1. A part of the frontal lobe, called the prefrontal cortex, which is the seat of so-called executive functions (attention, planning, organization, impulse inhibition, self-control).

2. A system of circuits connecting the prefrontal cortex, the basal ganglia and the cerebellum.

In order to better understand ADHD, we must also understand how the brain integrates all the information it receives from the senses:

The brain: a question of timing, synchronization and wavelength.

Each second, our brain is bombarded with thousands of sensory information coming from numerous sources: sight (eye), hearing, olfaction, taste, touch, organs and viscera, skin, muscles, and articulations; in short, from our internal and external environment.

The brain cannot make sense of all this information unless it is integrated into a meaningful experience. Only then can the brain react optimally to its environment. However, there is no single physical area in the brain where all this information can meet. To solve this problem, our brain integrates and synchronizes the information in a temporal manner.

This means that two pieces of information coming from the same sensory experience can be integrated – and therefore become meaningful - only if they are synchronized in time (happen together ). In contrast, two pieces of information coming from the same sensory experience which are not synchronized in time cannot be integrated by our brain.

Imagine that you are watching a French movie that has not been properly dubbed. Imagine for example that the image and the sound are not synchronized. Imagine how the lips of the characters are sometimes immobile while the voice still speaks or imagine how the lips keep on moving although the sentence is already finished. The coherence is lost and it becomes annoying, shocking, meaningless, or even ridiculous. After a while, you would stop watching that movie. Children and adults suffering from ADHD have the same problem. Except that for them, the desynchronization is ongoing and never stops. Moreover, the desynchronization does not only affect two senses (such as hearing and sight in our example) but all the thousands of bits of sensory information that is coming in from our various senses.
In order for the various pieces of information to be synchronized in time, our brain must have a very precise timing mechanism. And this timing mechanism requires a basic rhythm; the same as a music student uses a metronome to acquire his tempo skills.

In our brain, the metronome is our cerebellum. It gives the timing mechanism through which all the incoming information will be synchronized. Any malfunction of the cerebellum can therefore lead to a desynchronization of the information, a frequent problem in children suffering from ADHD.

In addition to good timing, the different parts of our brain must be on the same wavelength or frequency to communicate properly.

In order to illustrate this concept, let’s imagine that you are using a walkie-talkie with your child who is in the garden. If both devices are on the same frequency ( the same wave length ), you will be able to communicate without any problem. However, if they are on two different wavelengths, there will be some crackling sounds on the line and communication will be more difficult. If both frequencies are too different, it becomes impossible to communicate.

Our cerebral hemispheres and our cortex function at a 40 hertz frequency (40 times per second). This frequency is the basis for human consciousness. At this speed, timing must be very precise or any error can be devastating.

Our brain functions at its best when both hemispheres are coherent, which means when they oscillate at the 40 hertz frequency. When this situation happens, both hemispheres can not only communicate together through traditional neurological relays, but also energetically.

This 40 Hertz frequency originates in the thalamus, the relay center for all information going toward the brain (except the smell).

In order to better understand this concept, let’s imagine an experiment where the right side of someone’s body isn’t stimulated anymore. The left hemisphere – because the information from the right side of the body crosses to the left side of the brain - will not be stimulated any longer, and the 40 Hertz rhythm cannot be maintained. In consequence, we develop a lack of coherence, a desynchronization between the two hemispheres. In this situation, the brain cannot work at its best.
Research in neuroscience has shown that ADHD is a consequence of brain timing errors which give rise to a desynchronization of incoming information or a coherence problem in which two or more parts of our brain are no longer on the same wavelength.

Cerebral hemisphericity and neurological lesions

In functional neurology, we use the word “cerebral hemisphericity” when both hemispheres are no longer on the same wavelength and when, in consequence, one side of the brain is “weaker” than the other one. ‘Neurological lesion’ (reversible) is a term which describes a part of the brain that is not functioning 100%. The malfunction that is causing the lesion can be due to a lack of stimulation or to a delay in development of the brain.

The neurological lesion is one of the principal causes of desynchronization (loss of timing) of information and of the loss of coherence between parts of our brain. The loss of coherence is called "hemisphericity" if the affected parts are the hemispheres. We also sometimes call this problem a “functional disconnection syndrome”.

