Regina Finan On (14 Jun 96) was overheard to say to All
 Hello Regina:
 I've been following this saga without saying anything until now.  As
 usual I have some pretty strong _opinions_ based on my training and
 experience.  Having read your entire post I'll touch on your points
 as you presented them but make reference to somethings out of order.
 I'll tell you right up front that I do not hold psychologists, in
 general, at either the master's or doctorate level in very high
 esteem.
 RF> Hello everyone.  Well I got Jonathon's diagnosis today and it has
 RF> kinda turned my mind upside down.
 Not at all unusual ... conflicting diagnosis are enough to leave
 anyone wondering if any of them are right and what do I do now..
 RF> They told me Jonathon is depressed and their opinion is that the ADHD
 RF> diagnosis was wrong.  OK.  
 My first question to this "grad" student would be what experience do
 you have with children who have or may have ADD/ADHD.  As a 2nd year
 grad student the answer is all too obvious: "NONE". That would have
 been enough for me to say thanks but I'll go elsewhere.  My second
 question would have been what psych specialty are you majoring in?
 This person is a "student"; still learning the trade; using YOUR
 child as a learning experience for HIM/HER!
 RF> They said his ADD behavior is due to depression. His depression
 RF> stems from school.
 Most psychologists deal with mental health problems, that is what
 they are trained to see so that is what they almost invariably DO
 see.  A grad student has no significant clinical experience and is in
 no way, shape or form qualified to be diagnosing a pimple on some ones
 butt let alone that a child is depressed and it stems from school.
 That is pure 100% unadulterated psycho-babble and I don't give a hoot
 how closely the instructor is monitoring the student's actions.
 RF> He is not functioning according to grade level or age level.
 There are LOTS of kids who are not performing academically at grade
 level, there are LOTS of kids who do not function at what this or
 that study says is the "norm" for age level.
 RF> His IQ is be- tween 71-82, and probably more likely around low
 RF> 70's.
 IQ scores are nothing more or less than a measurement of acquired
 knowledge.  If a child can not read well, does not listen well and
 process information then the measure of acquired knowledge (IQ score)
 is going to be low.  IQ scores are routinely misused by school
 personnel, psychologists, psychiatrists and a host of others who
 should know better to "prove" that someone is of less than average
 intelligence.
 RF> His achievement is higher because of me and also because he wants
 RF> to please the teachers which is causing too much stress.
 Two parts to that  ^^  .
 Not sure if you are saying "they" told you his achievement is high
 because of you or this is something you have seen for yourself.  If
 you are giving a lot of direct 1 to 1 help with school work then yes
 his achievement is higher because of your intervention.
 If "they" are saying his achievement is high because he wants to
 please the teachers - do "they" see this as a problem??  Good grief
 most kids do want to "please" their teachers that desire is part of
 what helps them learn.  Causing too much stress sounds very much like
 more psycho-babble.  If he wants to please, is achieving because of
 this desire and he is being appropriately rewarded with good grades,
 praise at school and home - where's the stress factor in that?
 RF> He needs special education.  Help in all areas and his strong point
 RF> is short term memory.
 This doesn't correlate with the earlier statement about achievement..
 Short term memory a strong point ??
 You say he "needs" special ed...in what areas is he doing poorly,
 what do EDUCATIONAL tests show as strong and weak areas?  He has been
 tested by the school....??
 >>>>>>>>>>
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