Absolutely no surprise, as there is a BIG family history on both sides (probably w/lots more, never dx'd). Used to be fairly well read on the subject, although my focus tended toward adult ADHD. Now it's time to bring myself up to date & change my focus so I can help him (& my 11 y/o nephew who was dx'd about a year ago). My daughter is working on her Masters in Education (elementary emphasis) & has a BS in Sociology/Family Studies, but has some emotional biases around mental health issues because of that family history. She & GS live with me (always have) and his father has never really been in the picture, so I play a big role in his day to day care.
Bry is already dealing with BIG self-esteem issues from fallout over school discipline of his ADHD "misbehaviors", thinking he's a "BAD kid" along with depression to the point of saying he "should just kill myself, I'm so BAD"! That's when I pushed the issue with DD, which led to his ultimate dx--thinks she knew it was ADHD sometime before, but finally forced herself to admit it. His pediatrician thinks waiting on meds is best for him now & to rely on play therapy/behavior modification and has given us referalls for some therapists, who are not gung-ho on meds as the immediate answer. My DD questions taking any medications (for anything) and more so for children, so she's pleased. From my past reading, I have no doubt lots of kids have been medicated/over-medicated, some without even a proper dx and have seen first hand the problems they can cause with my nephew (who is on a SOUP, including meds for the side effects, on top of side effects). At the same time, I also know the benefits of psych meds first hand & don't want to see him suffer further if a med would make a difference for him.
On the plus side, GS doesn't appear to have any learning disabilities and is extremely bright; although that has it's down-side because he gets bored easily if not mentally challenged, which leads to "acting out" and the dance begins. Thankfully, his teacher (a GOOD one) appreciates that aspect and had already been working with him & us regarding discipline procedures, once she learned how deeply GS was being affected. Now that he has his "official" dx-she's even more so and actively working with DD to start formulating his 504 plan. LOL-now if we can just convince him to quit correcting her in front of the class (especially when he's right!)! But she's even putting that to work (although trying to get him to wait & talk to her privately, so her feelings won't get hurt) by having him research a question and then coming back to the whole class with the correct info--sometimes even allowing him to "teach" about what they found.
Sorry this is such a book--I really look forward to all I know these boards can offer, as we start this new journey.
Marci