Numerous scientific studies carried out in the past ten years have shown that neurological lesions and brain hemisphericity are the underlying brain problems in ADHD.

We can therefore conclude that ADHD is due to some hypo-functioning or delayed development of some circuits of the brain that link the prefrontal cortex to the basal ganglia to the cerebellum.

Many studies also showed that these parts are smaller in size in children suffering ADHD than in “normal” children when they are measured by magnetic resonance.

A health care professional specially trained in functional neurology is therefore able to evaluate the deficient areas (neurological lesions) in a precise manner for each individual and to develop an individualized program aimed at rehabilitating these parts in a natural way.



Hypo-functionality and developmental delay: the HYPER-active is HYPO-stimulated.

Traditional medicine understands this seemingly paradoxical situation. The most well-known medication for ADHD is methylphenidate (Ritalin) which is a stimulant medication. At first, we may wonder why we give a stimulant to someone who is already “hyper”. Well, parts of the brain that are hypofunctional in ADHD predominantly use dopamine as neurotransmitter. One of the predominant theories in the field of neuroscience suggests that, in children with ADHD, dopamine is recaptured and recycled too fast (reuptake phenomenon). In consequence, the prefrontal cortex – which acts as a brake for the rest of the brain – is not sufficiently stimulated. The rest of the brain is no longer under control and gets “hyper”. Ritalin is a dopamine reuptake inhibitor. This means that it allows dopamine to remain longer in the space between the two neurons. This also means that the second neuron gets more stimulation. This way, by stimulating the brake (the prefrontal cortex), we can regain control of the rest of the system.

The causes of the problem
Traditional medicine seems quite content with a genetic explanation and a pharmaceutical treatment. However, as those who are attempting to understand the underlying cause of problems, we are not satisfied with such a simple explanation.

Heredity and genetics are only predisposing factors. It is like a loaded gun. But nothing happens with the loaded gun until something presses on the trigger. And that something is the environment.

Medicine concluded that ADHD is a brain chemical imbalance. In the Unritalin Solution program, we ask a much more fundamental question: what causes the chemical imbalance?

As we have seen in our review of neurophysiology, the production of neurotransmitters is dependent upon two factors:

1. The presence of an electrical impulse along the axon of the neuron.
2. Having sufficient building blocks to produce neurotransmitters.

Therefore, the cause of the problem should not be sought in the biochemical imbalance – which is only a consequence – but in the “electrical imbalance”, that is the neurological lesion or the hemisphericity.

In consequence, when a child exhibits ADHD symptoms, we can have 4 possible causes (or a combination thereof):

1. An ' electrical' dysfunction causing neurological lesions and brain hemisphericity
2. A deficiency in the building blocks of neurotransmitters (which is a nutritional and metabolic problem)
3. Neurotoxic factors, i.e toxins that affect the proper function of the brain.
4. Or none of the above. In that case, the symptoms look like ADHD, but they are caused by something else such as food allergies, heavy metal intoxi-cation, or sleep deprivation, …

Causes of the causes
We have said that the chemical imbalance present in ADHD is the consequence of neurological lesions and brain hemisphericity. But as true detectives, we are not content with that conclusion and we want to dig deeper by asking the question: what is causing the lesions and the hemisphericity in the first place?

Without going deep into the theory of evo-lution, it is commonly recognized that one of the main factors that has allowed humans to develop the big brain they have is the fact that we, as a species, have transitioned from going on all fours to walking upright on two legs. To make it very succinct and short, suffice it to say the development of our brain and of our cognitive abilities is highly dependent upon motor activity. Said another way, movement nourished cognitive development.

The majority of stimulations to which our central nervous system is exposed are not constant (for example, sight is not stimulated during the night). The one and only constant source of stimulation and information to the brain comes from the motor activity produced by our postural muscles as they constantly adapt to the field of gravity.

These stimulations are transmitted to the thalamus and the cerebellum, producing the so-vital 40 Hertz frequency as well as the necessary timing mechanisms which allow the brain to integrate the many sensory inputs into a meaningful experience.

