51 pages • 1-hour read
ADHD 2.0: New Science and Essential Strategies for Thriving with Distraction—From Childhood Through Adulthood
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Chapters 2-3Chapter Summaries & Analyses
Chapter 2 Summary: “Understanding the Demon of the Mind”
Hallowell and Ratey invite readers to imagine a man named Hank who is both charming and brooding, often getting stuck in negative rumination and underachievement. Hank has tried therapy and medication but has given up, arguing that he has a natural “dark side” that he needs to “get used to” (20). The authors argue that the intense worry associated with ADHD can create a mental “rut” that they suggest can be overcome with practice.
Modern science has made numerous advancements in neurology; scientists now know that nature and nurture are both equally important and that brains have neuroplasticity, meaning that, rather than being fixed, brains are constantly changing in response to stimuli. The authors suggest that, had Hank known this information, he might have continued pursuing help.
The authors explain brain functions using an analogy of an Angel and a Demon guiding one’s thoughts—” The Angel bestows the gifts, and the Demon casts the curse” (22). Using functional magnetic resonance imaging (fMRI), scientists have discovered connectomes, or “clumps of neurons.” The task-positive network, or TPN, is the connectome associated with performing tasks, and the default mode network, to DMN, is associated with imagination and creativity. The DPN is further divided into the posterior cingulate, which is involved with autobiographical memory, and the medial prefrontal cortex, which is involved in foresight and planning. The authors describe the relationship between the TPN and DMN as a yin-yang relationship. In individuals with ADHD or VAST, the relationship between these two brain areas is “glitchy,” and rather than switching on and off at appropriate times, as generally occurs in neurotypical individuals, the areas compete with one another for attention, leading to distraction. According to neuroscientist Professor John Gabrieli, this glitchy system also contributes to negative self-perception and lack of follow-through.
The DMN “demands more,” which can lead to positive outcomes like creativity or entrepreneurial endeavors, or negative outcomes like addiction, making addiction up to ten times more likely in those with ADHD as compared to neurotypical individuals. Early studies suggest that those with VAST may also be more prone to addictions.
To exemplify this glitchy connection, the authors reference Ron, Ratey’s uncle, who, while excited about working in the garden, forgot his wife, Gretchen, at a store. Then, rather than stopping what he was doing and going to get her, he tried to send his unlicensed daughter Renee with the car, forgetting that she only had her learner’s permit. His TPN was running so strongly that he could not stop his task. This was not the only time Ron had forgotten his wife. The family was not aware of Ron’s ADHD until years later when their son was diagnosed. Other issues associated with this glitch is pirouette syndrome, which occurs when individuals circle back to double things like door locks, and catastrophic thinking or “Chicken Little syndrome” (30).
The authors reference a common neuroscience adage: “Neurons that fire together, wire together,” which they use to illustrate the idea that individuals have the ability to change their brains (31). They advise that when one’s DMN impedes their focus, they can try to activate their TPN by performing some sort of external task—reading, exercising, breathing, cooking, eating—to “shut down” the DMN. Of note, the TPN can also become overactive in relation to the DMN, leading to cold or mechanical behavioral patterns. This type of mental trap can be evaded by introducing oxytocin, a feel-good hormone, through positive relational interactions, like petting a dog or hugging a partner. Referring back to Hank, the authors suggest he could have benefitted from learning how to keep his DMN in check. The authors provide a simple recap of their advice, reminding readers not to feed the “Demon” and to keep their minds and bodies engaged and active.
Chapter 3 Summary: “The Cerebellum Connection”
Hallowell and Ratey dive into a discussion about the cerebellum, which is a brain structure comprised of two small but powerful lobes at the back of the brain. The cerebellum is tied to the vestibulocerebellar system or VCS, which, along with the inner ear, contributes to balance and coordination. For instance, the VCS helps a fish maintain positional awareness while swimming, and it helps humans ride a bike after a decade of not riding. The process is autonomous, allowing for quick decision—like reflexes, such as those demonstrated by a football quarterback quickly deciding what to do once he receives the ball: “Clearly, a quarterback does not have time to sit down with a protractor and a calculator and plot out his throw” (36). The cerebellum and VCS can misfunction in various ways, such as dysmetria, which occurs when the brain misjudges distance.
In the late 1990s, Dr. Jeremy Schmahmann discovered that, in humans, the cerebellum also contributes to learning, emotional regulation, and focus. He published a paper in 2004 with a concept called universal cerebellar transform (UCT), which he refers to as an “oscillation dampener” that stabilizes the shifts between thinking, feeling, and acting—essentially, it acts as the “brakes”). Schmahmann’s work suggests that treatments that strengthen the cerebellum may help individuals with ADHD better manage their symptoms. For instance, the Belgau Balance Board, invented by Frank Belgau in the 1960s, has been used to enhance learning, and, similarly, chiropractor Robert Melillo, author of Disconnected Kids, runs a treatment program that relies on these principles for neurodivergent children. Zing is another similar program, and both Dr. Hallowell’s son and wife have found success using Zing. While numerous individuals have seen improvement in their ADHD symptoms with Zing, the program, at the time of writing, has yet to undergo controlled trials. The authors note that they are “jaded,” as they have seen many fad treatments rise and fall over the years. Another doctor, Dr. Harold Levinson, goes against the mainstream, prescribing motion sickness medication to patients to manage their ADHD symptoms. While the authors acknowledge Dr. Levinson’s success and supporters, they note that they do not use these medications as their impact on ADHD has not been sufficiently studied.
