According to the Academy of Pediatrics, 20% to 40% of healthy young people are seen by some type of complementary alternative medicine (CAM) practitioner and for those with chronic illnesses, that number is closer to 50% (Kokman, 2008).  In 2012, a National Health Interview Survey (NHIS), a comprehensive survey on the use of complementary health approaches, was sent to nearly 45,000 Americans, including more than 10,000 children aged 4 to 17.  Survey results showed that 11.6 percent of children had used or been given some form of complementary health product or practice, during the prior year  ("Children and the use of complementary health approaches," 2017).

The use of psychotropic medications to treat behavioral disorders diagnosed in children as young as two years old has also increased dramatically in the last decade (Kokman, 2008).  The most common psychological disorder diagnosed in young children and teenagers is Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD).  A child is normally diagnosed with ADHD between the ages of six and twelve years of age.  The symptoms are usually:

o   Inattention - Having a shorter than usual attention span and can be easily distracted.

o   Impulsivity - Not being able to control impulses.

o   Hyperactivity - Periodic over activity.

The referral to a medical professional or request for a diagnosis of ADHD is commonly made by the parents and/or educational personnel, such as teachers and school nurses.  This is usually the result of close observation and monitoring of the child's behavior and performance as no medical tests exist to diagnose this disorder.

The Center for Disease Control and Prevention (CDC) website (2013) reports that the American Psychiatric Association’s Diagnostic and Statistical Manual (DSM-V) states approximately five percent of children aged four to seventeen have this disorder.  However, as of 2011 data collected from parents regarding whether their child has received this diagnosed from a healthcare provider brought that number upwards of 14 percent.  It is no surprise that many parents are now looking for natural alternatives especially when their young children are being prescribed one pill for ADHD, one for their moodiness, and a third for the sleeplessness that results from the stimulant medication given for ADHD (Kokman, 2008). 

The personal decision to use an alternative therapy may be based on a bad experience they had with Western medicine or perhaps they are ready to take responsibility for their own health.  It's another thing, though, when they are making the decision for their kids.  For parents seeking a drug-free alternative therapy, safety is a primary concern.  As a result, aromatherapy is commonly made available for children ("Children and the use of complementary health approaches," 2017). 

When an aroma is inhaled, the molecules rise up through the nose meeting the millions of sensory cells that resemble little hairs, on the olfactory mucus membrane.  Within this membrane, receptor proteins identify the smell and pass on the sensory information to the olfactory bulb which amplifies the message sending it through the olfactory nerve directly into the amygdale and hippocampus, two important areas within the limbic system of the brain (Lis-Balchin, 2006).  The almost thoughtless process of smelling can initiate changes in the body, based on the sensory message received, in a matter of seconds.

Because many essential oils contain small chemical components, they are among the few molecules, natural or synthetic, that can cross the blood-brain barrier and directly affect brain activity.  This makes essential oils a powerful tool to treat brain disorders and emotional issues.

A series of studies revealed that the constituents that present the aroma may actually present a therapeutic outcome opposite of the expected result as in the case of young people diagnosed with ADD/ADHD (Sheppard-Hanger, 2008).  Buckle (2003) refers to studies where children became more stimulated when Lavender and Roman Chamomile oils were used but more attentive and calmer when Rosemary oil was dispersed.  

In creating my own blend, following a discussion with a friend whose grandson had been prescribed a cocktail of pharmaceuticals for a variety of behaviors that repeatedly got him in trouble in school, I chose Bergamot (Citrus auvantium var bergamia); Rosemary (Rosmarinus officinalis); and Ylang Ylang (Cananga odorata).  After creating the blend, I gave it to my friend who passed it on to her grandson, with the permission of his mother.

 

Rationale for Essential Oil Choices:

There are research studies that suggest that a chemical imbalance between dopamine and serotonin in the brain may be the actual “cause” of ADHD (Sadiq, 2007).  So when looking for essential oils for this blend, I looked for oils where studies had shown either an effect on the dopamine and/or serotonin levels or an oil that had been shown to provide relief from many of the symptoms associated with ADHD.

Bergamot (Citrus auvantium var bergamia) – Top note –In 2001, Gould & Martin studied the effects of bergamot and peppermint EO’s on human sustained attention.  Only bergamot had a significant influence in the attention span of the participants than the subjects in the peppermint or a no-odor control group.  Bergamot constituents included 30%-60% esters and linalool which appear to provide a balancing effect when a person is under stress, anxious or feeling depressed (Buckle, 2003). 