From there, this information stimulates the circuits that link the cerebellum to the basal ganglia and the prefrontal cortex. Remember the prefrontal cortex plays a major role in regulating emotions, inhibiting impulses (which is important for proper social behaviour), attention and concentration and all other higher human cognitive functions.

In summary, the functional integrity of our spine and its postural musculature is therefore essential for the brain, as is regular movement and physical activity.

Those considerations allow us to start understanding what may be causing the formation of reversible neurological lesions and hemisphericity. Amongst the most common causes, we find:

Perinatal factors such as a traumatic birth, cerebral hypoxia (lack of oxygen), or fetal distress, …

Dysfunctions of the spine and its postural muscle structure: poor posture, vertebral dysfunctions (called vertebral subluxations by chiropractors), and muscular imbalances.

Cerebral traumas: acceleration / deceleration syndrome( whiplash) from auto accidents, cerebral concussion, or direct blunt trauma to the head.

Sedentary lifestyle with reduced physical activity : in less than one generation, we went from street games for which we used our big muscle groups and coordination (sports, hop scotch, jump rope, hide and seek) to sedentary computer games and activities (television, computer, video games, …)

Psycho-social factors: sensory deprivation, physical abuse, parental negligence, lack of social support, family stresses.

We need to add to these other types of neurotoxic and nutritional factors that we will discuss in part 2 of this article, such as unhealthy eating and fast foods, environmental toxins, vaccines and hormones.

A solution for Kevin
Our children are the future of our society. What will happen in the future when a child's potential is limited because of severe imbalances which prevent his or her brain from functioning optimally? When a child suffers from ADD, ADHD, learning disorders, behavioural problems, developmental delays, obsessive-compulsive disorder, Tourette’s syndrome, Asperger’s syndrome or autism, it is not only the child who is affected, but the whole family, as well as the whole community.


These children deserve the best. Therefore any approach which hopes to be an answer to their suffering has to be holistic and global, and include the natural treatments which have been shown to be effective in helping these disorders.

This is why we have created our ADHD Wellness program Unritalin Solution. Our program is designed to evaluate and correct the hemisphericity and reversible neurological lesions, as well as the metabolic imbalances that are the true causes of the symptoms of these various so-called disorders.

Our ADHD Wellness Program evaluates the specific needs of your child and offers a natural yet highly effective approach tailored and customized to help your child overcome his or her many challenges.

Contact us at 638-6062 for more information!

Dr. Lois Flemming has been in practice in New Bern for 20 years. She has advanced edu-cation and training in functional neurology, nutrition, functional medicine and chiropractic pediatrics and has studied under Dr. Yannick Pauli, the prominent Swiss physician and researcher who developed the Unritalin Solution program. In her clinic Flemming Chiropractic Wellness Center, she runs “ADHD Brain Wellness”, a holistic brain-based balancing program based on the Unritalin Solution program for neurobehavioral disorders such as ADHD and learning disabilities. Over 600 children with these disorders have been helped through the Unritalin Solution program.

Update on ADHD mentorship!!

So this spring I applied for and have been selected to be part of a very special training program. I will be mentored by a renowned and respected Swiss doctor who is an expert in the natural treatment of children with ADHD and learning disabilities. He has developed a program which accomplishes astounding results with these children--not just trying to control the symptoms, but truly treating the cause of these problems in a way that eliminates the need for medication so these children can live normal lives.

Over the next couple of months I will undergo very intensive and extensive training in his methods and will be able to begin treating children in our own commmunity in July. His methods are based on sound principals of science and backed up by years of clinical research. He himself has treated over 600 children suffering from ADHD, dyslexia, and other neurodevelopmental disorders such as autism.

This is a dream come true for me because I will be able to help you and this community a hundred times better. I am VERY excited about this opportunity!

I will keep you updated on what I am learning. Meanwhile if you know of any children or adults who might need my help, please pass this information on to them. Thank you for your support.

Great News!!

Dr. Flemming has been chosen to participate in the comprehensive ADHD Wellness Expert Mentoring program under the renowned Dr. Yannick Pauli! The program includes 8 weeks of intensive instruction and clinical experience in the DRUGLESS treatment of ADHD and similar neurologic conditions.

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