Dr. Hallowell reflects on a unique case he took on. He was speaking in Shanghai, where he met the mother of a boy with ADHD. The mother—pseudonym Lily—asked Hallowell for long-distance help, and the two began interacting via email. Hallowell advised Lily to give her son, Samuel, a lot of support and affection; he outlined a plan for her to follow involving several exercises and positive reinforcement, and he convinced Samuel’s school to stop using corporal punishment on him. Samuel’s mood and performance improved, and he was given a chocolate for having the best score on a test; however, he refused to eat the chocolate, calling it “too important to eat” (48). Hallowell analyzes why Samuel and Lily were successful, identifying the key elements as establishing connections, educating the parties involved, clarifying the “race car brain with bicycle brakes” concept, and performing cerebellar exercises (49).
Chapters 2-3 Analysis
In these chapters, Hallowell and Ratey blend illustrative anecdotes, expert insights, and rhetorical devices to demystify the complexities of ADHD and provide actionable strategies for managing its challenges. The author’s engaging tone and use of literary devices make abstract neurological concepts accessible while fostering empowerment and self-awareness.
The authors weave real and fictional examples, such as the stories of Hank, Ron, and Samuel, to ground theoretical ideas in relatable narratives and provide Strategies for Harnessing ADHD Strengths. Hank’s struggle with “mental miseries” exemplifies how ADHD can manifest as chronic negative rumination and underachievement (19). His story underscores the necessity of awareness and knowledge, as the authors note, “If Hank had known about all this, he might have been able to circumvent his tortured thoughts” (22). This reflection ties back to the book’s overarching focus on anti-ignorance and education, reinforcing the importance of informed approaches to ADHD management. Ron’s anecdote about forgetting his wife at a store illustrates how ADHD can lead to seemingly inexplicable behaviors due to the “glitchy” relationship between the DMN and TPN. By contextualizing his actions within a neurological framework, the authors normalize ADHD-related challenges and provide an opportunity to discuss practical interventions. The inclusion of Samuel’s story introduces Approaches to Parenting and Educating Children with ADHD. His mother’s proactive support, combined with cerebellar exercises and positive reinforcement, leads to significant improvements in his mood and performance. This narrative highlights how connection, structure, and encouragement can empower children with ADHD, providing readers with tangible strategies for fostering resilience and growth.
The authors use a range of rhetorical devices to simplify complex concepts and engage readers. For example, the Angel and Demon analogy illustrates the dual nature of ADHD traits: The Angel represents creativity and innovation, while the Demon embodies distraction and negativity. This metaphor conveys the paradox of ADHD as both a “curse” and a “gift.” Similarly, the description of the DMN and the TPN as the “yin and yang of your brain” (24) uses familiar imagery to explain the interplay between imagination and task-oriented focus. Their use of sensory language and figurative expressions further enhance the text’s accessibility. Phrases like “gears get stripped” (26) and “we live with an itch at our core” (26) evoke the frustration and restlessness experienced by individuals with ADHD, creating an emotional resonance with readers. The rhythmic phrase, neurons that fire together, wire together” (31) serves as both a mnemonic device and a motivational reminder, reinforcing the brain’s capacity for change and growth. These techniques not only clarify scientific concepts but also inspire readers to adopt a proactive mindset toward managing ADHD.
Hallowell and Ratey bolster their arguments with references to and quotes from neuroscientific experts, lending credibility to their claims. For instance, Professor John Gabrieli’s observation that “the toggle switches between [the DMN and TPN] are off in those with ADHD” (26) succinctly captures the neurological basis for ADHD-related behaviors. The inclusion of cutting-edge research on neuroplasticity and cerebellar function further validates the authors’ recommendations. By combining scientific authority with relatable storytelling, the authors strike a balance between professionalism and approachability, making their guidance both credible and engaging.
The thematic elements introduced in these chapters build upon the strengths-based perspective established in the introduction and Chapter 1 while expanding into practical strategies. The emphasis on neuroplasticity supports The Integration of Lifestyle Adjustments for Symptom Management, encouraging readers to “fire together” new neural pathways through deliberate actions like exercising, engaging in hobbies, or maintaining social connections. The advice to avoid feeding the “Demon” by staying active and focused provides a concrete framework for mitigating the disruptive influences of the DNM. Similarly, Samuel’s story demonstrates the potential for empowerment through supportive parenting and education. His progress illustrates the transformative power of empathy, structure, and tailored interventions, offering a hopeful message for parents and educators seeking to guide children with ADHD toward success.
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