Rosemary (Rosmarinus officinalis) - Middle note – In 1995, a study at the University of Wolverhampton showed rosemary to have anxiety-reducing effects (Buckle, 2003).  Chiu (2009) reported on studies that showed that rosemary essential oil enriched the overall memory ability, increased alertness, and lowered fatigue.  Buckle (2003) tells of a study conducted in 1999 by one of her students.  The student, Sorenson, observed four children who had previously been diagnosed with ADHD, during a piano lesson.  The observations showed that when Rosemary essential oil was diffused into the air, three of the four children were more attentive and less distracted.  Knowing that rosemary is usually considered a stimulant, the student wanted to compare results by diffusing a known relaxant, Lavender essential oil.  Surprisingly, the students appeared to become fidgety and more distracted.  On a personal note, I knew rosemary would be one of the herbs I wanted in my blend based on a kind of experiment I conducted when my son was in 8th grade.  I was just learning about essential oils from the herbal perspective.  I brought rosemary plants into his Science class and talked to the class about how it was known as the “herb of remembrance” to the Greeks.  The plants were passed around the class with each student experiencing its wonderful smell.  The plants were left in the classroom and the teacher was asked to keep in touch with me and let me know whether she noticed any changes in the class behavior.  The class was simply told they were going to take care of the plants as part of the unit they were studying.  I checked back in with the teacher a few weeks later and she reported that the overall demeanor of her classroom was calmer.   

Ylang Ylang (Cananga odorata) – Base note – During a study by Freund, in 1999, on cardiac patients, an inhalation experiment revealed a 50% drop in systolic and diastolic pressure over a control group.  Using a stress visual analog, the patients also received a 50% reduction in stress (Buckle, 2003).  Stress and anxiety often accompany the pressures that are placed on young people diagnosed with these disorders.  Ylang Ylang has demonstrated a balancing effect credited to the constituents linalool and ester (Rhind, 2012). 

Dilution and Measurements: 

The inhalation blend was prepared in a 1/2 ounce amber glass bottle filled with coarse grind sea salt.  The essential oils of bergamot, rosemary and ylang ylang were added to the bottle in a proprietary blend.  As long as the lid was kept tightly screwed in place, the inhaler will maintain its potency for six months or more.

Results:

Though a formal case study was not performed, the young man's mother reported that she had gotten permission for her son to use the inhaler while he was at school.  She said his teachers consistently reported that as long as he took the initiative to inhale the essential oil blend when he was feeling anxious, impulsive, or inattentive, they were able to notice that within minutes his focus appeared to have been restored. 

With the use of essential oils on the rise by individuals who have received no formal education on the use of or even an understanding of the potency of these volatile oils, I think it is extremely important and our responsibility as educated individuals when we hear incorrect information being spread.  I have found that explaining the importance of using certified organic essential oils is enough to get these individuals to think about what they are putting on and in their bodies as well as stressing the need to speak with a trained practitioner before attempting any therapeutic uses.    

If you’re looking for a complementary health practitioner for your child, be as careful and thorough in your search as you are when looking for conventional care.  Be sure to ask about the practitioner’s:

o   Experience in coordinating care with conventional health care providers.

o   Experience in delivering care to children.

o   Education, training, and license.

 

References

Attention Deficit / Hyperactivity Disorder (ADHD). (2013, November 13). In Data and Statistics on the Center for Disease Control and Prevention website retrieved from http://www.cdc.gov/ncbddd/adhd/data.html. 

Buckle, J. (2003). Clinical aromatherapy: Essential oils in practice. 2nd Edition. Philadelphia, PA: Churchill Livingstone

Children and the use of complementary health approaches. (2017, March). NCCIH. https://www.nccih.nih.gov/health/children-and-the-use-of-complementary-health-approaches

Chiu, Tzu-I (2009, January). Aromatherapy: The challenges for community nurses. Journal of Community Nursing, 24(1), 18-20. Retrieved from http://www.jcn.co.uk/journal/01-2010/information/1338-aromatherapy-the-challenges-for-community-nurses/

Diagnosis of attention-deficit/hyperactivity disorder: Summary (August 1999).  Technical Review: Number 3 (AHCPR Publication No. 99-0049). Rockville, MD: Agency for Health Care Policy and Research.

Friedman, T. S. (2011). Attention Deficit Hyperactivity Disorder (ADHD). Shining Mountain Center for Peaceful Childhood, Inc. https://shiningmtnforkids.com/wp-content/uploads/2015/10/adhd-study.pdf

Kokmen, L. (2008, March 12) Kids and Cures, Minnesota Monthly Magazine. Retrieved from https://www.minnesotamonthly.com/lifestyle/kids-and-cures/

Lis-Balchin, M. (2006). Aromatherapy science: A guide for healthcare professionals. London: Pharmaceutical Press

Rhind, J.P. (2012). Essential Oils: A Handbook for Aromatherapy Practice. London: Singing Dragon.

Sadiq, A. J. (2007). Attention-deficit/Hyperactivity disorder and integrative approaches. Pediatric Annals, 36(8), 508-15. Retrieved from http://search.proquest.com/docview/217554877?accountid=158302

Sheppard-Hanger, Sylla. (2008). Psychosensory aromatherapy research project (PARP): 10 years later.  Retrieved from  http://www.atlanticinstitute.com/shop/free-download-psychosensory-aromatherapy-research-project-paper